What's Worth Teaching in Art?

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Reading Review One: What’s Worth Teaching in Art? As teachers, it is difficult to determine what is worthy of teaching students. Most school districts require every lesson to include an essential question. All four articles by Bolin, Gude, Lampert and Wiggins agree that essential questions are a necessity in the classroom. However, essential questions need to be thought provoking and provide the class with a deep discussion regarding art. Students should be provided with inquiry-based art lessons versus a direct instruction. “Since it is impossible to teach everything we know to be of value, we must equip students with the ability to keep questioning” (Wiggins, 1989, p. 48). As Bolin states, asking questions and searching for answers is a part of everyday life and it is important for teachers to be questioning their art students to help keep them motivated. Key Points Our goal as teachers should be to motivate students to desire inquiry and understanding. In Lampert’s article, it is recommended that art teachers teach a model of inquiry instead of direct instruction for important reasons. When students are guided to investigate and find their own solution to an assignment, they are given the chance to deepen their cognitive ability to think critically. Lampert experimented with the idea of inquiry-based instruction by showing elementary art students multiple examples and asking thought-provoking questions. In return, the students were able to work individually and explore multiple solutions to the assignment. Each child’s artwork looked different and unique which made the assignment worthwhile and exciting. I think it is important for art teachers to allow students to fully explore and investigate. Bolin makes a point that questions are a large part of everyday life and that essential questions can often lead to many more thought-provoking questions and

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