An Art Criticism Questioning Strategy within the Framework of Bloom's Taxonomy

Abstract

A review of research on questioning strategies indicates that, when properly sequenced, instructional questions can foster student involvement and the development of complex levels of thinking. Most questions posed in classrooms, however, elicit memory-recall responses. In this paper, these findings on questioning strategies are related to the need for more specific instructional guidelines if art criticism is to be widely implemented. It is proposed that the formulation of art criticism questions within the hierarchical categories of Bloom's taxonomy offers a much-needed methodological specificity that also promotes student interest and the development of analytical skills.

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