Critical Thinking In Art

Critical Thinking In Art-12
In light of recent declines in the availability of the arts for disadvantaged populations, our results have important policy implications for efforts to restore and expand access to the arts.Although nearly all educators value as an outcome for students skillful critical thinking, defined as well-reasoned reflection informing decisions (Ennis, 1987), many still choose to limit student decision-making and to avoid opportunities for practicing critical thinking.This article examines whether exposure to the arts has an effect on the ability of students to engage in critical thinking.

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Her background as a professional artist, graphic designer, and art director informs her research.

In 2011 she reported about an after school art program she and her graduate students designed and implemented to help children of low income families gain confidence and skill in art problem solving.

Thinking critically, students reflect on, evaluate, and solve open-ended problems, questions, or issues. Some educators claim that perfecting basic skills is a prerequisite for open-ended problem solving.

Others perceive the majority of their students as not yet mentally, socially, or emotionally ready to be challenged with critical thinking in school.

Cognitive abilities also must be developed in various contexts in order to maximize potential as future experts, scholars, and artists.

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What would it take for art class to meet gifted students’ needs to develop their critical thinking skills, and what other benefits might art class have for the intellectually gifted?For gifted students, this type of art education may be another, much needed opportunity to flex their reflective, evaluative, and creative thinking skills, either in general education or in separate gifted programming. In his previous work as an art teacher in Gallup, NM, he achieved a Golden Apple Excellence in Teaching Award, and he continues to advocate for improvement in the teaching profession as a Golden Apple Academy member.Visual art education also may help gifted students to maintain throughout their growth a connection with the sensory world perceived directly, unmediated by verbal or quantitative symbol systems. As NMAG Publicity Chair, Steve manages the organization's website and mailing list. John’s College generously supports our 14th annual institute on their beautiful campus.It is intricate, detailed, a painstaking labor of devotion and love! They don't want well informed, well educated people capable of critical thinking. That doesn't help them.” ― “The opinions that are held with passion are always those for which no good ground exists; indeed the passion is the measure of the holders lack of rational conviction.The colors are like no other, they swim and leap, they trickle and embellish! Opinions in politics and religion are almost always held passionately.” ― “The problem with today’s world is that everyone believes they have the right to express their opinion AND have others listen to it.Students who participated in the School Visit Program demonstrated significantly stronger critical thinking skills when analyzing a new painting.These effects were larger for students from more disadvantaged backgrounds.The implication of such research may be that similar art programming can be used as a way to teach critical thinking in school. A study of an after-school art programme and critical thinking.What Lampert reports in her article about “inquiry-based” art education looks a lot like what was described as “serious art education” by Lois Hetland of Harvard’s Project Zero in the first edition (2007) of Studio Thinking: The Real Benefits of Art Education. International Journal of Education through Art, 7(1), 55-67.Others expect critical thinking to happen outside of school.Still others avoid open-ended problems that might lead to classroom management issues or indicate a lack of authority on the part of the teacher.


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