Critical thinking is crucial in the learning process. As an inspiring art educator, I 've begun to ask myself the question: How do teachers promote critical thinking in an art classroom? The main goal in art classrooms is perceived as just producing art. However, where does the critical thinking skill fall into an art lesson? To begin answer this question, we must understand what is critical thinking, the value of critical thinking in art, and then some strategies to use critical thinking in the art classroom.
The critic uses their own knowledge of art and their own depiction of the work to make an opinionated statement on it. It requires background knowledge and a trained eye of perception to be able to make an accurate analysis of a person’s work. This includes knowledge of the physical details, design, technique and style of the work (Hurwitz 1991). Art history is also a component of art education. This component includes teaching children ... ... middle of paper ... ... academic subject.
Progressivism is defined as, "organizing schools around the concerns, curiosity, and real-world experiences of students" (Sadker & Zittleman, 2012, p. 190). By creating self-portrait collages, students will explore the social, cultural, political, and historical frameworks that provide in-depth meaning to their works of art. In addition to the progressive type of classroom, I would like to ensure that intrinsic motivation informs my practice and lessons to help students develop their autonomy, allowing them to form decisions and take personal responsibility for their learning. The lesson I have written will naturally guide the student in taking responsibility while introducing them to other subjects.
It provides pleasurable experiences along with cerebral wealth. Art also helps us to express our sentimental relations. It can beautify, surprise, inspire, stimulate imagination, inform, tell stories, and record history. As someone once said, “Art is life.” Therefore, as teachers, it is our jobs to teach students about life through art. We must have a penetrating comprehension ourselves of how art affects our society in order to teach our students to comprehend the complex purposes of art.
Close examinations of literature enable students to think critically about literature itself, as well as their own lives and decisions. Literature in the classroom should contain a variety of genres, authors, and cultures to engage students in looking at the world and their lives from different perspectives. Teaching grammar should fit within the literature being read and the works being composed, with connections to student work. It should be approached functionally, deriving its meaning and relevance from the classroom context. As a teacher, o... ... middle of paper ... ...is created.
Gardner also believed that children should interact with his or her environment, which can be accomplished by experiencing art. When art is used in a classroom, children have to be encouraged with sensitive guidance. Art can be integrated into a learning program with problem solving around projects. The teacher uses the product of an art activity to express the understanding of the concept. At a Reggio Emilio school, children are also encouraged to rework any artwork if they fail to convey the intended purpose of the project.
"Truth is ugly. We possess art lest we perish of the truth." Friedrich Nietzsche, The Will to Power #822 What is the relationship of truth to beauty, learning to art, political education to human flourishing? Philosophers from Confucius and Aristotle to John Dewey and Paulo Freire have investigated, as the axial human problem, how education is to help us in accomplishing our own humanization. The contemporary search for a genuinely critical theory and an authentically democratic society continues that project.
Cambridge: Harvard UP, 1995. Sandner, David. The Fantastic Sublime. Westport, C.T. : Greenwood P, 1996.