Inquiry and Critical Thinking in an Elementary Art Program

Autor/in	Lampert, Nancy
Titel	Inquiry and Critical Thinking in an Elementary Art Program
Quelle	In: Art Education, 66 (2013) 6, S.6-11 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
Schlagwörter	Inquiry; Critical Thinking; Art Education; Elementary School Curriculum; After School Programs; Skill Development; Undergraduate Students; College School Cooperation; Active Learning; Group Discussion; Interpersonal Relationship; Altruism; Art Activities; Program Implementation; Lesson Plans; Program Effectiveness; Program Evaluation; Elementary School Students + Suchen Sie Ihr Suchwort? Kritisches Denken; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Kompetenzentwicklung; Qualifikationsentwicklung; Aktives Lernen; Gruppendiskussion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Altruistic behavior; Altruismus; Künstlerische Tätigkeit; Lesson planning; Unterrichtsplanung; Programme evaluation; Programmevaluation
Abstract	Critical thinking is thought-focused on how to solve a well-defined problem when several alternatives solutions to the problem exist. Because critical thinking may help to build tolerance toward others, the author believes it is a worthwhile subject to investigate, given that people are living in an increasingly multicultural society full of varying viewpoints. This article describes an after-school art program that increases critical thinking skills and builds tolerance. Eight undergraduate university students, along with this author, designed and implemented an inquiry-based art curriculum for 10 underserved, urban elementary school children. In the after-school art program, children were shown many images on a topic, and the class was asked what they saw in the images. During artmaking, the author and undergraduate students talked to each student about what they were making, and discussed the children's artwork as a group. The author believes the positive outcome of this program was due to the inquiry-based lessons that were used, the discussions about art, and the kindness the university students and teacher exhibited to the children in the art program. They modeled tolerance and respect for the students. They were able "to bear the vulnerability" of the young artists as they worked on and discussed art, and perhaps that resulted in a safe place where the children could grow artistically, cognitively, and socially. (ERIC).
Anmerkungen	National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.arteducators.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10