Questions to Ask in an Art Class
Comments(1) Chapter 5 of Building Academic Language discusses the importance of questioning, group discussion and listening in education. This was a very practical chapter and would like to respond in a practical way. I have compiled a list of questions you can ask in art class:
I also reflected on the suggestion that students should contribute questions just as often, if not more than the teacher. In the context of an art class, this could happen in a couple different ways. One way would be during a class critique of student artwork, students could write a question about at least a certain number of each other’s pieces. They could do this by placing a sticky note next to the artwork. That way class critiques can start with something to think about and everyone has a chance to contribute. The same thing can be done with the classmates offering reflections or reactions.
I have also participated in a “speed dating” style group strategy that worked really well in the art classroom. This technique was used to have students share their ideas for their art projects with each other and grown their ideas. This is called “idea generation”. It is meant to have the students critically think about their ideas, come up with new alternatives and develop their creativity.
I felt the guidelines suggested to help shape expectations during group discussions was very important. Especially when critiquing student work that may have many personal elements, students need to know how to have a productive and sensitive but also critical discussion. It is important to model these behaviours from the start and reinforce them by offering suggestions for productive language throughout classroom discussions.
I really like your idea of using sticky notes for comments. I think this is a great way to encourage students who may not be comfortable speaking in class to give feedback to their peers. I think about this a lot as a person who is often not comfortable speaking up in class. The activity may also give students a little more time to think about their responses while they are putting it on paper and are circulating the class.
The speed dating idea will also get students talking with those who they may not normally talk to and will be really helpful in getting new feedback. Having an opportunity for students to talk to different people in the classroom will help them to get to know each other better and work to build community in the classroom.
Both the sticky note and the speed dating idea for generating discussion I think can also be used in the home-ec classroom (I specialize in home-ec). In a textile arts and crafts class for example where students can be working on their individual projects, the speed dating idea can help students when they are in the process of coming up with ideas for what to do for their next project, and the sticky note idea can be a great way for students to support each other. It also adds in more of the group aspect of learning which is important especially when students can be spending a lot of time working on their own if they have individual projects. It really helps create a good balance between the two.