A few things I noticed within the reading:
- Organization (diagrams, patterns, categories) is key to structure in art education.
- Sound, movement, and performance can be integrated into the art room to create more well-rounded, more effective engagement
- Different kinds of questions should be used in different situations by the teacher (guided, leading, etc.)
- Questioning creates higher levels of thinking
- "The viewer, object, and context are all involved in creating meaning" (153). This parallels what we are talking about in my LTC 8900 class with Nick Kremer right now.
- Metaphor and story are critical to creating meaning in artmaking
For my related article this week, I have chosen Inquiry-Based Art Instruction: A Framework for Developing Creative and Critical Thinking, published in Art Education Magazine, and written by Nancy Lampert.
This article aligned perfectly to the reading for this week. Lampert states that, "Art lessons that pose open-ended art problems require students to use creative and critical thinking as they produce art." Encouraging open-ended questions and problems in the art room allows students to be more creative and more innovative because they are making their own choices about materials, composition, color, form, function, and many other aspects of art. I thought this article really hit the nail on the head when it stated that, "Inquiry-based teaching strategies pose questions to challenge students’ thinking about art and artmaking, as opposed to teaching strategies that give directions to students about how to make art." Giving students this freedom not only produces a better end product, but it teaches our students to think critically about not only art, but life.
This article aligned perfectly to the reading for this week. Lampert states that, "Art lessons that pose open-ended art problems require students to use creative and critical thinking as they produce art." Encouraging open-ended questions and problems in the art room allows students to be more creative and more innovative because they are making their own choices about materials, composition, color, form, function, and many other aspects of art. I thought this article really hit the nail on the head when it stated that, "Inquiry-based teaching strategies pose questions to challenge students’ thinking about art and artmaking, as opposed to teaching strategies that give directions to students about how to make art." Giving students this freedom not only produces a better end product, but it teaches our students to think critically about not only art, but life.
https://www.arteducators.org/research/Translations_Spring_12-2-_Lampert.pdf
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