CEESA Conference CEESA Conference March 21, 2009March 21, 2009

Bucharest, RomaniaBucharest, Romania

Kids Talk, Teacher Listens: Socratic Kids Talk, Teacher Listens: Socratic Shared Inquiry Discussion in the Shared Inquiry Discussion in the

K-8 ClassroomK-8 Classroom

Presenter:Presenter:Kristin Berman, Ph.D.Kristin Berman, Ph.D.

Assistant ProfessorAssistant ProfessorThe College of New RochelleThe College of New Rochelle

New Rochelle, NYNew Rochelle, NYmerniekin@aol.commerniekin@aol.com

Guidelines for Socratic InquiryGuidelines for Socratic Inquiry

A guiding principle of this shared inquiry is A guiding principle of this shared inquiry is that individuals in a group can reach that individuals in a group can reach substantial insight into a rich and rigorous substantial insight into a rich and rigorous work by building upon one another’s ideas. work by building upon one another’s ideas.

The Leader’s Role:The Leader’s Role: To advance this learning process by careful To advance this learning process by careful

questioning. questioning. TThe leader is a lay, non expert he leader is a lay, non expert whose role is to keep the conversation flowing. whose role is to keep the conversation flowing. S/he assumes the role of co-learner.S/he assumes the role of co-learner.

To help the group by asking interpretative To help the group by asking interpretative questions, questions that have more than one questions, questions that have more than one possible answer based on the text.possible answer based on the text.

To ask follow up questions: To ask follow up questions: encourage participants to clarify their comments,encourage participants to clarify their comments, support their ideas with evidence from the reading,support their ideas with evidence from the reading, comment on proposed interpretations.comment on proposed interpretations.

Participants’ Role:Participants’ Role:

The object of an inquiry discussion is not The object of an inquiry discussion is not to go home with the “right answer” but to to go home with the “right answer” but to examine the many questions raised by a examine the many questions raised by a work and to test some of the many work and to test some of the many possible answers by looking back to the possible answers by looking back to the work and by using sound reasoning work and by using sound reasoning informed by our own experience. informed by our own experience.

Socratic Inquiry and Socratic Inquiry and Aesthetic EducationAesthetic Education

Lincoln Center Institute conceived Aesthetic Education 30 years agoLincoln Center Institute conceived Aesthetic Education 30 years ago Based on philosophy and imaginationBased on philosophy and imagination

Aesthetic education includes interactions with high quality works of art Aesthetic education includes interactions with high quality works of art supported by an inquiry process particularly developed for those supported by an inquiry process particularly developed for those interactions, along with art-making explorations. (Madeline Holtzer)interactions, along with art-making explorations. (Madeline Holtzer)

Connects Socratic inquiry to 21Connects Socratic inquiry to 21stst century skills century skills Uses works of art (visual, literature, drama, music, dance) as focus Uses works of art (visual, literature, drama, music, dance) as focus

of exploration and reflection to articulate the role of imagination, of exploration and reflection to articulate the role of imagination, creativity, and innovation within the educational experience.creativity, and innovation within the educational experience.

Through questioning and “deep noticing”, the process challenges Through questioning and “deep noticing”, the process challenges preconceived notions, stimulates fresh insights, and encourages preconceived notions, stimulates fresh insights, and encourages deeper understanding.deeper understanding.

This model of inquiry has application to and resonance with This model of inquiry has application to and resonance with disciplines other than the arts.disciplines other than the arts.

The Capacities for The Capacities for Imaginative LearningImaginative Learning

(Lincoln Center Institute, 2005)(Lincoln Center Institute, 2005)

Developed as habits of mind and thinkingDeveloped as habits of mind and thinking

Entry Level:Entry Level: Noticing Deeply: Noticing Deeply: to identify and articulate layers of to identify and articulate layers of

detail in a work through continuous interaction;detail in a work through continuous interaction; Embodying: Embodying: to experience a work through the to experience a work through the

senses, as well as emotionally, and also to physically senses, as well as emotionally, and also to physically represent that experience;represent that experience;

Questioning: Questioning: to ask questions throughout to ask questions throughout exploration.exploration.

Level Two – Making relationshipsLevel Two – Making relationships

Identifying patterns: Identifying patterns: to find relationship among to find relationship among the details noticed, group them and recognize the details noticed, group them and recognize patterns;patterns;

Making connections: Making connections: to connect what is to connect what is noticed with the patterns and prior knowledge noticed with the patterns and prior knowledge and experiences, as well as to other’ knowledge and experiences, as well as to other’ knowledge and experiences, including text and multimedia and experiences, including text and multimedia resources;resources;

Exhibiting empathy: Exhibiting empathy: to respect the diverse to respect the diverse perspectives of others in the community; to perspectives of others in the community; to understand the experiences of others understand the experiences of others emotionally, as well as intellectually.emotionally, as well as intellectually.

Level ThreeLevel Three

Creating Meaning: Creating Meaning: to create interpretations to create interpretations based on the previous capacities, see these in based on the previous capacities, see these in the light of others in the community, create a the light of others in the community, create a synthesis, and express it in a unique voice;synthesis, and express it in a unique voice;

Taking Action: Taking Action: to act on the synthesis of what to act on the synthesis of what has been learned through all aspects of the has been learned through all aspects of the experience in a specific project: garden, original experience in a specific project: garden, original poetry, campaign for peace;poetry, campaign for peace;

Reflecting/Assessing: Reflecting/Assessing: to look back on the to look back on the learning, identify what challenges and questions learning, identify what challenges and questions remain.remain.

AE CoreAE Core

Art Making – Precursor engaging activitiesArt Making – Precursor engaging activities Questioning – progressively more conplex Questioning – progressively more conplex

questions based on work of artquestions based on work of art ReflectionReflection Contextual Information – How does this affect Contextual Information – How does this affect

the perspectivethe perspective Research (through Multimedia and Research (through Multimedia and

Multidisciplinary Resources) – follow up Multidisciplinary Resources) – follow up connections to other disciplines stimulated by connections to other disciplines stimulated by experience and discourseexperience and discourse

Peaceable KingdomPeaceable KingdomAesthetic Education and ELAAesthetic Education and ELA

Lincoln Center InstituteLincoln Center Institute

Focus Work of Art:Focus Work of Art: Peaceable KingdomPeaceable Kingdom by Edward Hicks, c. 1834 (American)by Edward Hicks, c. 1834 (American)

Biographical information attached. Biographical information attached. Inspirations for painting:Inspirations for painting:

The wolf also shall dwell with the lamb…The wolf also shall dwell with the lamb………the leopard shall lie down with the kid…the leopard shall lie down with the kid………the calf and the young lion and the fatling the calf and the young lion and the fatling

together…together…

Key conceptual ideas:Key conceptual ideas: peace, community, peace, community, sharing, nature, friendship, multiculturalismsharing, nature, friendship, multiculturalism

Curricular connectionsCurricular connections: : ELA:ELA: Creating dialogue Creating dialogue

Prediction (what came before, what come Prediction (what came before, what come after)after)Observation skills (of details)Observation skills (of details)Interpretation skills Interpretation skills Providing supportive evidence for Providing supportive evidence for observationobservationMaking meaningMaking meaning

Social StudiesSocial Studies: Community, peace, : Community, peace, multiculturalismmulticulturalism

Line of Inquiry:Line of Inquiry: How does Edward Hicks in How does Edward Hicks in Peaceable Peaceable KingdomKingdom use color, perspective, and juxtaposition of use color, perspective, and juxtaposition of figures to convey aspects of friendship/peace?figures to convey aspects of friendship/peace?

Learning OutcomesLearning Outcomes::Skills:Skills: To develop strong visual observation skills, or To develop strong visual observation skills, or

“deep noticing” and be able to describe details that one “deep noticing” and be able to describe details that one sees.sees.To be able to state reasons (evidence) for ideas that are To be able to state reasons (evidence) for ideas that are based in the work of art.based in the work of art.

Knowledge:Knowledge: Edward Hicks was an American folk artist in Edward Hicks was an American folk artist in the 19th c., and a Quaker who felt peace was most the 19th c., and a Quaker who felt peace was most important.important.

UnderstandingUnderstanding: Pictures can be interpreted, and the ideas : Pictures can be interpreted, and the ideas they express can be expressed visually and with words they express can be expressed visually and with words and phrases.and phrases.

Activity #1:Activity #1:

Write word “friendship” in large letters on the board.Write word “friendship” in large letters on the board. Ask children to brainstorm all the things that this Ask children to brainstorm all the things that this

reminds them of and write responses.reminds them of and write responses. Prompt with questions like:Prompt with questions like: What do you want your friend to be like?What do you want your friend to be like? What makes a good friend?What makes a good friend? How do you feel when you are with a good How do you feel when you are with a good

friend?friend? Give them paper and have them do the “one Give them paper and have them do the “one

minute drawing” of friendship (can be abstract).minute drawing” of friendship (can be abstract). In pairs, ask them to say what they see in the other In pairs, ask them to say what they see in the other

person’s drawing. person’s drawing.

Presentation of Painting Presentation of Painting Peaceable KingdomPeaceable Kingdom

Bring painting up on screen.Bring painting up on screen. Introduce and ask children to just look Introduce and ask children to just look

quietly for a minute without talking. Then quietly for a minute without talking. Then begin questioning. Make notes of their begin questioning. Make notes of their answers on chart paper.answers on chart paper.

Questions:Questions: What do you see?What do you see? What colors do you see?What colors do you see? What is the setting? What do you notice about it?What is the setting? What do you notice about it? What time of year do you think it is? Why?What time of year do you think it is? Why? What figures in the painting are closest to you? Farthest away? How What figures in the painting are closest to you? Farthest away? How

do you know?do you know? What is happening in the painting? What do you notice? Why do What is happening in the painting? What do you notice? Why do

you think that?you think that? Why are these figures together? What do you think they are doing? Why are these figures together? What do you think they are doing?

What in the picture makes you think that?What in the picture makes you think that? What do you notice in the expressions of the figures in the painting? What do you notice in the expressions of the figures in the painting?

What makes you think so?What makes you think so? What kinds of sounds might there be in this painting? Why do you What kinds of sounds might there be in this painting? Why do you

think so?think so? What in this painting might be real and what might not be real? Why What in this painting might be real and what might not be real? Why

do you think so?do you think so? Why do you think the painter did this?Why do you think the painter did this? What if there were all the same species of animals in the painting? What if there were all the same species of animals in the painting?

How would that change it?How would that change it?

Contextual InformationContextual Information

After some discussion, tell children:After some discussion, tell children: ““The name of this painting is The name of this painting is

“Peaceable Kingdom” (1834). “Peaceable Kingdom” (1834). The painter was Edward Hicks who was a The painter was Edward Hicks who was a

staunch Quaker who believed strongly in staunch Quaker who believed strongly in peace.peace.

Does that change what you think about it, Does that change what you think about it, or give you any other ideas?”or give you any other ideas?”

Activity #2Activity #2

Teacher will model for students a tableau by Teacher will model for students a tableau by directing the Colonist/Indian part of the picture in directing the Colonist/Indian part of the picture in the background. This can be enlarged on the the background. This can be enlarged on the screen so they can see the formation. Bring one screen so they can see the formation. Bring one student up at a time, and place them.student up at a time, and place them.

Students will divide into groups of 5-6, and will Students will divide into groups of 5-6, and will create their own tableau based on the section of create their own tableau based on the section of the painting that is designated in the the painting that is designated in the reproduction their group receives. One student reproduction their group receives. One student will act as the director and place the others. will act as the director and place the others. Students will observe each others’ tableaus and Students will observe each others’ tableaus and state what they see.state what they see.

Activity #3Activity #3

Display sayings one at a time – Questions:Display sayings one at a time – Questions: How does this saying relate to the How does this saying relate to the

painting?painting?

If everyone has the same dream, it might If everyone has the same dream, it might come true. (Steven Kellog)come true. (Steven Kellog)

All the world smiles in the same language. All the world smiles in the same language. (Mexican proverb)(Mexican proverb)

Friendship is a plant which must often be Friendship is a plant which must often be watered. (German proverb)watered. (German proverb)

One thousand friends are too little, one One thousand friends are too little, one enemy is too many. (Turkish proverb)enemy is too many. (Turkish proverb)

Tiered AssignmentTiered Assignment

Have children use pastels and drawing Have children use pastels and drawing paper to create their own depiction of two paper to create their own depiction of two seemingly opposite figures in harmony. seemingly opposite figures in harmony. Ask them to write one sentence about the Ask them to write one sentence about the picture as their own proverb.picture as their own proverb.

More concrete level: Give the work a title More concrete level: Give the work a title that reflects the meaning.that reflects the meaning.

More abstract level: Write a short poem More abstract level: Write a short poem that expresses the meaning of the work.that expresses the meaning of the work.

We are interested in education here, not in We are interested in education here, not in schooling. We are interested in openings, schooling. We are interested in openings, in unexplored possibilities, not in the in unexplored possibilities, not in the predictable or the quantifiable….For, us, predictable or the quantifiable….For, us, education signifies an initiation into new education signifies an initiation into new ways of seeing, hearing, feeling, moving. It ways of seeing, hearing, feeling, moving. It signifies the nurture of a special kind of signifies the nurture of a special kind of reflectiveness and expressiveness, a reflectiveness and expressiveness, a reaching out for meanings, a learning to reaching out for meanings, a learning to learn.learn.

Maxine Greene Maxine Greene Philosopher in residence - Philosopher in residence -

LCILCI