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ERIC Number: ED243787
Record Type: RIE
Publication Date: 1984
Pages: 30
Abstractor: N/A
Reference Count: 0
The Application of Questioning Strategy Research to Art Criticism Instruction.
Hamblen, Karen A.
Research studies on classroom questions and on learning models can provide information on how art criticism can be integrated into art education so that students are involved in exploratory experiences that tap higher levels of thinking. First, teachers need to be trained specifically in art criticism questioning formats in which there is an emphasis on complex levels of thinking. To be effective, this training requires that teachers model and practice questioning techniques as well as code their own questions. Some structure for the categorization of questions and for the development of higher level questions is necessary. Art teachers also need training in the formal qualities of question construction. For example, teachers need to allow for ample pause time, to ask probing and elaborative questions, to involve all students, and to avoid rhetorical questions. Since small group discussions have been correlated with higher cognitive questions, art teachers need to examine the quality of the many one-to-one interactions that normally occur in art classes. (RM)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Art Criticism
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).