Overview
THINKTANK 2

Teaching the 3 C's: Critical Theory, Critical Thinking, Critique Strategies

University of Georgia, Athens, May 22-24, 2007

Catalyst: Mary Stewart, Florida State University
Director of ThinkTank 2, Richard Siegesmund, University of Georgia

How are undergraduates entering the visual arts major prepared for understanding art as a process of analysis and inquiry? How can graduate students, who frequently are the instructor of record in foundations courses, be better prepared for teaching with linguistic tools that develop and refine visual thinking? These two questions guided the discussions at ThinkTank 2.

ThinkTank is a yearly forum that discusses the future of foundation art programs and creates focused activities linking educational objectives to learning goals. It has evolved out of the commitment of a national network of art educators, and their respective institutions, who are concerned with undergraduate students' introductory training in the visual arts. With the support of Foundations in Art: Theory & Education (FATE) and the Lamar Dodd School of Art, University of Georgia, ThinkTank 2 brought together 32 individuals for two and a half days to address issues of foundations curriculum involving critical theory, critical thinking, and critique (the 3 C's).

Critical Theory Break-Out Group

Out of these discussions, ThinkTank 2 has produced a primer intended for immediate use by novice foundation teachers. This is a practical guide to thinking about the content of teaching in a foundation program, with specific recommendations for strategies and teaching assignments for incorporating the 3 C's into instruction. It may also be of interest to experienced foundations teachers who would like to reflect on and improve their existing practice. Along with the primer, a complete set of notes and images of notes is available for those who are interested in going deeper into the deliberative process of ThinkTank 2. These materials are available below for download.

Critical Thinking Break-Out Group

Besides obtaining information about ThinkTank from this website, we ask that you also return and post your comments about these materials.  Were they helpful?  How did you use them? What was your experience in the classroom? How would you extend the ideas presented in the primer?

In addition, you can use the webpage to learn about upcoming ThinkTank events.

ThinkTank's objective is to develop a community of learners, who are committed to robust education in the visual arts. The webpage is the center of this community. We look forward to your participation.

Critique Strategies Break-Out Group

Long term, ThinkTank 3 is currently planned for summer 2008 at the School of the Art Institute of Chicago. Ultimately, ThinkTank is working toward the creation of its own Institute for Integrated Teaching in the Arts that mentors new educators in best practices. As the abilities to think imaginatively, analyze visual meaning, and collaborate with others are critical skills to designing the future, the Institute for Integrated Teaching in the Arts would be a cross-disciplinary center with the visual arts, visual thinking, and visual experience at its core.

Critical Thinking Break-Out Group

Downloads from ThinkTank 2

THINKTANK 2 PRIMER. Teaching the 3 C's: Critical Theory, Critical Thinking, Critique Strategies (August, 2007). Editors, Mary Stewart & Richard Siegesmund
    A introductory guide for new foundations teachers
    Download ThinkTankPrimer.pdf

THINKTANK 2 NOTES: CRITICAL THEORY Break-Out Group
Facilitator: Jim Elniski; Recorder Katherine McGuire 
     Working notes from ThinkTank May 22-24, 2007
      Download CritTheoryRawNotes2007.pdf

THINKTANK 2 NOTES: CRITICAL THINKING Break-Out Group.
Facilitator:  Mary Stewart; Recorder: Jodi Kushins
    Working notes from ThinkTank May 22-24, 2007 
    Download CriticalThinkingRawNotes2007.pdf

THINKTANK 2 NOTES: CRITIQUE STRATEGIES Break-Out Group
Facilitators:  Carole Henry and Renee Sandell; Recorder: Erin McIntosh
    Working notes from ThinkTank May 22-24, 2007
    Download CritiqueRawNotes2007.pdf

More pictures From ThinkTank 2

ThinkTank II, an initiative of Foundations in Art: Theory and Education (FATE), met May 22-24 at the University of Georgia. Thirty- two higher education professors in foundations and art education attended the invitational workshop. Participants addressed two major issues.

1. How can undergraduates entering the visual arts major be prepared for understanding art as a process of analysis and inquiry?

2. How can the graduate students and adjunct teachers who teach the majority of Foundations courses be better prepared for teaching these core skills?

To address these issues, working groups formed around each theme. Jim Elniski facilitated Critical Theory. Mary Stewart facilitated Critical Thinking. Carole Henry and Renee Sandell facilitated Critique.

Besides developing ideas and approaches for curriculum, each group found that the intellectual skills it identified were by no means proprietary to the visual arts. The habits of mind and forms of analysis developed in each of the 3 C’s are arguably broad general skills for the 21st century workplace. From this point of view, teaching art is more than teaching art. Thus, the potential audience for Foundations courses extends far beyond the visual arts major.

Mary Stewart will be posting more detailed notes as they become available, as well as future ThinkTank events.

ThinkTank II is a mixture of ThinkTank I attendees and new participants in order to blend last year's experience with emerging content for this year's event. The goal is to focus on Teaching the 3 C's: Critical Theory, Critical Thinking, Critique Strategies through a workshop format.

Facilitators
James Elniski, Foundations Head, Art Institute of Chicago
Mary Stewart, Foundations, Florida State University
Richard Siegesmund, Art Education, University of Georgia/Athens

Attendees
Dean Adams, Foundations Montana State University
Debra Ambush, AP Institute, Goucher College
John Baldacchino, Art Education, Teachers College
Charlotte Collins, Foundations, Kennesaw State University
John Dimino, Chair/Art, Darton College
Edmund Feldman, Emeritus/Criticism, University of Georgia/Athens
Timothy Flowers, Foundations, Georgia State University
Cheryl Goldsleger, Foundations, Georgia State University
Cynthia Hellyer - Heinz, Foundations, Northern Illinois, University
L A Hightower, Chair/ Art Education, Kennesaw State University
Jodi Kushkins, Graduate Student, Ohio State University
Bruce Little, Art Ed/Foundations, Georgia Southern
David Mcleish, Graduate Student, Florida State University
Martha Macleish, Foundations, Indiana University
Erin Mcintosh, Graduate Student, University of Georgia/Athens
Katherine Mcguire, Graduate Student, University of Georgia/Athens
Melody Milbrandt, Art Education, Georgia State University
Julia Morrisroe, Foundations, University of Florida
Lara Nguyen, Foundaitons, Indiana University
Craig Roland, Art Education, University of Florida
Amy Sacksteder, Foundations, Eastern Michigan University
Renee Sandell, Art Education, George Mason University
Joe Sanders, Director, Florida State University
Rusty Smith, Design Foundation, Auburn University
Peter Winant, Foundations, George Mason University
Carole Henry, Art Education, University of Georgia/Athens
Chris Hocking, Foundations, University of Georgia/Athens
Larry Millard, Graduate Studies, University of Georgia/Athens
Georgia Strange, Director, University of Georgia/Athens
Martijn Van Wagtendonk, Foundations, University of Georgia/Athens
Shannon Wilder, Service Learning, University of Georgia/Athens

Teaching the 3 C's: Critical Theory, Critical Thinking, Critique Strategies
University of Georgia, Athens
May 22-24, 2007

How are undergraduates entering the visual arts major prepared for understanding art as a process of analysis and inquiry? How can graduate students, who frequently are the instructor of record in foundations
courses, be better prepared for teaching linguistic tools for developing and refining visual thinking?

This ThinkTank is focusing on a clear agenda of curriculum modifications that affect the content of both foundations programs and graduate seminars on teaching in visual art toward the preparation of undergraduates who are entering our field, and address the serious need for better training of MFA candidates in strategies for teaching critical theory, critical thinking, and critique in the visual art/design classroom. There are also implications for the preparation of high school art students who wish
to pursue undergraduate study in art, as well as consideration for the teaching of art appreciation to non-art majors. T

Objectives
• Develop a list of skills, knowledge and experiences undergrads need in the 3 C’s
• Determine which of these skills, knowledge and experiences can best be taught at the foundations level
• Develop list of “best practices” currently in use by teachers
• Articulate a matrix of approaches to practice, that could be the foundation for a course in an introduction to curriculum and pedagogy course for MFA students
• Determine how to best train GTAs in teaching this material

This conference is at capacity, but notes from ThinkTank II will be posted when they are available. For more information, please contact Mary Stewart at marystewart3@gmail.com