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A good project to involve your art students in (if possible) is to have them visit an Assisted Living center to talk with the people living there to find out what they like or enjoy, and if they're willing, to photograph them. Then, the students could do paintings or drawings of the things that those they talked to enjoy or love, or to paint or draw a portrait of them. If the students themselves are unable to visit the assisted living home, the teacher could go to collect the data themselves and then assign them to students in the classroom.

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To go along with the Structured Controversy, you could use Plickers to get the anonymous opinions of students before AND after the discussion to see how many opinions may have changed because of the discussion.
https://plickers.com/

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Depending on the maturity level of the class, you could present a Structured Controversy in Art History on the topic of: "Should Art Be Censored? And Why or Why Not?" And then split students up into 2 or 3 different groups that have articles with different approaches, then students break off from their groups and form new ones to talk over what they learned in the article and to argue for it, and then against it.
http://serc.carleton.edu/sp/library/sac/index.html

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In an Art History class, you could split the students into 6 or 7 groups. One group has an article on World War II and Hitler's rise to power and how it affected the arts (many art pieces were stolen and destroyed).
Another group could read and research the Bauhaus artists and the oppression they faced being in Germany during WWII.
Another group could research Gustave Klimt and the "Portrait of Adele Bloch-Bauer" otherwise known as "The Woman in Gold" and the history behind it - The true story of a Jewish refugee whose aunt was the Adele in the painting and how it had been stolen from their home in Germany due to the Nazi's reign.
As well as other Art History that pertains to WWII era.
Each group will do the readings and then we'll switch up the groups so that each person teaches their group about what they learned.
http://www.theartstory.org/movement-bauhaus.htm
https://www.jigsaw.org/overview/

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An example of something you could do with your upper level Art students could be to teach students how to mat and frame their work for a local show at the public library, as well as to come up with an appropriate and accurate amount to sell their work for.
http://authenticlearning.weebly.com/

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Something you could do in a lower level Painting class for Inquiry Based Learning could be to let students experiment with different pigments in paint and to hypothesize what that combination of pigments will turn out to be, as well as what other color combinations would go best with it in a piece that focuses on Color as the main aspect of Composition.
For example, in Claude Monet's painting here, he focuses on light and color as the main aspect of his painting. Not necessarily the subject matter, but how light effects color, and how the combination of colors interact with one another.
http://www.thirteen.org/edonline/concept2class/inquiry/

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A problem based learning example that an art teacher could use in the classroom, could be something like selecting certain social justice or environmental issues and ask students to try to raise awareness about their choice of issue through their art.
For example, in this art piece the student decided to focus on Global Warming.
https://en.wikipedia.org/wiki/Problem-based_learning

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Art is very project - based learning anyway, but a good example of a project you could do in a Painting class could be to have students research an artist and their style that they find interesting, and then come up with their own painting in that same style. If a student chose Caravaggio, they could study this painting, The Calling of St. Matthew and employ those same painting techniques of chiaroscuro and tennebrism within their own.
http://artsedge.kennedy-center.org/educators/how-to/from-theory-to-practice/constructivism.aspx

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Art already lends itself to constructive learning. It allows students to guide their own learning and to think about their thinking as far as what they're doing, what their art means to them as well as others.