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PaulStevensTeachingasInquiry2014

Exploring Higher Order Thinking in Art

WhatisHigherOrderThinking?
Meta-cognition - thinking about thinking as it
were. You have a Higher Order Thought
whenever instead of just doing an action or
exercise you think and reflect on it. This is
linked to philosophical ideas and ways of
thinking. It requires language and takes
nothing for granted. In one word it is to ask
why?. I would claim that the use and
promotion of it is one definition of Art itself,
and in this way it encourages seeing - not just
looking, but really thinking on what is seen
and then responding.
WhyisHOTNeededinArt?
I believe in many New Zealand schools
Art has been dumbed down. Half of the
New Zealand Curriculum for the Visual
Arts, even at junior levels, refers to
thinking - developing ideas, and
understanding the visual arts in context.
But from my experience in several Art
Departments I have come to see that an
attitude of teaching students the how of
art (practical knowledge purely) before
teaching them the why tends to prevail.

KeyTheorists
John Dewey | Elliot Eisner | Sam Intrator

WhatWeDid
Prior learning evaluation on the language
of art
Put together a timeline on the history of
art from the Renaissance to Pop Art
Did several lessons with discussions and
teaching on the artworks with slides, as
well as looking at the nature of art
Image analysis worksheet as a homework
assignment
Technique exercise applying skills from
master-artists
EvidenceofSuccess
Lesson plans and reflections, reports
from observation from both my
Associate Teacher for the class and an
Evaluative Lecturer, as well as good
student examples of the work produced.
HowitWorked
Students responded remarkably well to
the exercises and the scaffolding of the
content and activities ensured students
kept up. Working with two classes on
the same material - one with only half
the number of lessons - highlighted for
me how important it is, particularly with
challenging material, to get to know
students and their names.

KeyFindings
Even at Yr 10 students are
more able to respond
intelligently than we may
realise
Having students invest in you
by knowing them and their
names is key with new and
challenging exercises
Helping students find
themselves in the process is
significant and ensures they
have something to take away
Creating an environment and
framework where students
initiatives and responses are
valued is key
It is by demonstrating HOT
and having high expectations
of students that HOT is
effectively taught

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