Creating Student Engagement? HMM: Teaching and Learning with Humor, Music, and Movement

Abstract

With growing concerns about student engagement, the theme of creative teaching and learning provides an excellent catalyst to consider methods that enhance students' classroom experiences. Good teaching is akin to weaving a fabric of connectedness between student, teacher, and subject (Palmer, 2007). Teacher-student connection and student engagement are the two most important ingredients in teaching (Lowman, 1995). This paper explores three effective methods of weaving the fabric and engaging students in higher education. Examples of how to use humor, music, and movement to deepen learning while adding energy, engagement, and interaction are offered. A review of research supporting the methods explored in this paper is included.

An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students

“…MITA has a strong student focus and it was noted that the participants engaged enthusiastically with all the activities during the clinical skills sessions. Having activities that are fun have been found to help increase student learning and this result is similar to other studies (Baid & Lambert 2010;Strean 2011). Baid and Lambert (2010) conducted a critical evaluation of the literature to explore the use of humour and 'fun' teaching strategies within nursing education.…”

“…Strean (2011) found that music enhanced student engagement, humour reduced anxiety and promoted a relaxed environment and movement increased energy levels and this is strongly supported in MITA and brain based learning.…”

“…MITA encourages nurse educators to recognise that each student is an individual with a variety of intelligences that need to be drawn on and developed further (Weber 2005;Amerson 2006;Strean 2011). Effectively, this should help the student engage in active learning that will motivate them to adopt a deep learning approach because of genuine interest in the subject matter and reinforce learning into the individual's professional development and clinical practice (Weber 1999;Brunton & Jordan 2006;).…”

“…Similarly, Strean (2011) critically explored three methods of engaging students in the learning process that included music, humour and movement. Strean (2011) found that music enhanced student engagement, humour reduced anxiety and promoted a relaxed environment and movement increased energy levels and this is strongly supported in MITA and brain based learning.…”

Educação e Ludicidade: um diálogo acerca das possibilidades epistêmicas que a abordagem lúdica têm a oferecer a Sociologia

“…O humor é uma boa forma de desviar a atenção desses problemas", ou seja, embora a educação seja um negócio sério isso não quer dizer que as atividades educacionais não possam ser divertidas (Strean, 2011).…”