STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 - Page 42

The questions that I input differed and varied with each selected artwork. Students took turns to spin the wheel, and they had to answer the questions highlighted. Since it was done in groups, every member of the group, even the quiet ones would have to spin and answer the questions. In this way, the less outspoken students also got opportunities to share their views and opinions. The artworks for discussions could be selected according to the theme of the art module. Alternatively, consider choosing compelling artworks that might interest and intrigue your students for the purpose of challenging them to think and exercise their creativity! After trying this out with a few groups of students & classes, I realised that students became more engaged and self-directed. They were able to facilitate their own art discussions and were very excited to spin the wheel to answer the questions! (Top) P6 students: Project Articulate pilot group (Top left) P4 class: Tuning-in Art discussion However, I noticed that not all groups had meaningful or rich discussions. Some students were unable to give quality responses. Instead they gave superficial answers lacking in-depth analysis. Some students just wanted to be quick to answer so as to spin the wheel again. Therefore, to ensure quality responses and effective use of this platform, I realised that I should first demonstrate how an art discussion should look like. MY LEARNING P2 class: Tuning-in Art discussion about Liu Kang’s Life By The River. As teachers, we should encourage ‘Think Time’ where students first look intently and make careful observations of the artwork given. Teachers can also reiterate that there are no “right” answers and that every child is to celebrate differences in opinion and ideas. Alternatively, I would recommend that art teachers provide sentence openers or art vocabulary to help students articulate their thoughts or views when looking at an artwork. In addition, it might be difficult for the teacher to go around to listen to every group’s discussion. A suggestion I have would be to appoint a group member to be the scribe or videographer to document their group’s responses. Through this CI Project journey, I learnt that children enjoy looking at and talking about works of art. They just lack the opportunities to do so. Moreover, the children’s responses to artworks are interesting and unpredictable. They are story-tellers by nature! Just by changing the mode of delivery, students are able to facilitate their own art discussions and conversations. Effective communication is a vital life skills and we as teachers need to help our students develop this valuable skill. FELLOW ART TEACHERS, TRY THIS! 1. Make it a routine for your students to talk about art. Try this out for Tuning-In as a group activity for about 10 to 15 minutes. 2. Use this idea to facilitate art field trips or museum visits. 3. For upper primary students, consider getting them to craft and customise questions for their friends to answer. This can help to challenge their thinking. SET UP: 1 iPad and art work for each group 42 43