Development and analysis of dialogue and questioning strategies with primary school students in learning about artworks

Development and analysis of dialogue and questioning strategies with primary school students in learning about artworks

• Tam, Cheung On The Education University of Hong Kong

Australian Art Education, 40(1), 48-66, 2019

Art Education Australia

2019

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
    • GFC Teaching Methods & Their Outcomes

• Hong Kong

• 1997.7 onwards

• Primary Education

There is a lack of empirical research into group dialogue and questioning - the most basic component of teaching in art lessons. This study investigated the dialogues conducted by primary school visual arts teachers with their students. Eight teacher participants were observed and their teaching was examined against a theoretical framework constructed from a spectrum of dialogue and questioning strategies proposed by various theorists. From the observed dialogues, it was found that most teachers focused primarily on the observation and visual analysis of artworks. They also introduced some essential contextual knowledge to their students. However, interpretations of artworks were rather limited. Lastly, the development of students' personal connections with and judgment of artworks were ignored by most of the teachers. The study is particularly meaningful given the increased emphasis on learning art criticism in the new visual arts curriculum and amidst the latest cultural developments in Hong Kong. Copyright © 2019 Australian Institute of Art Education.

• English

Journal Articles

• 10321942

https://bibliography.lib.eduhk.hk/bibs/e3c542c4

2020-11-16