One way that I could involve metacognition knowledge in an art class would be through art criticism. I would present them with a famous work of art and ask them to tell me what they see. Then I would ask them to analyze the piece of work by answering questions such as these; What the artist's intentions are? Why did the artist chose to use these colors? Why did they choose this composition? Then I would ask the students how they interpret the artwork. This would be a good way to get them involved in metacognition because it requires to them to think about their own perceptions while thinking about the artist's perceptions. It deals with appearance- reality distinctions because the artwork may appear to suggest one thing but in reality it suggests something different. It requires you to dig deep and find out what the artist is really trying to convey.
Art is one thing that can be viewed by one way to a person, but can be viewed entirely different to another. Because of this, I think critical thinking is more relevant when teaching art. Students have to decide how they interpret their art and other's art. They need to find a deeper meaning for their artwork than what they see at first glance. I think critical thinking would be more relevant with older students because younger students wouldn't really think art is symbolic in any way.
What I was able to get out of the difference between higher order and lower order thinking was that lower order thinking is like being stuck in a routine. Higher order thinking is like analyzing that routine, seeing what is good or bad about it, and changing it for the better. Higher order thinking is the ability to examine our own cognitive processes and make changes accordingly.
ReplyDeleteKristofer answered your question well. To add to that, lower-order thinking is being stuck in the same routine or behavior with no signs of advancement. Higher-order thinking is being able to step back and look at the big picture, being able to apply what you know to the current situation. I think of Bloom's Taxonomy when discussing high-order thinking; looking at the situation from many different levels and being able to analyze and reason the situation to give desired results.
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