WGU DFM3 Task 1 Arts and Humanities with
Complete Solutions
A. Identify three videos from the attached “Task 1 Video List” found in the “Supporting Documents”
section.
The three videos I pick are: “Learning about Cultural Identity,” kindergarten Determining the
“Influence of Media on American Culture and Stereotypes,” 12th grade Building Classroom
“Community through the Study of Chinese Art and Culture,” second grade.
B. Reflect on your video observations by doing the following:
1. Discuss specific examples of how the teachers in the observed videos effectively
incorporated the needs of individual learners within their learning environments.
i. Emotional needs.
In the video description of “Learning about Cultural Identity” the teacher
states that several students have learning disabilities and that the class does well with
visual art lessons, creative movement, drama, and storytelling. Throughout the video I
see the teacher engage with the students by incorporating the above strategies. The
video begins with a puppet show which represents visual art, drama, and storytelling.
She then moves to what she calls “listening stones” where the students pass a stone
back and forth and whoever has the stone gets to speak. She also lets the students
get up and pick a colored circle form the word board and lets them write or draw
things that are similar between our cultural and the Chinese cultural. Both of the
above examples show the incorporation of creative movement into the lesson.
ii. Social needs.
the students are set up in small groups discussing the Chinese cultural. The
teacher engages a few of the groups by listening to the students and
providing feedback by correcting them or asking questions to help develop
continued discussion. She also engages the students by having an interactive
tour of the Great Wall of China on the board and a diorama of the mountain
ranges in China on a separate table.
iii. Cultural needs.
In the video “Influence of Media on American Culture and Stereotypes” the
teacher has the students sitting in a circle on the ground talking about the movies
they watched as children. She has the students discuss the issues they see in their
favorite Disney movies. The students bring up valid points that about how certain
movies shape the minds of children who watch them. They fall into discussion about
how “Aladdin” has brought a wrong stereotype on the middle eastern cultural and
population. They also discuss how the media affects and shapes the American cultural
into profiling certain demographics.
2. Discuss two ways that the teachers could have more effectively incorporated individual
learners’ cultural, social, or emotional needs in the learning environments.
In “Influence of Media on American Culture and Stereotypes” the camera pans
the classroom a few times and I noticed a student sitting at a table by herself
painting. Throughout the 14-minute video the teacher doesn’t even attempt
to talk to the student or try to get her to engage in the lesson. I thought that
Complete Solutions
A. Identify three videos from the attached “Task 1 Video List” found in the “Supporting Documents”
section.
The three videos I pick are: “Learning about Cultural Identity,” kindergarten Determining the
“Influence of Media on American Culture and Stereotypes,” 12th grade Building Classroom
“Community through the Study of Chinese Art and Culture,” second grade.
B. Reflect on your video observations by doing the following:
1. Discuss specific examples of how the teachers in the observed videos effectively
incorporated the needs of individual learners within their learning environments.
i. Emotional needs.
In the video description of “Learning about Cultural Identity” the teacher
states that several students have learning disabilities and that the class does well with
visual art lessons, creative movement, drama, and storytelling. Throughout the video I
see the teacher engage with the students by incorporating the above strategies. The
video begins with a puppet show which represents visual art, drama, and storytelling.
She then moves to what she calls “listening stones” where the students pass a stone
back and forth and whoever has the stone gets to speak. She also lets the students
get up and pick a colored circle form the word board and lets them write or draw
things that are similar between our cultural and the Chinese cultural. Both of the
above examples show the incorporation of creative movement into the lesson.
ii. Social needs.
the students are set up in small groups discussing the Chinese cultural. The
teacher engages a few of the groups by listening to the students and
providing feedback by correcting them or asking questions to help develop
continued discussion. She also engages the students by having an interactive
tour of the Great Wall of China on the board and a diorama of the mountain
ranges in China on a separate table.
iii. Cultural needs.
In the video “Influence of Media on American Culture and Stereotypes” the
teacher has the students sitting in a circle on the ground talking about the movies
they watched as children. She has the students discuss the issues they see in their
favorite Disney movies. The students bring up valid points that about how certain
movies shape the minds of children who watch them. They fall into discussion about
how “Aladdin” has brought a wrong stereotype on the middle eastern cultural and
population. They also discuss how the media affects and shapes the American cultural
into profiling certain demographics.
2. Discuss two ways that the teachers could have more effectively incorporated individual
learners’ cultural, social, or emotional needs in the learning environments.
In “Influence of Media on American Culture and Stereotypes” the camera pans
the classroom a few times and I noticed a student sitting at a table by herself
painting. Throughout the 14-minute video the teacher doesn’t even attempt
to talk to the student or try to get her to engage in the lesson. I thought that
