explore & engage:
learning & study tips
During this semester, check in and ask yourself...
"What type of inquiry-based learning am I engaging in?"
Structured Inquiry: Students follow the lead of the teacher as the entire class engages on one inquiry together
Controlled Inquiry: the teacher chooses topics and identifies the resources students will use to answer the questions
Guided Inquiry: the teacher chooses topics and questions, and students design the product or solution
Free Inquiry: the students choose their topics without reference to any prescribed outcome
(definitions sourced from Mackenzie, 2006)
engage in higher-order thinking using Bloom's taxonomy:
REMEMBER
Can you tell me what …?
Who was it that…?
What is the definition of…?
Which artist or art movement is this originated from?
Where did you find this research…?
Who is the target audience for this work?
UNDERSTAND
Can you write this in your own words…?
What is a brief outline of this…?
What do you think about….?
Can you distinguish between…?
Can you find an example of what you mean…?
What are possible considerations to be made...?
APPLY
What factors would change if…?
Why does….work?
Can you apply the method or technique researched in your own art making process…?
Can you develop a production plan based on…?
What materials or resources will you need to apply this…?
How could you translate your ideas and concepts into something tangible and functional…?
ANALYSE
How was this similar or different to…?
What happened through your experimentation/exploration…?
What was the underlying problem or challenge with…?
What do you see as other possible outcomes…?
What was successful or not successful in this design…?
How does it represent your concepts and relate to the brief?
SYNTHESISE
How was this similar or different to…?
What happened through your experimentation/exploration…?
What was the underlying problem or challenge with…?
What do you see as other possible outcomes…?
What was successful or not successful in this design…?
How does it represent your concepts and relate to the brief?
EVALUATE
What amendments or changes would you make….?
How effective are…in conveying....?
What do you think about the results or impact of….?
Does this evoke the emotional response you intend?
What is your chosen art form and why…?
How does this reflect the brief and your ideas/concept…?
Which idea is the strongest…and why?
CREATE
How can you put these art elements and principles to be evident in your final artwork?
How can you demonstrate you have considered…?
How can you tell a story that communicates your intention….?
Can you produce an original piece that serves towards….?
How can you convey your artist statement through your formal elements and functionality?
How can you use your experimentation and development phase to refine into your final piece?
In class we will be learning about how the Creative Practice can be influenced by higher-order thinking skills.
Below are some thinking prompts to guide you in your approach throughout Units 3 & 4 - each based on a hierarchal level in Bloom's Taxonomy pyramid.
