Memory Pathways
Adapted from Arts with the Brain in Mind by Eric Jenson
(Association for Supervision and Curriculum Development, 2001)
| Explicit Memory: Memory we are conscious of/verbal | Implicit Memory: Habit, motor memory, unconscious non-verbal memory |
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|---|---|---|---|---|
| Semantic Weakest retrieval system |
Episodic Unlimited capacity |
Automatic Habit |
Reflexive/ Conditioned Hot-stove effect |
Reflexive/ Emotional Emotions trigger memory |
| • Involves words, symbols, etc. • Short-term and working memory • Requires strong intrinsic motivation • Need big picture/global to aid recall • Organize material again and again • Use spaced learning, peer teaching, cliffhangers • “Yes, you can” attitude |
• Memory forms easily and quickly • Involves locations, events, circumstances • Contami- nated by too many events or materials embedded at same location • Memory is contextually embedded • Learning corresponds to sights, sounds, smells, tastes, touch, location, and emotions |
• Easy to master, well remembered, lasting • Activated by physical movements, sports, games, theater role play • Hands-on learning •“Just do it” • Embed emotions in middle of lesson • Daily celebrations • Student presentations to class |
• Instant associations • Over-learning • Conditioned responses (Pavlov’s dog) • The more practice, the more automated the learning • Quick-reaction activities help with storing/retrieving of memories |
• Emotions ranging from trauma to pleasure create/trigger long-term memory • Emotions contribute to all memory pathways • Auditory cues are potent emotional triggers • Many students who struggle with semantic memory can succeed here • The arts provide emotional triggers for storing/retrieving memories |
| Sample Arts Strategies to aid memory • Visuals, pictures, illustrations, bold colors, posters, storyboards, pictorial maps, etc. • Graphic organizers • Open lessons with hook music, props, costumes, dramatic event • Close lessons with sharing and same hook music |
Sample Arts Strategies to aid memory • Movement, designated location for each concept • Novel class- room positions • Dance/ movement to change locations and/or circumstances • Use visual art to create location and/or mood • Use music to create mood • Use drama to create circum- stance or connection to event • Field trips include arts activities • Drama games |
Sample Arts Strategies to aid memory • Nearly everything can be done with movement • Dance • Sculpture • Create a song • Rewrite lyrics to a song to include key information • Rap key terms/vocabulary • Dramatic concert readings with music • Improvisations • Drama games • Dramatic debates |
Sample Arts Strategies to aid memory • Visually enhanced flash cards or quest • Use pictures for quest • Music, especially rhythms, clapping/tapping, speaking rhythms, rapping, singing using key information • Use repetitive movement along with auditory cues (music, rhyme) • Movement games |
Sample Arts Strategies to aid memory • Start lessons/units of instruction with one or more art forms that provide emotional content and/or offer connections to locations, events, celebrations, prior knowledge, or to create a new emotional context for memories • Embed the arts at critical memory points in lessons or units • Connect arts examples to critical content and/or concepts that should be committed to memory |