Critical Thinking: Art Criticism as a Tool for Analysing and Evaluating Art, Instructional Practice and Social Justice Issues

Autor/inn/en	Broome, Jeffrey; Pereira, Adriane; Anderson, Tom
Titel	Critical Thinking: Art Criticism as a Tool for Analysing and Evaluating Art, Instructional Practice and Social Justice Issues
Quelle	In: International Journal of Art & Design Education, 37 (2018) 2, S.265-276 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12111
Schlagwörter	Critical Thinking; Teaching Methods; Art; Thinking Skills; Skill Development; Problem Solving; Social Justice; Learning Strategies; Art Criticism; Models; Learning Processes + Suchen Sie Ihr Suchwort? Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Kunst; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Problemlösen; Soziale Gerechtigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kunstkritik; Analogiemodell; Learning process; Lernprozess
Abstract	Recent educational initiatives have emphasised the importance of fostering critical thinking skills in today's students in order to provide strategies for becoming successful problem solvers throughout life. Other scholars advocate the use of critical thinking skills on the grounds that such tools can be used effectively when considering social justice issues. In this article we make the case that the teaching and learning strategies of analytic art criticism can serve as fundamental tools used not just for the study of art but can also centre critical thinking and analysis in all aspects of the art education curriculum. Our argument begins with a review of literature on the use of art criticism for critical thinking and meaning making. Then we describe our efforts to address critical thinking with our students by using the critical analysis model of art criticism and applying it to learning environments for forming reasoned judgments about teaching and learning, and also as springboard for examining social justice issues. We believe that promoting this form of affectively driven, intellectually guided critical thinking makes our students potentially more successful not just in their encounters with art and education, but also in their lives as human beings beyond school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01