Episode 112: Using Manipulatives to Close Learning Gaps
Laura and Matt GrundlerRuth Byrne
In Math, there is a concept called “Concrete—Representational—Abstract Progression of Learning.” When students learn numbers, they count real objects (concrete), then pictures of objects (representational), and then use symbols like “3” (abstract). In Art, we often jump right to representational or abstract concepts. In this episode, The Creativity Department speaks with art educator Ruth Byrne about how interacting with concrete objects can lead students to better results representing and abstracting in their art. Hear how Ruth uses Froebel’s methods to encourage inquiry and help students focus on the joy of the creative process instead of the product.
