Developing Critical Thinking through Art Criticism

Developing Critical Thinking through Art Criticism Karl Bayek EDU624: eLearning Design for Diverse Learners Dr. John Jamison

Developing Critical Thinking through Art Criticism eLearning Design for Diverse Learners Educators must learn how to effectively use technology in a way that gives students more control of the learning process (Project Tomorrow, 2009, p.6). eLearning provides the

opportunity to implement student-centered instruction, allowing each learner more personal and individualized control over the way that they engage with the learning content (Arsham, nd). Students abilities, capacities, experiences and needs are individual, and must be understood to fully involve all in the learning process (Falk, 1995). Learner diversity necessitates critical analysis of the audience in order to design instruction that is accessible, inclusive and beneficial to all learners. The eLearning module presented here is designed with an emphasis on learner engagement, control and diversity, based on the topic; Developing Critical Thinking through Art Criticism. Topic Choice Critical thinking refers to a collection of overlapping mental activities of intuiting, clarifying, reflecting, connecting, inferring, judging, and so on (Montana-Hoyas & Lemaitre, 2011, p. 1). Learning critical thinking leads students to develop other skills, such as a higher level of concentration, deeper analytical abilities, and improved thought processing (NEA, 2012, p.8). The National Education Association (2012) states that todays students must be proficient in the Four Cs (critical thinking, communication, collaboration and creativity) in order to compete in our global society. Dr. Tony Wagner (2009) identifies critical thinking skills as one of the Seven Survival Skills that is currently not adequately developed in American students, representing what he calls the Global Achievement Gap. According to the American Management Associations 2010 Critical Skills Survey (American Management Association, 2010), the most important skill identified was critical thinking (68%), and three quarters of those

Developing Critical Thinking through Art Criticism surveyed believe that critical thinking skills will become even more important in the next 3-5

years. Freifeld (2013) believes that a focus on problem-solving and critical thinking is lacking in our current education system, but these are required skills for successful employment. Developing critical thinking skills has been identified as a need for the 21st century learner by the National Education Association (2012), and recognized as an area of instructional improvement based on the current performance gap. Rationale/Purpose Statement Critical thinking can be as abstract and conceptual as art itself. It is a deductive (analytic) and creative (synthetic) process that our minds undertake when we look at something (Eyerdam, 2003). The skills associated with making informed responses to visual stimuli are also related to other aspects of being art educated. Art criticism requires the critical thinking skills of analysis, interpretation and judgment, as well as visual and mental perception (Feldman, 1994). The ability to perceive is fundamental to art expression and appreciation (Eyerdam, 2003). Aesthetics is the study of intellectual, philosophical, natural, and visual elements of beauty and taste. Because beauty and taste are relative concepts, learning about content, form, techniques, and purpose is crucial to the critical thinking process. People look at art in a variety of ways; some consider it a form of expression, a way to communicate emotion, the organization of formal properties, or the process of creation and its effect; some may consider its status in society and the experience one has of an object or moment (Eyerdam, 2003). There is also the question of objectivity and subjectivity and whether beauty is in the eye of the beholder. People each have different ways of knowing, seeing, and learning about things. Students can to learn how to look at all art with a critical eye by developing their understanding, a means of analysis, interpretation and an evaluative process.

Developing Critical Thinking through Art Criticism Art educator Edmund Burke Feldmans developed a four-step process for the critique process, Feldmans Model of Art Criticism (1994). The four steps of this process are:

Description, Analysis, Interpretation, and Evaluation. Feldmans model leads the learner through a linear process that moves from fact-finding and analysis, to hypothesizing and making judgments. This process allows the learner to use the visual information collected through the description stage as the basis for the increasingly challenging thought processes related to critical thinking; Analysis, Interpretation and Evaluation. Feldmans model provides a framework that can be universally applied to the critique of any artwork. Overview The eLearning module Developing Critical Thinking through Art Criticism, will allow the learner to develop the skills to effectively and thoroughly critique artwork. Feldmans model provides a definitive structure that can be personalized to allow learner to individualize the process of critiquing. Learners will build higher-level, critical thinking skills while visually and mentally investigating and responding to artwork of their selection. The opportunity to personally select the artwork that will be critiqued provides learner control applied and artistic interest to be explored. Learners will select and critique two different artworks: one from the virtual galleries of Google Art Project and one from a peer, and select and critique a peer created critique. Each critique can be written or spoken, allowing students further flexibility in the authentic application of their learning. Intended Audience Developing Critical Thinking through Art Criticism is designed for students enrolled in the Art I-Foundations course at Wethersfield High School. The majority of students are ninth-

Developing Critical Thinking through Art Criticism graders; tenth-graders make up a large percentage of the minority group; and eleventh- and

twelfth-graders complete the population. This population generally represents a wide range of prior knowledge and skills related to course content. Specifically related to art criticism, this population has very little, or no experience at all. The intended learning outcomes of this instructional event are imperative to the development of art knowledge and skills of these firstyear art students. Prerequisites for this eLearning module include basic computer skills: internet navigation, word processing, and PowerPoint operation. Knowledge of the Elements of Art and Principles of Design is preferable, but not required. Learning Objectives Learners will use Feldmans Model of Art Criticism to create a written or spoken critique of a learner-selected artwork from artistaday.com. Learners will use Feldmans Model of Art Criticism to create a written or spoken critique of a learner-selected, peer-created artwork. Learners will use Feldmans Model of Art Criticism to create a written or spoken critique of learner-selected, peer-created critique.

Formative and Summative Assessments The eLearning PowerPoint slides present an overview of the Art Criticism model that structures the eLearning module, and provides examples of formative and summative assessment activities. Feldmans Model of Art Criticism is composed of four steps: Description, Analysis, Interpretation, and Evaluation. Following instruction related to step 1, Description, the learner will perform the necessary components to thoroughly describe Vincent Van Goghs Bedroom in

Developing Critical Thinking through Art Criticism Arles. Learners have the choice to type the description and submit it to the class blog, bayekart.blogspot.com, or speak the description via a class Talkgroup on voxopop.com. This activity serves as a formative assessment, allowing the learner and instructor to evaluate the application of the first step of the critiquing process. Assignment#1: Google Art Project, is

designed as a summative assessment, requiring the learner to apply all 4 steps of the critiquing process to a learner-selected artwork. Google Art Project is utilized as the virtual art database from which an artwork will be selected, to allow each learner freedom of choice. Guiding Material Technology Requirements The eLearning module was created using PowerPoint. Therefore, in order to implement the module, the computers being used must have the newest version of PowerPoint or PowerPoint viewer installed. Internet access is a necessity due to the variety of web links. Headphones are preferable if implementing the module in a computer lab, while speakers will work equally as well in an out-of-class setting. Microphones, either internal or external are required, allowing students the ability to record their spoken assessment. Material for instructor This eLearning module is designed to be completely learner-centered, and completed a multiple day in-class activity at a computer lab, or as a long-term out-of-class homework assignment. The only direction that needs to be given by the instructor is where to access the module. Students must be supplied/prepared with paper and a pencil for taking notes to collect and organize their ideas during the critiquing process. Material for students

Developing Critical Thinking through Art Criticism The entire module is designed for the learner to individually control the learning

process, without additional instruction. Once students open the PowerPoint they should proceed at their own pace through the entire set of learning activities and assessments. Utilizing paper and a pencil for note-taking and idea organization during the module will help students complete the assessments. Evaluation Developing Critical Thinking through Art Criticism contains many elements related to effective eLearning instruction. The learning objectives are clearly stated and framed from the learners perspective. All activities and assessments are directly tied to the learning objectives. Instructional content is logically sequenced and broken into manageable pieces. The course content and assessments relate to authentic knowledge and skills that art students will continually utilize and develop throughout the full-year Art I- Foundations course, and beyond. The module features an easy to use interface, with a consistent design style. All text displayed in the module is related to the audio narration, providing multiple modes of content presentation. Text is visually organized to structure the hierarchy of content presented throughout the module. Learners are provided with the opportunity to select the artwork they critique (first through the virtual galleries of Google Art Project, then from a digital gallery of peer artwork), as well as the mode in which they submit their critique (written or spoken). The main area in need of improvement and further development is interactivity. Beyond the written or spoken components of art criticism, learners should be provided with the opportunity for immediate application of learning, and immediate feedback. Greater interactivity in the design of formative evaluations, would aid in guiding the learner through the learning process, allow the learner the self-assess their learning, and reflect upon the learning process.

Developing Critical Thinking through Art Criticism

Developing a variety of interactive features and assessments could lead to greater engagement, interest and motivation on the part of the learner.

Developing Critical Thinking through Art Criticism References American Management Association. (2010). Critical Skills Survey. Retrieved from http://www.amanet.org/organizations/2010-survey-critical-skills.aspx. Arsham, H. (nd). Interactive Education: Impact of the Internet of Learning and Teaching. Retrieved from http://home.ubalt.edu/ntsbarsh/interactive.htm.

Eyerdam, P. (2003). Using Internet Primary Sources to Teach Critical Thinking Skills in Visual Arts. Retrieved from http://ehis.ebscohost.com/ehost/ebookviewer/ebook/e000xna_ 192868_AN?sid=760e80e1-3e16-4827-a0f46025d06e3868@sessionmgr12&vid =6&format=EB&rid=2. Falk, B. (1995). Teaching the Way Children Learn. Retrieved from http://coe.winthrop.edu/tepc/research/Articles/FALKARTICLE.HTM. Feldman, E. B. (1994). Practical Art Criticism. Englewood Cliffs, N.J: Prentice Hall. Freifeld, L. (2013). Bridging the Skills Gap. Training, 50(2), 18-21. Montana-Hoyas, C. & Lemaitre, F. (2011). Systems thinking, disciplinarily and critical thinking in relation to creativity within contemporary arts and design education. Studies in Learning, Evaluation, Innovation & Development, 8(2), 12-25. National Education Association. (2012). Preparing 21st Century Students for a Global Society. Retrieved from http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf. Project Tomorrow. (2009). Learning in the 21st Century: 2009 Trends Update. Retrieved from http://www.mivu.org/LinkClick.aspx?fileticket=gCiahuCHWPY%3D&tabid=373. Wagner, T. (2009). The Global Achievement Gap. [Presentation slides]. Retrieved from http://www.slideshare.net/internationaled/the-global-achievement-gap.

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