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"Developing Visual Creative Literacies Through Integrating Art-Based Inquiry" - Cathy Smilan, 2016

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"Developing Visual Creative Literacies Through Integrating Art-Based Inquiry" - Cathy Smilan, 2016

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This is an academic article based on educational curricula and empirical research. Smilan discusses the beneficial inclusion of studio inquiry and museum based analysis in the broader curriculum.

The paper presents evidence in three parts.  Firstly, a theoretical overview, of the role of visual art inquiry, which has been integrated into the wider curriculum, is presented.  Smilan advocates for the use of art inquiry to be integrated by using creative thinking strategies to foster critical skills needed for 21st century communication.  Smilan uses the 'STEM versus STEAM' example to validate her ideas.  The STEAM topic is one that interests me as it is associated with other curriculum areas but also with Makerspaces in libraries, an area that is acutely related to my teacher-librarian studies.

The second presentation of this paper uses researched 'integrated lessons' to demonstrate the effectiveness of infused visual art inquiry.  One example is where the scientific community is utilised to inform and inspire ceramic surface design and applications.  The examples here are more secondary based and are of an excellent standard.

Smilan's final argument looks to emphasise the role of the teacher's own learning practices.  She advocates for these studio practices to be incorporated into teacher's own inquiry learning.

This is an interesting article as it focuses on visual art integration across the curriculum but also makes me question my own learning practices and how that affects my teaching practices.

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Developing Visual Creative Literacies Through Integrating Art-Based Inquiry

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(2016). Developing Visual Creative Literacies Through Integrating Art-Based Inquiry. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 89, Drawing From Within: The Arts and Animated Learning, pp. 167-178.

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"From Fungi to Fairies: Exploring, Theorizing and Documenting Learning Through Visual Arts" - Raewyn Penman and Rachael Maiden, 2016 - Research Article.

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"From Fungi to Fairies: Exploring, Theorizing and Documenting Learning Through Visual Arts" - Raewyn Penman and Rachael Maiden, 2016 - Research Article.

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This article is based on a 3 year study, in Christchurch, New Zealand, where the growth of many mushrooms has been a side effect from liquidefaction, caused as a result of the earthquakes that took place in the area.  A kindergarten used the phenonemon as a student-centred inquiry learning project that utilised visual arts language and strategies to support that learning.

The article discusses, in length, how scholars recognise that "visual art provides children with important tools for thinking and learning" (Terreni, 2010 as cited in Penman & Maiden, 2016).  Visual thought is stated as the crossroad of children's higher thinking and language.  Brooks (2009) states that we need to look at the art process as a whole including "drawing, thinking and meaning within the sociocultural and historical contexts of the production of drawing (as cited in Penman & Maiden, 2016).  Thus when children draw (or make art) they are using it as a tool to make meaning not just record it.

This is a very well written article with thorough scholarly research and references used.  The kindergarten case study is a comprehensive and authentic inquiry based study with rich samples and reflective experience documented.  This article gives a strong argument for the inclusion of visual tools to enhance critical thinking and inquiry processes.

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From Fungi to Fairies: Exploring, Theorizing, and Documenting Learning Through Visual Arts - ProQuest

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"Inquiry and the "Specialist" Teacher" - Kath Murdoch (Education Consultant, Australia), 2014 - Web blog page. 

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"Inquiry and the "Specialist" Teacher" - Kath Murdoch (Education Consultant, Australia), 2014 - Web blog page. 

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This article talks about the role of the "specialist" teacher and how they are greatly undervalued, as a resource, in schools.  Murdoch discusses how these teachers can act as gurus or masters of their field who we should utilise more in both teacher and student learning.  Often specialist teachers explore their teaching context outside of school, in their own personal pursuits, and "talk passionately about the need to explore, experiment, meander, question, reflect - the hallmarks of inquiry learning" (Murdoch, 2014).

This article made me reflect on my own role as a specialist teacher and what I can share and give to colleagues and students in my own workplace.  In particular, as both a visual art teacher and in the role of a teacher-librarian, how and to what extent can I impart my visual inquiry skills to others.  How accepting are the school communities to collaborate?  Do I run programs, such as Makerspaces, if the school community lacks enthusiasm to connect?  Utilising our own specialists including teachers, parents and others in the community is a strong way to enrich inquiry processes. Specialists, introduce authentic contexts, experiences and literacies to student learning.  By using our own specialists, cross-curriculum opportunities can be explored and more wholistic school approaches to inquiry learning developed.

This article, more than anything, has been both a trigger and reflective resource to consider my "specialist" role in the teaching and learning environment.

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I have been thoroughly neglectful of this blog! It is somewhat ironic that I spend a good deal of time talking about the need for reflection; time to think and slow down instruction for deeper understanding - while I rush around allowing myself precious little time out to write! There is a back-log of posts I am eager to get out there so I hope that the remainder of the year will see them come to fruition. A number of issues have got me wondering of late. Perhaps the most intriguing has been about the relationship between what we describe as 'specialist' programs (in elementary/primary schools) and inquiry. The expertise of specialist teachers in any primary school is often a hugely undervalued resource. It is not uncommon for me to run a workshop where specialist teachers don't attend due to the perception it is 'not really relevant ' to their subject area. And yet - some of the best inquiry teaching I have seen occurs in art rooms, music studios, gymnasiums, etc.

I have taken my 'wonderings' to friends who are professional artists, musicians, writers, etc. and, without exception, they describe their own learning and the development of their skills as a true process of inquiry. Sure, they have all benefited from others showing them how to execute a skill and from the wisdom of masters in the field - but they also talk passionately about the need to explore, experiment, meander, question, reflect - the hallmarks of inquiry learning. I sometimes wonder whether my beliefs about my skills in visual arts (I am an 'I can't draw' person) might have been different had I not been expected to 'do art' the way the art teachers insisted - had I not been compelled to create a given 'product' the same as everyone else's and had I been given the opportunity to see what I could discover for myself with some freedom to explore.

Of most interest to me are views about language teaching as not compatible with inquiry - yet I know of no more inquiring an experience for me than the quest to master new language in a non-English speaking country! What we need in these situations is a desire to master the skill, the learning skills to help ourselves do so and the availability of an expert/coach when we need one!

My work in international schools in particular increasingly involves teachers who work in single subjects areas such as music, PE, visual arts, languages, and so on. I am noticing some recurring questions in our conversations - some specialist teachers are frustrated by the restrictions that exist due to timetables or other people's perception of their role. Common questions include:

How can I use an inquiry approach when I have such short sessions with the children? (some specialist teachers have as little as 30 minutes per lesson)

How can we use inquiry when we have no time for collaborative planning with generalist classroom teachers?

How can we help classroom teachers (and students) see our role more deeply than giving them time release or 'supplementing' their unit with shallow, related, activities?

Ours is a skill-based subject - how can we use inquiry when we have to actually 'teach' kids what to do?

We are expected to make links to the 'units' that classroom teachers are doing but they often don't suit our program - how can we manage this challenge?

For those now anticipating a clear, decisive response to each of those questions - be prepared to be disappointed! The very reason these questions emerge time and time again is that they reflect some pervasive misconceptions that still exist in relation to inquiry OR they are the product of the way we have organized our schools/programs. Having said that, there are several things I have found helpful to consider when thinking about the relationship between inquiry and specialist programs. Here are my thoughts - I would love to hear yours!

It's an approach - not a classroom 'subject'. We can ALL be inquiry teachers. While we continue to associate inquiry only with 'units' of work in the classroom - these issues will persist. When we see inquiry as an approach rather than a subject, then it becomes relevant to all teachers, all learners. Even in a 30 minute session, teachers can ask themselves "how can I provide more inquiry based learning experiences for my students? How can I encourage them to explore, make their own connections, ask questions, etc." A simple example would be a PE teacher choosing to give her/his young students time to experiment with different ways to get a ball from point A to B as quickly as possible before providing any direct instruction on techniques. The lesson is flipped from 'watch me, listen to me, then have a go...' to have a go - then we will see what we discover AND what we need to focus on. And while we are on the subject of PE, check out these great examples of specialists as inquiry teachers: http://www.pyppewithandy.com/ and http://www.iphys-ed.com/inquiry-in-pe

Working on the same 'content' does not make it any more inquiry based. In the past, our attempts to make stronger connections between specialist and generalist programs have often manifested in specialist taking on the same 'topic' being worked on in the classroom. I don't need to go into the problems associated with shallow, tenuous links. Suffice to say, forced connections that can compromise the integrity of the discipline do nothing for student learning. Let's not confuse the term 'integrated' learning with 'inquiry' learning. That said, where learning can be genuinely integrated through shared skills and concepts the result can be powerful. If the content offers a perfect 'context' for student learning in a specialist area then go for it - but never force the issue!

Transdisciplinary skills are just that - transdisciplinary. Regardless of the program/curriculum, most inquiry schools recognise some framework of skills and dispositions that are shared across all subject areas. These may include, for example, social and self management skills thinking skills and communication skills. As I have discussed before, these skills should be inquired into as part of students' learning experiences. Highlighting the same skills in specialist programs (not all of them every time - but at least some!) helps students transfer their learning AND widens the scope of inquiry. For example - students exploring ways to give others feedback in the classroom can consciously practice and extend that skill in PE, in art, etc. If any aspect of planning is shared between generalist and specialist teachers I think it should be this.

Create opportunities for shared teaching. Watching each other at work is a very effective form of professional learning. In an inquiry school, opportunities to observe practice helps build bridges between specialist and generalist teachers AND within specialist programs. Observations across subject areas helps us think less about the content and more about the pedagogy. I am not a PE teacher - but have learned a great deal from watching skilled, inquiry based PE teachers work with students. Watching the way an inquiry based art specialist promotes reflective and critical thinking can help transform the teaching techniques for literacy in the generalist classroom.

Identify shared learning strategies and build a common language for students to 'talk about learning. We all know that opportunities to transfer and practice skills and strategies in different contexts are vital for deeper learning. When specialist and generalist teachers communicate with each other about the strategies (such a visible thinking routines) they are introducing or revising at any year level - students have a greater chance of experiencing this transfer.

Consider flexible timetabling, shared use of learning spaces, more personalized access to specialist 'studios': Perhaps one of the biggest impediments to more authentic, inquiry based approaches to 'specialist' programs is the structures used in most schools - eg: a lesson per week for each class at a set time. As this time is so often used for generalist collaborative planning, it can mean there are precious few opportunities for shared, cross program conversations -it may also serve to reinforce some students' perception of inquiry as a 'subject' that happens in their classroom rather than elsewhere. Several schools continue to explore ways to re-think the way they structure for specialized learning in these areas. Arrangements include flexible timetables, for example - library teachers might be booked on a needs basis and work alongside the classroom teacher to coach students' research skills. Art rooms in some schools have become studios where students can access materials and expertise of the specialist teacher beyond their designated session time. If schools offer an 'itime' or 'genius hour' program - specialist teachers and any designated learning spaces can be utilized if the timetable allows.

It is so exciting to see the growth of understanding of inquiry as an approach to teaching and learning rather than something that happens in 'units' that are occasionally integrated into specialist programs. We have come a long way.

I would love to hear from more of you about how you have approached this in your schools - what's the relationship between 'inquiry' and specialist subject areas in your school?
...Just wondering....

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I have been thoroughly neglectful of this blog! It is somewhat ironic that I spend a good deal of time talking about the need for reflection; time to think and slow down instruction for deeper understanding - while I rush around allowing myself precious little time out to write!

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"Recipe for an Infographic" - Debbie Abilock & Connie Williams, 2014 - Knowledge Quest article

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"Recipe for an Infographic" - Debbie Abilock & Connie Williams, 2014 - Knowledge Quest article

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This is an article featured in Knowledge Quest, AASL's (American Association of School) official journal / magazine. Using a teaching recipe as its metaphor, this article guides readers on how to develop an inquiry process for learners. The process ultimately culminates in learners creating an infographic which is a synthesis of the student's learning.

The authors express the benefits of how the infographic, that is created in the inquiry process, traverse multiple literacies throughout the exploratory and synthesis phases of the inquiry.

The article highlights how many traditional or persuasive infographics do not engage learners in authentic inquiry.  Often, persuasive infographics, or posters, create a backwards presentation where learners arrive at their conclusion before performing their inquiry rather than developing a true inquiry synthesis. The authors advocate for an argument infographic to be developed rather than one that only employs visuals for decoration. This is a strong argument and one that I feel is often lost when attempts are made to integrate the arts into other parts of the curriculum. Arts based literacies are powerful when used purposefully and to create meaning and message. They should not be a subsidiary literacy tool.

Many visual inquiry and visual literacy tools are examined in this article supporting how they are beneficial to use across the curriculum. Interestingly, the article discusses how learners must examine who the audience is, as part of the inquiry process. In visual arts making for an intended and genuine audience is always deliberately considered. Also discussed are rubric and scaffolding design which is supported by multiple literacy skills, such as media literacy in the storyboard process and design literacy, in the framing of information.

This is a well rounded article that is rich in pedagogical discussion and discusses practical ways of integrating visual inquiry methods and multiple literacies into inquiry curriculum.

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ERIC - Recipe for an Infographic, Knowledge Quest, 2014

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In this article Debbie Abilock and Connie Williams apply the processes used by a food testing organization that strives to develop absolutely the best recipes for popular dishes, testing each recipe until they arrive at the combination of ingredients, technique, temperature, cooking time, and equipment that yields the best, most fool-proof recipe as their inspiration to develop a teaching recipe that would consistently engage students in open-minded inquiry, an infographic.

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"Teaching art or teaching to think like an artist?" - Cindy Foley (Executive Deputy Director for Learning and Experience at Columbus Museum of Art), 2014 - YouTube video (TEDx Talk).

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"Teaching art or teaching to think like an artist?" - Cindy Foley (Executive Deputy Director for Learning and Experience at Columbus Museum of Art), 2014 - YouTube video (TEDx Talk).

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In this passionate TEDx talk, Cindy Foley champions the visual artist as a model for how we can teach for creativity.

Foley begins her talk by discussing how arts education has been undervalued and watered down to fit in with inflexible structures and standardised assessment.  Her argument is set in a U.S. context but can be applied to our own Australian context here.  Pressure from industry and educational bodies now ask all educators to teach students to be creative.  Foley demonstrates how this is a difficult task and looks to the habits employed by practising artists to model new creative inquiry pedagogy on.

Foley outlines 3 essential habits:
1.  "Comfort with ambiguity" - That we should celebrate the unknown and be comfortable that it is part of the process.
2.  "Idea generation" - That we should embrace the student as the generator of ideas and not be secondary to the teacher with all the ideas or plans.
3.  "Trans-disciplinary research" - To ignite curiosity with student interests and passions which will motivate their research and learning.

This talk allows me to reflect on my own personal art inquiry and studio habits.  How I can model that to students and colleagues to benefit their learning?  In my future role as a teacher-librarian, I can use these essential habits to create inquiry learning environments both within the library and in 'classroom' spaces.

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Teaching art or teaching to think like an artist? | Cindy Foley | TEDxColumbus

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VTS: Visual Thinking Strategies -Research and Theory - Website

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VTS: Visual Thinking Strategies -Research and Theory - Website

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Visual Thinking Strategies (VTS) is a teaching strategy and curriculum, developed by Abigail Housen and Philip Yenawine, for educational contexts and art gallerys/museums. This site is a central point to begin to understand VTS, view articles and connect to workshops or become a member.

VTS has been developed as an aesthetic theory based on strong empirical research over 30 years.  It has a strong foundation in art galleries and museums but has been implemented in a variety of contexts, such as medical education, to develop critical thinking, inquiry learning and visual literacy skills.

VTS uses the teacher only as a guide or facilitator.  Learners are asked to look at an image and 3 questions are asked:
1.  What's going on in this picture?
2.  What do you see that makes you say that?
3.  What more can you find?

Through these questions, facilitators hope to elicit a rigorous process of inquiry and meaning making through discussion, debate and reflection.

The VTS process is simple and succinct in its format.  It is a strategy that can be employed not only in visual arts but across the curriculum.  I can see the advantages of employing this strategy in a whole school approach as it is something that is uncomplicated and facilitator skills can be enhanced in workshops.  This could be a strategy that is used in a 'flipped classroom'.

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This report analyzes VTS Question 2 ("What do you see that makes you say that?") for children ages 3-6. It includes a review of VTS, overview focusing on cognitive and metacognitive development ages 3-6, examination of how knowledge of metacognition can inform VTS, discussion of VTS enhancing development of cognitive and metacognitive skills, and recommendations for future research and practice. (Boston, MA; 2010) Download the executive summary

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This report analyzes VTS Question 2 ("What do you see that makes you say that?") for children ages 3-6. It includes a review of VTS, overview focusing on cognitive and metacognitive development ages 3-6, examination of how knowledge of metacognition can inform VTS, discussion of VTS enhancing development of cognitive and metacognitive skills, and recommendations for future research and practice.

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"What Education can Learn from the Arts" - Elliot Eisner, 2008 - Stanford University paper

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"What Education can Learn from the Arts" - Elliot Eisner, 2008 - Stanford University paper

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In this university paper. Eisner summarises his research and views about how the arts is fundamental to the educational context and should not be seen as a peripheral study,

Throughout the paper, Eisner outlines his viewpoints in a series of summarised statements.  Each point discusses what education can take from the arts to improve educational outcomes.  The paper is very well written and very strong in opinion but uses examples to further substantiate each statement.

Throughout his discussion, Eisner challenges educators to reflect on the quality of their own teaching pedagogy and to use inquiry processes, implicit in the arts, to enhance learning achievement elsewhere.

One of the highlights here, in regards to my own inquiry question, is Eisner's discussion on the way in which we perceive something.  He emphasises the value on using and developing multiple senses and literacies to experience information.  This is very beneficial in my own inquiry as it places value on the creative experience of learning and inquiring and the nuances of arts experience not often discussed in education

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"inquiry Teacher Blog" - Rebecca Bathurst-Hunt - Web blog

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"inquiry Teacher Blog" - Rebecca Bathurst-Hunt - Web blog

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I first came across Rebecca Bathurst-Hunt through Twitter searches.  Bathurst-Hunt is an early childhood teacher who strongly advocates for inquiry learning in education and is the co-author of the publication "Inquiry Mindset", (MacKenzie & Bathurst-Hunt, 2018).

In her blog, Bathurst-Hunt has a regular feature, titled "Wonder Wednesday", where she features children's picture books as a provocation tool in inquiry learning.  Each book is succinctly summarised and given a context for how it was or could be introduced to students.  Bathurst-Hunt then discusses connections that can be made to student's own knowledge and to the outside community.  A series of questions or wonder prompts are presented.

Bathurst-Hunt's real life examples, using picture books, embrace multiple literacies to develop inquiry learning in her class.  This blog is a valuable resource for myself as it is in an early childhood context that I am less familiar with.  Picture books present an excellent visual tool to use in the inquiry process as well as engaging multiple literacy skills.  Picture books, fiction and non-fiction, can also be used in all curriculum areas.  This is a very engaging blog with loads of tangible examples and practical advice.