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Artful Thinking Susan Barahal
Tufts University with the School of the Museum of Fine Arts, Boston
Presentation Goals :
• Try Artful Thinking together.
• Explore student teachers’ examples of how they used Artful Thinking in the classroom.
To help students develop thinking dispositions that support thoughtful learning – in the arts,
and across school subjects.
Goal of the Artful Thinking Program
Artful Thinking: http://www.pz.harvard.edu/at/cc_intro_new.cfm
1. What do you think you know about this artwork?
2. What questions or puzzles do you have?
3. What does the artwork make you want to explore?
Sofonisba Anguissola Three Sisters Playing Chess, 1555. Museum Narodowe, Poznan, Poland.
Think-Puzzle-Explore Routine
Think-Puzzle-Explore Routine
What are some thoughts you have about this image now that you didn’t have when you first looked at the picture?
The Visible Thinking Community
Artful Thinking: • A member of a growing international network of K-12 programs, linked by the theme "Visible Thinking.”
Visible Thinking: • The instructional approach used in several projects. • The ideas associated with it continue to develop. • A research-based approach to support students’ thinking dispositions. • Based on decades of research at Harvard Project Zero and developed in collaborations with teachers around the world.
What happens in the classroom when teachers guide students to think deeply about art?
Jim Dine, 1969.
Questioning &
Investigating
Observing & Describing
Exploring Viewpoints
Finding Complexity
Reasoning
Comparing & Connecting
Artful Thinking: http://www.pz.harvard.edu/at/cc_intro_new.cfm
• Informed and enriched student teachers’ ideas about making art, and enhanced and helped the art making process.
• Helped student teachers link the art making process more to thinking.
• Increased richness of thinking.
• Helped student teachers connect art making to other disciplines.
• Gave student teachers an important role in influencing students’ thought processes.
Impact of Thinking Routines on Art Student Teachers
S.Barahal (2008). Phi Delta Kappan
See
“I see birds.”
“I see people moving and walking.”
“I see lots of warm colors.”
Third Graders’ Responses to See-Think-Wonder
Jacob Lawrence Migration Series, 1940-41.
Think
“I think they are sad.”
“They have stuff with them.”
“I think they are moving because they are looking for a better life.”
“I think that they are in a dry place because of the sand in the middle.”
Third Graders’ Responses to See-Think-Wonder
Wonder
“I wonder if the colors mean something.”
“Why don’t they have faces?”
“What’s inside their bags?”
Third Graders’ Responses to See-Think-Wonder
• “One little girl related to the painting, saying ‘My dad told me this happened to my family too—in Africa.’ ”
• “The thinking and brainstorming routine assisted the students in verbalizing what they saw to create their own personal narratives.”
Student Teacher’s Reflections on See-Think-Wonder
Followed By Critique Using Connect-Extend-Challenge Routine
7th Grade Observational Drawings of Popcorn
Connect Students had experience doing observational drawing Students had some experience with shading Students had experience using pencils to draw
Extend No piece is exactly alike Popcorn has texture Draw it as you see it not how you think it looks A kernel looks different from different angles
Seventh Graders’ Responses to Connect-Extend-Challenge
“The routine helped students think about what they created and validated the knowledge they already had. This raised their confidence level and encouraged students to explore and to question which led to more learning.”
“The routine helped students make connections to things and ideas outside the classroom.”
Student Teacher’s Reflections on Connect-Extend-Challenge
“I think that the woman is the mother.”
“I think she found the baby on the street because it does not look like her.”
High School English Students’ Responses to Looking 10 X 2 Routine
Jacob Lawrence Lullaby, 1967.
“I think she is a slave and the child is illegitimate.”
“I think this represents blacks and whites starting to get along.”
Additional Responses
“This routine engaged the students.”
“There was a lot of debate about the relationship between the woman and the baby.”
“The discussion took longer than expected.”
“It was amazing to see how strong my students’ thinking was.”
Student Teacher’s Reflections on Looking 10 X 2 Routine
“This routine revolutionized my teaching because it revealed to me that they actually seem more engaged when challenged to think deeply.”
“This prompted me to ask them more in-depth questions. Their ability to envision multiple perspectives inspired me to challenge them to write from multiple perspectives in literature.”
Student Teacher’s Insights
1. What do you think you know about this artwork?
2. What questions or puzzles do you have?
3. What does the artwork make you want to explore?
Think-Puzzle-Explore Routine
Shahzia Sikander Ready to Leave, Series II, 1997.
NAEA National Art Education Association, 2012, New York
Artful Thinking
References
Barahal, S. L. (2008). Thinking about thinking: Preservice teachers strengthen their thinking artfully. The Phi Delta Kappan, 90(4), pp. 298-302. Retrieved from http://www.jstor.org/stable/20446094
Ritchhart, R. (2011). Making thinking visible. San Francisco: Jossey-Bass Inc.
Ritchhart, Ron and Perkins, Dave. (2008). Making thinking visible. Educational Leadership, 65(5), 57-61.
Project Zero: http://pzweb.harvard.edu/vt/VisibleThinking_html_files/06_AdditionalResources/06a_AdditionalResources.html
Artful Thinking: http://www.pz.harvard.edu/at/cc_intro_new.cfm
Visible Thinking: http://www.pz.harvard.edu/vt/index.html
Susan Barahal: Tufts University / School of the Museum of Fine Arts, Boston, MA
Contact Susan Barahal: [email protected]
