Thoughts on ARCS, the 6 C's and motivation.
Most of this is from another discussion post, but it is very relevant to have in this blog also.

ARCS – I really enjoyed the section on the PROCESS of motivational design. Particularly the section on analyzing the audience. I believe I use many components of the ARCS model in my classroom, some more than others, but the process has me rethinking much of my work thus far in motivation, particularly how to design instruction to promote creativity in the classroom. Can this be done through using the ARCS model specifically? But on to the question, which I am looking at through the process of designing instruction.

If I were to analyze my art classroom audiences I think I would classify projects with student choices imbedded as high. Exercises, because the relevance is often not understood, would be low on the attention scale. Most students are in my upper level art classes because they want to be, so attention in general is high, especially when using a new medium, of course unless that new medium is related to something that they previously have confidence issues with. See, how this is all interrelated! An analysis of the audience before each class period would be a very valid task. I do this in general, but I could see creating an analysis form for me to do before each day starts. Could a form like this be generated and it's usefulness tested?