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As a high school teacher, the new shift in inquiry investigation in the AP Art and Design curriculum has me wondering two things: “How can we generate an inquiry question?” and “How can we help support our students to dive below the surface?” For all art teachers, it is a constant challenge to encourage all students to exercise “outside the box thinking.” We cannot just tell students to “come up with a creative question.” We can present brainstorming opportunities and support their process. Mind-mapping, also called concept mapping, is a great way to get the creative juices flowing. Use this spin-off from the traditional mind-map exercise, help your students generate a large number of questions in a short amount of time and pursue both depth and specificity.
Length of time: 1 – 2 class periods
What you will need:
Examples from that same topic of identity included:
Spending time developing deep and meaningful inquiry questions will help your students get started in the right direction. Whether they struggle with creating depth and substance in their work or are overwhelmed with idea generation, don’t worry! Even if students begin their first few artworks with a more simplistic or general idea, their work will continue to develop over time when focusing on connecting their process and media back to their inquiry. As they continue their investigation, their inquiry will continue to sharpen and clarify into a meaningful response to their body of work.
What exercises do you use to generate inquiry questions?
What strategies have you found helpful to develop deep thinking?
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