Like Yin and Yang: Inquiring and Knowing in Learning about Art
The critical inquiry methods used to facilitate learning about art works favour fertile negotiated understandings, multiple perspectives and personally relevant meaning-making. But are these appreciations always valid? What are valid appreciations of art works? This paper argues that combining open inquiry conversations with other, complementary, learning modes can promote informed understandings of art works.
||Visual Thinking Strategies, Critical Inquiry, Socratic Method, Transmission Learning, Art Knowledge
International Journal of the Arts in Society, Volume 6, Issue 2, pp.211-224.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 893.977KB).
Senior Lecturer, College of Education, University of Otago, Dunedin, Otago, New Zealand
David Bell is the Lead Teacher in Art Education at the University Of Otago College Of Education. His research and teaching interests also embrace the theory and history of art in Japan. He has drawn on these complementary interests to develop a number of presentations on art learning, aesthetics and culture. Recent book publications include Explaining Ukiyo-e and Hokusai’s Project, both investigations into the aesthetic phenomenon of ukiyo-e, the ‘floating world pictures’ of Japan. This paper is informed by findings in his recent research into practice in museum situated art education.
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