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A compilation of essential questions and question-asking strategies for art educators to foster curiosity, imagination, understanding, and cognitive development in students. It includes questions from maxine green, project zero, harvard university, david perkins, and deborah meier, as well as focused conversation questions from 'the art of focused conversation' and visual thinking strategies.
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Aesthetic Valuing in the Arts
The key to aesthetic valuing is the question! The challenge that educators in the arts face is what question to ask at what time in order to forward our student’s curiosity, imagination, understanding and cognitive development. The following is a compilation of questions and question asking strategies for use with students from a variety of sources.
I. Essential Questions about Art: Maxine Green A. What did you see? B. What did you hear? C. What did you feel?
II. Finding, Posing and Exploring Problems in Works of Art: Thoughts from Project Zero, Harvard University
and wondering stance and developing alertness to anomalies, puzzles, surprises, and mysteries. Problem finding activities encourage participants to think flexibly, to use their imagination, to probe the surface of things, to look beyond the obvious, to explore the unknown, and to take charge of their own learning. If participants are engaging in problem finding, we would expect to hear three kinds of questions (as characterized by the prototypical examples here):
A. Getting Clear Questions or Questions of Clarification : What is that object in the left corner? What is the title of the piece? Is that a face in the background? Feelings of puzzlement and confusion are often signs that indicate where to ask getting clear questions. B. Finding Out More Questions : Do we know anything about the time frame in which this was painted? What is the setting of the play? C. Puzzle - Finding Questions: Why might the artist have chosen to paint the houses upside down? Why didn’t the playwright tell us what happened to a particular character as the play ended?
posing involves playing with how the problem is posed in order to come up with additional or alternative interesting formulations of the question. This includes revising questions with an obvious or straightforward answer in order to fin more intriguing questions, questions with many possible answers, and questions that elude answering such as:
“Why” questions “What if” questions “How does it change things” questions “What if we knew more” questions “What is the significance” questions “What if it were so for everyone” questions
IV. Habits of Mind: Central Park East, Deborah Meier
Interpretive Questions: What does it mean? What is the work saying about you? Others? Is there a key insight? Where is this going on in your life? What is the message?
Decisional Questions: What is the work beckoning us to do, to know, to be? What would you do in this situation? What does the artist want us to do? What new insights do you have? Do you value the work? Why?
VI. Visual Thinking Strategies: San Jose Museum of Art, Education Dept. Visual Thinking Strategies (VTS) is a questioning strategy created by cognitive psychologist Abigail Housen and museum educator Phillip Yenawine. In this inquiry method, children make discoveries in the art they examine instead of being told things.
Discussions begin with fairly open ended questions:
What’s going on in the picture? What is happening here? What about this picture? What else can you find? What more do you see? What can you add to that? Who sees something else? Does anyone see something different? What do you see that makes you say that? What makes you think that? How do you know that from this picture? Where do you see that? What do you mean by that? Who is this person? Where is this taking place?