artful thinking: using art to promote thinking in the classroom
Post on 07-Mar-2016
Embed Size (px)
DESCRIPTIONThe Artful Thinking program takes the image of an artist’s palette as its central metaphor. Typically, a palette is made up of a relatively small number of basic colors which can be used and blended in a great variety of ways. The artful thinking palette is comprised of 6 thinking dispositions – 6 basic colors, or forms, of intellectual behavior – that have dual power: They are powerful ways of exploring works of art, and powerful ways of exploring subjects across the school curriculum. The Artful Thinking palette comes alive through the use of “thinking routines.” Each thinking disposition has several thinking routines connected to it. Thinking routines are short, easy-to-learn mini-strategies that extend and deepen students’ thinking and become part of the fabric of everyday classroom life. They are used flexibly and repeatedly -- with art, and with a wide variety of topics in the curriculum, particularly in language arts and social studies.
ARTFUL THINKINGUSING ART TO PROMOTE THINKINGIN THE CLASSROOM
The Artful Thinking program takes the image of an artists palette as its central metaphor. Typically, a palette is made up of a relatively small number of basic colors which can be used and blended in a great variety of ways. The artful thinking palette is comprised of 6 thinking dispositions 6 basic colors, or forms, of intellectual behavior that have dual power: They are powerful ways of exploring works of art, and powerful ways of exploring subjects across the school curriculum.
The Artful Thinking palette comes alive through the use of thinking routines. Each thinking disposition has several thinking routines connected to it. Thinking routines are short, easy-to-learn mini-strategies that extend and deepen students thinking and become part of the fabric of everyday classroom life. They are used flexibly and repeatedly -- with art, and with a wide variety of topics in the curriculum, particularly in language arts and social studies.
For more information, visit the following site:http://www.old-pz.gse.harvard.edu/tc/atp_palette.cfm
TABLE OF CONTENTS
OBSERVING & DESCRIBING -See Think Wonder p.3-Elaboration Game p.4
-Beginning Middle or End p.5 -Looking 10 x 2 p.6
-Colours, Shapes, Lines p.7
REASONING-Claim Support Questions p.8
QUESTIONS & INVESTIGATING -Think Puzzle Explore p.9-Creative Questions p.10
EXPLORING VIEWPOINTS-Perceive / Know / Care about p.11
-Circle of Viewpoints p.12-Headlines p.13
COMPARING & CONNECTING -Connect, Extend, Challenge p.14
-I Used to Think...Now I Think p.15
FINDING COMPLEXITY -Parts, Purposes, Complexities p.16
OBSERVING AND DESCRIBING
SEE, THINK, WONDERLook at the artwork or object for a moment.What do you see?What do you think about what you see?What do you wonder about?
WHAT KIND OF THINKING DOES THIS ROUTINE ENCOURAGE? This routine helps students make careful observations and develop their own ideas and interpretations based on what they see. By separating the two questions, What do you see? and What do you think about what you see?, the routine helps students distinguish between observations and interpretations. By encouraging students to wonder and ask questions, the routine stimulates curiosity and helps students reach for new connections.
WHEN AND WHERE CAN IT BE USED? This widely-used routine works well with almost any artwork or object. It is versatile, easy to use, and almost never fails to deepen students interest in the topic at hand, whether students have lots of background knowledge or none at all. Many teachers like to use this routine at the start of a lesson, or as a first step in a more extended activity.
TIPS FOR USING IT. The routine works particularly well when used as a group; everyone can participate and because students invariably build on each others ideas, it helps students vividly see the power of shared inquiry. The best tip for using this routine is to trust the routine and give it time, even if or perhaps especially if youre unsure of the direction the conversation will go in. Another tip is to keep the routine anchored to direct observation by returning often to the question, What do you see? One way to do this is to borrow a phrasing from another routine: When students address the What do you think? question by giving an opinion or interpretation, respond by asking: What do you see that makes you say that?
OBSERVING AND DESCRIBING
ELABORATION GAMEAs a group, observe and describe several different sections of an artwork.
1. One person identifies a specific section of the artwork and describes what he or she sees. Another person elaborates on the first persons
observations by adding more detail about the section. A third person elaborates further by adding yet more detail, and a fourth person adds yet more. Observers: Only describe what you see. Hold off giving your ideas
about the art until the last step of the routine.
2. After four people have described a section in detail, another person identifies a new section of the artwork and the process starts over.
WHAT KIND OF THINKING DOES THIS ROUTINE ENCOURAGE? This routine encourages students to look carefully at details. It challenges them to develop verbal descriptions that are elaborate, nuanced, and imaginative. It also encourages them to distinguish
between observations and interpretations by asking them to withhold their ideas about the artwork their interpretations until the end of the routine. This in turn strengthens students ability to reason
carefully because it gives them practice making sustained observations before jumping into judgment.
WHEN AND WHERE CAN IT BE USED? Use this routine with any kind of visual art that stays still in time, such as painting or sculpture. (There
is an adapted version of this routine for use with music on the Artful Thinking website.) You can also use the routine with non-art objects, such as a microscope, an animal skeleton, or a plant. The
Elaboration Game is an especially good way to launch a writing activity because it helps students develop a detailed descriptive vocabulary.
TIPS FOR USING IT. This routine is pretty much is self starting. All you need to do is explain the rules of the game. Decide ahead of time whether you want to have each student speak in turn, or whether you want students to
raise their hand and offer their observations at will. Dont worry if the routine feels a bit awkward the first time you try it. It is challenging to look at things deeply and it sometimes takes students a while to make new observations and find fresh ways to describe things. Give students lots of think time
and theyll soon get the hang of it.
OBSERVING AND DESCRIBING
BEGINNING, MIDDLE, ENDChoose one of these questions: If this artwork is the beginning of a story, what might happen next? If it this artwork is the middle of a story, what might have happened before? What might be about to happen? If this artwork is the end of a story, what might the story be?
WHAT KIND OF THINKING DOES THIS ROUTINE ENCOURAGE? This routine uses the power of narrative to help students make observations and encourages them to use their imagination to elaborate on and extend their ideas. Its emphasis on storytelling also encourages students to look for connections, patterns, and meanings.
WHEN AND WHERE CAN IT BE USED? The routine works with any kind of visual art that stays still in time such as painting or sculpture. Use Beginning, Middle, or End when you want students to develop their writing or storytelling skills. You can use the questions in the routine in the open-ended way they are written. Or, if you are connecting the artwork to a topic in the curriculum, you can link the questions to the topic. For example, if you are studying population density, you can ask students to keep the topic in mind when they imagine their stories. The routine is especially useful as a writing activity. To really deepen students writing, you can use the Ten Times Two routine with the same artwork prior to using this routine as a way of helping students generate descriptive language to use in their stories.
TIPS FOR USING IT. Give your students quiet time to look before they begin writing or speaking. If you like, take a few minutes to ask the class to name several things they see in the artwork, before they begin thinking individually about a story. If students are writing, they can talk over their ideas with a partner before they begin to write solo. They can also write in pairs. If students are doing the routine verbally, they can tell stories individually, or work in pairs or small groups to imagine a story together. You can also invent a story as a whole class by asking someone to begin a story and having others elaborate on it.
OBSERVING AND DESCRIBING
LOOKING: 10 X 21. Look at the image quietly for at least 30 seconds. Let your eyes wander.
2. List 10 words or phrases about any aspect of the picture.
3. Repeat Steps 1 & 2: Look at the image again and try to list 10 more words or phrases to your list.
WHAT KIND OF THINKING DOES THIS ROUTINE ENCOURAGE? The routine helps students slow down and make careful, detailed observations by encouraging them
to push beyond first impressions and obvious features.
WHEN AND WHERE CAN IT BE USED? The routine can be used with any kind visual art. (There is a version for music on the Artful Thinking
website, called Listening ten times two.) You can also use non-art images or objects. The routine can be used on its own, or to deepen the observation step of another routine. It is especially useful before
a writing activity because it helps students develop descriptive language.
TIPS FOR USING IT. Quiet, uninterrupted thinking and looking time is essential to this routine. Give students a specified
amount of time to look (say, 8 minutes for each round of 10 observations) and be the timekeeper. Dont tell students beforehand that you will be asking them to do another round of 10. If you like, you
can vary the format for each of the two rounds of observations. For example, students can do the first round solo and the second round in pairs or small groups.
OBSERVING AND DESCRIBING
COLOURS, SHAPES, LINESWhat colors do you see?
What shapes do you see?
What lines do you see? WHAT KIND OF THINKING DOES THIS ROUTINE ENCOURAGE? The routine helps students make detailed observations by drawing their attention to the forms in an artwork its formal aspects and giving them specific categories of things to look for.