How to unleash a child’s critical thinking through art education

Art at school is sometimes thought of as being the class where children can take a break from the ‘real work’ – but an education expert says art incorporates all the important factors required in critical thinking and can be used by parents and teachers to the great advantage of the child.

Desiree Hugo, Academic Head at ADvTECH Schools, explains some practical ways to go about art education and appreciation that will help develop a child’s critical thinking skills.

OPEN-ENDED ART PROJECTS
Provide opportunities and materials for students to freely express themselves without tight guidance or direction on expected outcomes or deliverables. This helps them assess the tools at their disposal, use their imagination and problem-solving skills, and hone their craftsmanship.

ARTISTIC ANALYSIS
Expose students to a wide range of art and lead in-depth discussions about their observations. What do they think the artist was thinking, why do they think certain choices were made in creating the artwork, how does the art make them feel, what do they see in the art? This develops their visual processing skills, linking them up to their analytical skills.

COMBINE ART AND STORIES
Extend the art lesson by tasking students with developing stories based on their work. These stories can include characters and character development, plotlines, and inspiration for follow-up art.

COMBINE ART AND ACADEMICS
Maths problems have long been approached by drawing a simple sketch of the problem at hand. This can be extended to various other subjects, by asking students to create a visual representation of the matter before them, as well as their proposed solution. This helps them visualise the problem and helps with brainstorming all while exercising creative muscles.

“Imagine believing that children can express themselves in more than one way.  Now times that by 100, if they are given the tools and encouragement to extend their potential range,” says Hugo.

She notes that Loris Malaguzzi, founder of the Reggio Emilia Approach, described the “infinite ways that children can express, explore, and connect their thoughts, feelings and imaginings” as follows: “These languages (the Hundred Languages of Children) are symbolic and are open to the endless potentials in children.  They believe in the potential of a child’s ability to wonder.  It is the belief that there are “multiple ways of seeing and multiple ways of being.”

“A high quality, holistic academic offering will consider this approach to all learning, to ensure students build critical thinking skills, while being offered opportunities to inquire and develop creative theories.”