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

Research output: Contribution to journalArticles

Abstract

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.
Original languageEnglish
Pages (from-to)48-66
JournalAustralian Art Education
Volume40
Issue number1
Publication statusPublished - Apr 2019

Citation

Tam, C.-O. (2019). Development and analysis of dialogue and questioning strategies with primary school students in learning about artworks. Australian Art Education, 40(1), 48-66.

Fingerprint Dive into the research topics of 'Development and analysis of dialogue and questioning strategies with primary school students in learning about artworks'. Together they form a unique fingerprint.