Thinking is important in every classroom because it stretches students' minds by challenging and forcing deeper thought. Metacognition is vital for students to ask self-reflective questions and to self-evaluate morals, beliefs, interests, actions, and so on. While a student may not enter the art field and need to think deeply about Picasso and why they believe or don't believe he is the best artist of all time, these thinking skills can be developed to help their thinking in every field.
See-Think-Wonder
This is a perfect "thinking activity" for art that asks students to see the art, think about what they see, and formulate questions based off what they wonder about the artwork.
This is a perfect "thinking activity" for art that asks students to see the art, think about what they see, and formulate questions based off what they wonder about the artwork.
Zoom In
I believe this would be a great way to incorporate inquiry-based learning during an anticipatory set. I would show a small bit of something (art, text, image, song, etc.) and ask students to notice, see, and make a hypothesis. I would then reveal more and students would add to their list of what they see, change their hypothesis if they needed to, ask questions. I would repeat this only once or twice more until the entire idea/image/song was revealed. It's an inquiry-based thinking strategy.
I believe this would be a great way to incorporate inquiry-based learning during an anticipatory set. I would show a small bit of something (art, text, image, song, etc.) and ask students to notice, see, and make a hypothesis. I would then reveal more and students would add to their list of what they see, change their hypothesis if they needed to, ask questions. I would repeat this only once or twice more until the entire idea/image/song was revealed. It's an inquiry-based thinking strategy.
Ten Times Two (Or Three)
This is a simple looking and thinking exercise that stretches students to think initially about what they see and then to think deeper about what else they see. I would use this thinking technique to help students dig deeper. I might show a work of art by an artist we are studying and ask students to write down ten things they see or things they're wondering. I would then ask students do think of ten more things, and even for the third time ten more things. No repeating is allowed.
This is a simple looking and thinking exercise that stretches students to think initially about what they see and then to think deeper about what else they see. I would use this thinking technique to help students dig deeper. I might show a work of art by an artist we are studying and ask students to write down ten things they see or things they're wondering. I would then ask students do think of ten more things, and even for the third time ten more things. No repeating is allowed.
Compass Points
N • E • S • W. I would use this after I introduce a new unit, project, idea, or show art. I can use this as a quick Do Now or as a wrap up to a lesson. To the right is a symbol I would use to indicate I want to do this exercise. N= Needs. What do you need to know or find out about this topic/artwork/project? E= Excitements. What excites you about this idea or proposition? What's the upside? S= Stance, Steps, Suggestions. What is your current stance on this topic? What is your next step with this project? What suggestions do you have at the moment? W= Worries. What are you worried about regarding this topic/artwork/project? |
WMYST
What Makes You Say That? I can envision it now- having a cardboard sign that I can hold up when a student answers a question correctly OR incorrectly and asking them to tell me why they think what they think. I assume some students would love this and hate this at the same time. And ideally I wouldn't need the sign after some time. |