Taking critical inquires as a way of opening up to students new aspects of their culture and environment, the author examines in this paper the theoretical grounding and re-analysis current assumptions of art criticism, such as Broudy's aesthetic scanning and Feldman's art critical dialogue as they relate to instructional strategies for metacognitive development.

Exploring instructional design and research methodology on comparative cultural studies and computer assisted instruction, the author utilizes two empirical research directions: applied and basic research. The author also offers sample strategies for experiencing art teaching in a classroom based on multimedia settings.