ARTFUL LOOKING


 
Introduction to Artful Looking
 
This year we will be embarking on a new program called Artful Looking, which will act to redefine the goals of the previously implemented Learning to Look program. Over the course of fifteen years since the inception of Learning to Look, much has been learned about the integration and use of images in classroom curriculum as well as about student learning, in general. Artful Looking is being developed to address these changes in pedagogy, curriculum integration, and to address the needs of students in an increasingly visual world. Students are bombarded by images throughout the day but they are often very passive about the way in which they engage with what they encounter. They often see the images but do not really look at them. One of the goals of this program is to develop students to be more critical and active "lookers" when they encounter visual imagery.
 
Artful Looking is designed to build and develop students' visual literacy and critical thinking skills through close looking and discussion of works of art. This program is not meant to be a lesson in Art History or Aesthetics. This program is meant to develop skills that can be transferred to other subject areas in the classroom and to their everyday lives. Students hone their listening skills and have the opportunity to engage in a wide variety of discussions with their classmates and teachers.  The program takes a thematic approach to learning by choosing a broad theme as the lens through which to consider the works of art.
 
It is the goal of Artful Looking to expose students to great works of art while helping them to develop important visual literacy, critical thinking, and communication skills for living in the world of the 21st century where images abound and being a critical consumer of this information becomes increasingly important.
 
Students are engaged in looking at and discussing the works through a series of simple, open-ended questions that allow them make observations, create interpretations, gather visual evidence to support these interpretations, and then draw conclusions based on this visual information with regard to the theme under consideration.

The basic questions that are used are:
 
·     What do you see? or What do you notice?
·     What is going on in this picture?
·     What do you see that makes you say that? or How do you know?
·     What else can you tell me?
·     Does anyone see something different?
 
 
Committee Chairs: Lauren Bender, Jessica Goldman and Tanya Singer.





Last Modified on October 22, 2013