Facilitating Critical and Aesthetic Inquiry

Thoughts and bits that stood out to me while reading the Carroll text.


Engaging Students with Art Objects

Strategies that engages learners with objects = sensory involvement, personal response, preparation for development of skills and concepts.

Successful images = developmental interests and skill

Broad theme (Big Ideas) can focus engagement and inquiry

More ambiguity = higher levels of critical thinking

Visual Analysis = Looking Deeper

• isolate sections
• diagram or trace
• look for patters
• sorting
• draw work as a warm up
• describe work so others can "see it" in their minds clearly

Sound & Movement

• Strengthens Memory
• Deeper Understanding
• Enriches conception 
• Promotes Creativity 
• Practice out visual concepts
• Explore: time, space, force, flow, and effort
• Develop a "sound" vocabulary 
• Develop a "moving" vocabulary

Categories, Verbal Cues, and Search Strategies

• Provides new Knowledge  
• Opportunities to :
• sort 
• classify
• defend decisions 

• Intorduce and expanded reange of possibil perceptual categories
• describe thoroughly
• Identify category specification and cues  
• students then classify works to catagory based on cues
• students defend reasons
• self identify cues that played into decisions

Strategies from creative dramatics

• Drama in art allows
• bringing characters to life
• actions
• positions
• interactions
• dialog
• image
• events of past or present

Strategies from creative writing

• alternate between words and imagery
• letter writing encourages reflection and introspection
• personal voice
• informal

Game Strategies

•  Possible increase retention from studetns
• reenfore prior learning
• visual problem solving skills 

Employing Storytelling and Puzzle Problems
Stories = natural way to learn

• creates context
• Provides discussion and debate

Double edged sword

• Can diminish qualities of work or misrepresent artwork
• can create context and appreciation of artwork

What is said and how it is told both matter

False story

• powerful + convincing = change attitude 

Present artist in a balanced light

• concentrate on 
• challenges
• personal effort
• investment 
• achievement 

Keep the art in context of the time

Using Interpretive Strategies to Find Meaning

Nonlinear strategies = personal, emotion, metaphoric, and conceptual responses

Description

• Closely tired to interpenetration and evaluation 
• Critics decided all (Power)

Opposition

• Powerful tool for creating meaning
• contrasting opposites define each other
• Internal and external opposites can happen in artwork

Intertextuality

• Interdisciplinary connections add substance to an interpenetration

Metaphor

• see one thin in terms of another
• make sense of experience
• coherent structures
• highlight some things
• hide others

Principles

• Art demands interpration
• some better than others
• feelings are guides
• not right but reasonable/informative
• artwork no necessary about what the artist wanted it to be about
• no interpretation is the defacto end all
• meaning changes viewer to viewer

(this sure does feel a bit like VTS)

Promoting Critical Thinking Through Problem Based Inquiry
 Problem based approach promotes

• reflection and inquiry 
• research and debate
• leading to deep thinking about complete situation

We constantly "make up" world as we understand it
Experience everything as "sign"

Facilitating Student Curated Exhibitions
Can range from table sized to full installations
Finding sameness among differences is higher level thinking

Using Model for Writing about Art
Models serve

• setting expectations
• how problems can be addressed
• different ways to develop ideas

Postcards and Letters

• unearth personal observations 

Poetry

• different format for responce
• more elegant language

Making Art Inspired by the Study of Art
Cycling students back to personal experiences after investigations with art promotes

• Ideas
• concepts
• techniques

Engages students emotionally in discussion
Images may be prompts for new work
Study master artist
Invites students to examine cultural icons and images from own heritage


Once I was done with all of my reading I was drawn to the section of story and how it can affect a viewers interpretation of art. It dived into using story for issue based projects. Anne Lord in Creative visual art storytelling and concept development used this method for an assignment for students. Students then used different medias to tell a story, while increasing their knowledge and skills. I was highly impressed by the end product that all the students created and see the real potential on this assignement.


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