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craigroland: Why teach thinking in art?In an era when imagery is becoming our most prominent means of disseminating information, and thinking and learning have received national recognition as “bridges to the future,”  the arts can be envisioned as central to the life-learning process, allowing individuals to develop as thinking, contributing members of the 21st century.  Although filling students’ minds with facts is important, the teaching of and emphasis on developing their thinking skills has become imperative.  Students today need skills that adapt not to isolated islands of information or content but to situations in new, more global contexts.  Learning experiences must be provided that allow and encourage connections.  The increasing knowledge bases of all learning areas challenge teachers to see content not as material to cover, but as ideas to relate and transform.Art, a universal language, provides a natural means for thinking to become visible—for giving visible form to internal perceptions and making possible the valuing of unique perceptions of the mind’s eye.  The quality of one’s thinking becomes both important and significant, whether related to making or responding to works of art.  The process of creative forming yields a product previously unknown or thought, resulting from a unique interaction of hand, eye, mind and medium.  The process of aesthetic inquiry yields meaning and judgment about an art work’s value and purpose resulting from the focused attention of the discriminating viewer.Art is thinking in action involving insight and vision.  Wisdom results when visions are maximized and internalized. Thinking skills are shortcuts to discrimination and determination that edit decisions in our information-cluttered world.  A verification of the essential role of the arts in education is appropriate.  A verification of the cognitive basis for the arts is essential.  As art is taught and various learning strategies are employed, involvements emphasizing cognitive thinking skills reinforce and emphasize the commonality and existence of similarities of learning in all content areas.  Since thinking is essential in all areas of learning, teachers of all content areas must infuse existing curricula and instruction with strategies that more fully develop students’ intellectual potentials.From Amster, S. & Roland, C. (1987),  Art: Thinking in action. Viewpoints: Dialogue in Art Education, Spring 1987, 2-9. Great article encouraging visual thinking skills
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craigroland:

Why teach thinking in art?
In an era when imagery is becoming our most prominent means of disseminating information, and thinking and learning have received national recognition as “bridges to the future,”  the arts can be envisioned as central to the life-learning process, allowing individuals to develop as thinking, contributing members of the 21st century.  

Although filling students’ minds with facts is important, the teaching of and emphasis on developing their thinking skills has become imperative.  Students today need skills that adapt not to isolated islands of information or content but to situations in new, more global contexts.  Learning experiences must be provided that allow and encourage connections.  The increasing knowledge bases of all learning areas challenge teachers to see content not as material to cover, but as ideas to relate and transform.

Art, a universal language, provides a natural means for thinking to become visible—for giving visible form to internal perceptions and making possible the valuing of unique perceptions of the mind’s eye.  The quality of one’s thinking becomes both important and significant, whether related to making or responding to works of art.  The process of creative forming yields a product previously unknown or thought, resulting from a unique interaction of hand, eye, mind and medium.  The process of aesthetic inquiry yields meaning and judgment about an art work’s value and purpose resulting from the focused attention of the discriminating viewer.

Art is thinking in action involving insight and vision.  Wisdom results when visions are maximized and internalized. Thinking skills are shortcuts to discrimination and determination that edit decisions in our information-cluttered world.  A verification of the essential role of the arts in education is appropriate.  A verification of the cognitive basis for the arts is essential.  

As art is taught and various learning strategies are employed, involvements emphasizing cognitive thinking skills reinforce and emphasize the commonality and existence of similarities of learning in all content areas.  Since thinking is essential in all areas of learning, teachers of all content areas must infuse existing curricula and instruction with strategies that more fully develop students’ intellectual potentials.

From Amster, S. & Roland, C. (1987),  Art: Thinking in action. Viewpoints: Dialogue in Art Education, Spring 1987, 2-9.

Great article encouraging visual thinking skills

craigroland: Why teach thinking in art?In an era when imagery is becoming our most prominent means of disseminating information, and thinking and learning have received national recognition as “bridges to the future,”  the arts can be envisioned as central to the life-learning process, allowing individuals to develop as thinking, contributing members of the 21st century.  Although filling students’ minds with facts is important, the teaching of and emphasis on developing their thinking skills has become imperative.  Students today need skills that adapt not to isolated islands of information or content but to situations in new, more global contexts.  Learning experiences must be provided that allow and encourage connections.  The increasing knowledge bases of all learning areas challenge teachers to see content not as material to cover, but as ideas to relate and transform.Art, a universal language, provides a natural means for thinking to become visible—for giving visible form to internal perceptions and making possible the valuing of unique perceptions of the mind’s eye.  The quality of one’s thinking becomes both important and significant, whether related to making or responding to works of art.  The process of creative forming yields a product previously unknown or thought, resulting from a unique interaction of hand, eye, mind and medium.  The process of aesthetic inquiry yields meaning and judgment about an art work’s value and purpose resulting from the focused attention of the discriminating viewer.Art is thinking in action involving insight and vision.  Wisdom results when visions are maximized and internalized. Thinking skills are shortcuts to discrimination and determination that edit decisions in our information-cluttered world.  A verification of the essential role of the arts in education is appropriate.  A verification of the cognitive basis for the arts is essential.  As art is taught and various learning strategies are employed, involvements emphasizing cognitive thinking skills reinforce and emphasize the commonality and existence of similarities of learning in all content areas.  Since thinking is essential in all areas of learning, teachers of all content areas must infuse existing curricula and instruction with strategies that more fully develop students’ intellectual potentials.From Amster, S. & Roland, C. (1987),  Art: Thinking in action. Viewpoints: Dialogue in Art Education, Spring 1987, 2-9. Great article encouraging visual thinking skills
Zoom

craigroland:

Why teach thinking in art?
In an era when imagery is becoming our most prominent means of disseminating information, and thinking and learning have received national recognition as “bridges to the future,”  the arts can be envisioned as central to the life-learning process, allowing individuals to develop as thinking, contributing members of the 21st century.  

Although filling students’ minds with facts is important, the teaching of and emphasis on developing their thinking skills has become imperative.  Students today need skills that adapt not to isolated islands of information or content but to situations in new, more global contexts.  Learning experiences must be provided that allow and encourage connections.  The increasing knowledge bases of all learning areas challenge teachers to see content not as material to cover, but as ideas to relate and transform.

Art, a universal language, provides a natural means for thinking to become visible—for giving visible form to internal perceptions and making possible the valuing of unique perceptions of the mind’s eye.  The quality of one’s thinking becomes both important and significant, whether related to making or responding to works of art.  The process of creative forming yields a product previously unknown or thought, resulting from a unique interaction of hand, eye, mind and medium.  The process of aesthetic inquiry yields meaning and judgment about an art work’s value and purpose resulting from the focused attention of the discriminating viewer.

Art is thinking in action involving insight and vision.  Wisdom results when visions are maximized and internalized. Thinking skills are shortcuts to discrimination and determination that edit decisions in our information-cluttered world.  A verification of the essential role of the arts in education is appropriate.  A verification of the cognitive basis for the arts is essential.  

As art is taught and various learning strategies are employed, involvements emphasizing cognitive thinking skills reinforce and emphasize the commonality and existence of similarities of learning in all content areas.  Since thinking is essential in all areas of learning, teachers of all content areas must infuse existing curricula and instruction with strategies that more fully develop students’ intellectual potentials.

From Amster, S. & Roland, C. (1987),  Art: Thinking in action. Viewpoints: Dialogue in Art Education, Spring 1987, 2-9.

Great article encouraging visual thinking skills

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