Chinese Art
Teacher's Resource
Lesson Plan: Thought Questions for Viewing Art in Galleries
Lessons submitted by: Patti Burkhardt

Art Gallery Viewing Techniques
Grades PreK-12
Sunshine State Standards: VAC112, VAC121, VAD111, VAD112, VAD113, VAD121, VAD122, VAD123, VAD131, VAD132, VAD133, VAD141, VAD142, VAD143, VAD144, VAE111, VAE113, VAE121, VAE131, VAE141, VAE143

From the Video
WHAT DO YOU SEE?
A Teaching Strategy For Introducing Art to Novice Viewers Emphasizing Self-Discovery

Synopsis of Video:
This technique was developed by nationally recognized museum educator, Philip Yenawine in collaboration with Abigail Housen of the Massachusetts College of Art.

Emphasis is on making connections through general questioning techniques. Through inquiry, a student can build on what they see and what they think about what they see. Specific information about the art is only given when asked.

People innately want to relate to art. They ask themselves when viewing a piece of art how it relates to their life, their knowledge. They need to decode as much as possible what the object actually says to them.

The process of looking at art is the goal of this lesson. The aesthetic experience is based on looking and thinking about your responses to what you see, how you feel, and how you think.

While looking at a piece of art, the viewer should be thinking of these questions:

• What do you see here?
• What is going on in this picture? What's happening?
• What do you see that makes you say that?
• While focusing on different parts of the picture, how does this influence that?
• What do you see that makes you say that?
• Who or what is this?
• What more can you say about this?
• Where does this take place?
• Do other people think that is so, as well?
• When does this take place?
• Does that make sense?
• Why would the artist include this in the painting?
• Could something be happening that we don't know about?
• Does anybody see anything different?

Students can pair up to ask each other these questions or work in small groups which change membership for the different pieces of art in the collection.

There is no correct interpretation of a piece of art as long as the student can make their view clear. Students should use a discovery approach to art. The most satisfying responses are always repeated to the teacher to show interest and the teacher will honor those responses by repeating them to the class to make sure everyone has heard. It is important to clarify or rephrase answers to emphasize that what a student has just said is important and intelligent. It also makes it easier to remember key points when it is time to summarize the discussion.

Young novices begin by seeing; go on to identify and describe what they see; and then begin to interpret what they see through storytelling. It is then important to get them to ground their story in the evidence found in the piece of art. Grounded storytellers are further able to think, examine, describe, and discuss the art.

Older novices will think in more abstract terms about the underlying message of the art. Students can learn to use both analytical and critical thinking through examining art. The ablity to use art terminology correctly in an open discussion is a practiced skill.

The sequence of viewing particular types of art is very important.

1. Realistic (descriptive and narrative pieces)
2. More ambiguous pieces
3. Abstract (representational) younger students can handle
4. Abstract (non-representational) older students only

Activity for High School Students:
Put students in small groups. Each group will look at a particular piece of art and use it as the focal point for a small group discussion.

Teacher instructions:
"Artists make decisions intended to influence our responses.Discuss amongst yourselves these questions:

1. What you think the piece of art means?
2. How did the artist make you think that?
3. What were the artist's choices?"

By having students examine these issues when viewing art, they will tend to become more objective. This will lead to an interest in the symbolic meanings of art.

Video: What Do you See?, The Art Institute of Chicago, 1993