artful thinkingmc 2006v1

Artful Thinking

Agenda

• Introductions

• Looking at art: Opening Artful Thinking experience

• Artful Thinking overview

• Gallery walk

• The Observing and Describing disposition

• Curricular connections

Think Puzzle Explore routine

1. What do you think you know about this artwork?

2. What questions or puzzles do you have?

3. What does the artwork make you want to explore?

Think Puzzle Explore routine

What are some thoughts you have about this image now that you didn’t have when you first looked at the picture?

Artful ThinkingOverview

Goal of the Artful ThinkingProgram

To help students develop thinking dispositions that support thoughtful learning – in the arts,

and across school subjects.

How does it work? 5 components

1. Artful thinking dispositions

2. Artful thinking routines

3. Visual art & curricular connections

4. Visible thinking

5. Study groups – reflective professional practice

Research background: The triadic theory of dispositions

Ability

InclinationSensitivity

Which thinking dispositions?

Questioning & Investigating

Observing & Describing

Exploring Viewpoints

Finding Complexity

Reasoning

Comparing & Connecting

How does it work? 5 components

1. Artful thinking dispositions

2. Artful thinking routines

3. Artful curricular connections

4. Visible thinking

5. Study groups – reflective professional practice

Thinking Arts

Curriculum

Artful Thinking Program

How do dispositions develop?

By routinely engaging in specific patterns of behavior – by doing certain things regularly

Thinking Routines

Short, easy-to-learn procedures that help students engage in thinking-dispositional behavior in and across the six areas of the palette

What do you think you know about this image?

What puzzles do you have?

What would you like to explore?

THINK-PUZZLE-EXPLORE

Questioning & InvestigatingThink Puzzle ExploreCreative QuestionsSee Think Wonder

Observing & DescribingBeginning Middle or EndLooking 10 x 2Elaboration GameColors, Shapes, Lines

Exploring Viewpoints Perceive/Know/Care about Used to think…Now I think

Finding ComplexityThe Complexity ScaleParts Purposes Complexities

ReasoningClaim Support QuestionWhat Makes you say that?

Comparing & Connecting Word Phrase SentenceHeadlinesConnect Extend ChallengeCreative Comparisons

Artful Thinking routines

How does it work? 5 components

1. Artful thinking dispositions

2. Artful thinking routines

3. Artful curricular connections

4. Visible thinking

5. Study groups – reflective professional practice

What Artful Thinking looks like in schools

Visible Thinking / Documentation of student thinking

Visible Thinking / Documentation of student thinking

Study groups:Professional growth and support

Gallery Walk

• In pairs, tour the documentation on the wall. Spend time carefully looking at one or two exhibits. Using the palette, find examples of student thinking.

What do you see? What do you think about that? What does it make you wonder?

• Share your findings with another pair.

Questioning & Investigating

Observing & Describing

Exploring Viewpoints

Finding Complexity

Reasoning

Comparing & Connecting

Looking: 10 x 2 routine

1. Carefully observe the image.

2. Try to list 10 observations

Looking: 10 x 2 routine

1. Carefully observe the image.

2. List 10 observations

Look again, make 10 more observations.

Share your observations witha partner.

What do you think is going onin the picture?

What makes you say that?

What insight about the work did theroutine help you with?

Questioning & Investigating

Observing & Describing

Exploring Viewpoints

Finding Complexity

Reasoning

Comparing & Connecting

Observing and Describing

This disposition is about noticing and communicating impressions. Routines in this area emphasize careful and deep observation, self-awareness, and detailed description.

Why call this disposition the disposition to Observe and describe? (Why include description?)

• In order to mobilize observations– to put them to work in the service of understanding – we have to describe them to ourselves.

• Often, description is the mechanism by which observation occurs. The act of describing something causes us to look closely, look again, and look anew.

Modes of observation--the faculties through which we receive impressions.

• The senses – eyes, ears, touch, etc. – give us physical impressions

• The intellect/mind – gives us mental impressions

• The heart/ spirit/ conscience – gives us emotional, ethical, spiritual impressions

Modes of description--the different forms in which we express our observations.

– Verbal– Written– Visual– Kinesthetic– Aural

How do observation and description happen -- Where do they take place?

Observation Interpretation

Elaboration

• Image to use with continuum here

Bumping up to the big

picture: Why connect

thinking and art?• Because of how works of art

make us think

• Because of what works of art make us think about

• AT encourages curricular connections along both of these dimensions

Many ways to make connections to the curriculum…

Curricular connection: genetics

Curricular connection:Density

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QuickTime™ and aTIFF (Uncompressed) decompressor

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Curricular connections

How might the ideas that emerged in our discussion connect to, or extend to, the school curriculum?

ResourcesArtful Thinking website: pz.harvard.edu/at curriculum connections link: www.pz.harvard.edu/at/cc_into_new.cfmVisible Thinking Website: www.pz.harvard.edu/vt

Email:Shari_tishman@pz.harvard.edupatricia_palmer@pz.harvard.edu

For Info about Visible Thinking: visiblethinking@pz.harvard.edu

Books:The Thinking Classroom, Shari Tishman, Dave Perkins, Eileen Jay

Art Works for Schools, PZ, DeCordova Museum and Underground Railway Theater

Intellectual Character, by Ron Ritchhart

DVD:Visible Thinking Routines: Pictures of Practice

www.pz.harvard.edu/atwww.pz.harvard.edu/at/cc_into_new.cfm

*Image: Sofonisba Anguissola, Three Sisters Playing Chess

• Encouraged by her singularly enlightened father, Sofonisba Anguissola (c. 1535-1625) was educated as a painter when the well-born young women of Renaissance Italy were consigned to sit in their palazzos and pursue needle work. Her accomplishments led to a life of drama and romance on a grand scale. She became a celebrated portrait painter at the court of Philip II of Spain.

• A grand love story unfolds, too, as she overcame many obstacles to win her beloved husband. She lived to a hearty old age, an international celebrity who had been praised by Michelangelo and lionized by painters across Europe

• 5 sisters, mother died young, wealthy family. Well respected artist, corresponded with Michaelangelo, prolific, went blind in old age

Don’t forgetMINI COURSE

EVALUATIONS!!

Artful Thinking- End -