How can the pedagogical approach to classroom critique impact students’ critical thinking and concept development in the art room?

 

The aims of this study focused on

 1) The role of the teacher in orchestrating classroom critiques?

2) Enquiring into the impact critical thinking tasks may have on students’ concept development skills 

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Action research was the theoretical framework used to underpin data gathered throughout the project. Within the context of this methodology, a variety of research methods were used in the collection of data; questionnaire, focus group and semi-structured interview and student’s work.

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The overarching findings from this study were as follows;

1. By adapting and refining the pedagogical approach students’ critical thinking and concept developments skills were enhanced

2. Advancing Critical studies and identifying significant turning points for critical reviews were paramount to deepening students learning experience.

3. A nurturing classroom environment is essential for  effective learning through dialogue

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 For students learning art and design, art history and appreciation, it is crucial that we demonstrate meaning behind why they are learning it. It is easy to show them an image of an artwork and hand out worksheets with questions on them to answer about the artwork, but in order for them to truly understand and appreciate both their own work and the work of others certain steps and approaches need to be implemented.

 

 This study illustrates one such example of how adopting my own approach to teaching, the teacher and students gained a more enriched learning experience with the introduction of dialogic practices such as group work discussions and writing tasks. Each task was designed to foster a community of learning and enquiry. Using this variety of approaches, students were supported and scaffolded to critically analyse artworks.

 

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