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Students work alone, in pairs or in small groups. Their goal is to observe works in a collection (a gallery of images) of art. Then, while perusing and examining the art, the students brainstorm and record words or short phrases inspired by what they see that relates to the theme. Routines that support students in building a deeper understanding of topics or experiences by asking them to analyze, evaluate, find complexity, and make connections. Students can record these on a three-column organizer: the outer columns are used for lines for each different voice and the middle column for what the lines they might say together. Students work in small groups or pairs to write and perform the poems. Sensory Poem A selection of different thinking routines can be used throughout a programme to target different areas of thinking and keep the programme lively. This would be a great activity after an Artful Thinking routine such as I See, I Think, I Wonder. The poetry activity could further help students develop visual connections to any place or environment targeted in a unit, such as in the middle of a storm, in a rainforest, or in an animal habitat.
PZ’s Visible Thinking research, both the initial project and the many projects that followed, makes extensive use of learning routines that are rich in thinking. These routines are simple structures, for example a set of questions or a short sequence of steps, that can be used across various grade levels and content areas. What makes them routines, versus mere strategies, is that they get used over and over again in the classroom so that they become part of the fabric of classroom' culture. The routines were designed by PZ researchers to become one of the regular ways students go aboutthe process of learning. Routines are patterns of action that can be integrated and used in a variety of contexts. Educators might even use more than one routine in teaching a single lesson. Routines don’t take time away from anything else educators are doing; instead, they enhance learning in the classroom.I will often suggest that math lessons begin or end with a related visual image and an Artful Thinking question such as: what math do you see in this image? You might also use the W hat makes you say that ? or C laim, Support, Question routines.
hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. The PZ researchers working on the first Visible Thinking initiative, including Dave Perkins, Shari Tishman, and Ron Ritchhart, developed a number of important products, but the one that is best known over two decades later is the set of practices called Thinking Routines, which help make thinking visible. Thinking Routines loosely guide learners' thought processes. They are short, easy-to-learn mini-strategies that extend and deepen students' thinking and become part of the fabric of everyday classroom life. Provide students with a gallery of artworks. Each student selects an artwork, looks closely at all the details and writes a “recipe” for how he/she thinks the artist made this artwork. Provide instructions:
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Select a piece of art that has at least two characters or two points of view. Introduce examples of a two voice poem and discuss how this type of poem could be used tell a story. As an example, look at artwork by Ed Ruscha. This is an artist who experimented with words as part of the art form. Many of Ruscha’s pieces depict single words as the center or the focal point of the work. A deeper understanding of how to make the invisible parts of thinking more visible -to both students and teachers. Once this is determined, the students are further requested to identify evidence they see in the painting that supports the statement about what is happening: main idea and details.
Routines that help students learn to formulate questions, consider alternatives, and make comparisons. The activity combines a sequencing exercise along with practice in identifying details. It involves a close observation of a 3-D artwork, such as a contemporary sculpture. It works best when the artwork chosen has a variety of pieces, objects or textures. After imagining that they have walked into the setting, they record what they might smell, hear, taste, touch, feel against their skin, and feel inside and record descriptive words, phrases, or sentences for each on an organizer. Ekphrasis is a way to vividly offer a verbal description of a piece of visual art. It can be either real or imagined and often appears as a form of poetry. Here are 3 more ideas for making thinking visible through Ekphrasis. Poems for Two VoicesYou will also see your students develop a deeper understanding of the content when it is linked to a piece of art. It creates a visual peg and/or another way to connect to or build onto the concepts already known. It is brain-based teaching at its best. What about math? Art teachers could have a pivotal role in demystifying math: showing how it is integral to creating art and not something only used in math class. There’s a variety of ways teachers could make connections to the CCMP: Routines that encourage students to examine everyday objects and systems, appreciate their design features, and explore their complexity. Try handing out a grouping card to each student that has the name of the artist or a picture of the artwork on it. Give students 5 seconds to look around the room and spot the painting by the name of the artist or picture on their card and then 30 seconds to proceed to the group. Provide each group area with enough sentence strips and markers for each of the participants to have one of each. 2. Instruct each student to silently “read” the artwork for one minute.
As students make sense out of their ideas, they can begin to organize information visually. This might be something like a spreadsheet or a graph or it might be an outline or a slideshow. As teachers, we can help students organize information by providing easy-to-use graphic organizers. For example, you might provide a flow chart to understand systems. You might have students create Venn Diagrams for comparing and contrasting information. Many of these small graphic organizers work well as a way to add structure and accountability to breakout room discussions in virtual class meetings. So, we've been supplementing our curriculum with graphic organizers. But, we've long known that there is room here for deeper instruction. (SIDENOTE: For math, we've seen significant improvement from using graphic organizers to help students learn the terminology/vocabulary for each unit!)We’ll call them Vanna White of the group :). Then, have one person read the poem dramatically to the rest of the class. Considerations :
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