Authentic Learning Experiences Created Through Field Trips

Bridge Academy 11th Grade Ventures to the MOMA in New York City to Make Authentic Connections to Modern Art 

I believe authentic learning is very critical for students to become invested in the subjects being taught in the classroom. However, even though school administrators preach creating connections for the students they are often the obstacle that keeps the teachers from actually achieving this goal. For Example, I was fortunate enough last year to acquire funding to take my 11th grade students to NYC to the Modern Museum of Art (MoMA). It was an incredible experience for the students in many ways. I had previously done several lessons on modern art in the classroom. I observed that my students didn't really connect with how varied and creative the modern art can be. In addition to simply visiting the museum, we had an instructor lead us through an exercise where students created their own sketch while surrounded by modern work for inspiration. The students were directed to draw an original sketch using similar format of the master work (see below photos of students at MOMA). I had attempted this simulation in the classroom by displaying a piece of modern art on the Smart Board for them to use as a guide, but the museum experience was completely different and authentic in comparison. The students were asked to replace the elements to tell their own story. Many students who acted uninterested in the classroom exercises were completely engaged while at the museum. It was a real turning point for the group and the attitudes towards personal communication through art.

Are field trips still a viable way for students to have authentic learning experiences?

A Study entitled "Out of the Classroom and Into the City" explores this topic with great detail. A relevant paragraph from the study states, "Experiential learning through field trips is one way teachers can incorporate specific content into the curriculum while providing a unique and challenging learning setting for children. Public school teachers do not teach content independently or in isolation; rather context standards provide a framework and guide for what should be taught in classrooms. Teachers, typically, have some autonomy on how to help children meet standards in their states. It is important that teachers have the ability to plan learning experiences based on content standards so that children can have maximum benefits from the experiences".

Allowing students to learn through "situational cognition" or learning by experiencing a specific environment to create long term memory connections will always be a timeless teaching tool. There are many articles in support of this concept. For example, one such article, Learning to Think Critically "A Visual Art Experiment" states that, "Students who participated in the School Visit Program demonstrated significantly stronger critical thinking skills when analyzing a new painting. These effects were larger for students from more disadvantaged backgrounds. In light of recent declines in the availability of the arts for disadvantaged populations, our results have important policy implications for efforts to restore and expand access to the arts". 

 The article also sites that specific skills are gained through visiting art museum and art evaluation. These areas include; cognitive and non-cognitive skills from knowledge acquisition, critical thinking, tolerance, historical empathy, and desire to visit museums in the future.

In addition to the trip with the 11th grade students to the MoMA in NYC, I was able to also take the senior class to Storm King Art Center last May. It was a very different experience compared to a classic art museum format. The idea was to get the students out of their urban environment and expose them to unique art/cultural experience. In this case, outdoor environmental sculpture and the relationship of man made art in a natural environment. My students responded with joy and literally danced around the beautiful 500 acre property while taking in fresh air and the pastoral views sprinkled with sculptures created by some of the most influential artists of our modern time. To spark "situational cognition" and insure authentic learning during the experience, I reserved an informative tour given by a volunteer docent who captivated my students quickly. We even planned a group picnic on the grounds that added to the magic of the day. About six weeks after our return, I knew that our trip made an impact on my students. As the film teacher, I am in charge of creating a video presentation for the graduation ceremony. As a group we collaborated in creating the video that was be presented later in June of 2017 to parents, students and faculty. My senior students chose several photos from the field trip to include as a part of the video that celebrated their cherished high school memories. The impact of the Storm King field trip experience was validated far beyond my expectations.

Unfortunately, many school administrations do not support the clear need to allow students the opportunity for field trips that facilitate authentic learning. The student body at Bridge Academy is very fortunate to have financial backing and administrative support to make this very important educational experience in authentic learning a reality. 

Many thanks to Tim Dutton, founder and director of Bridge Academy, for making these trips possible.