75:. Questions such as: "What do you notice about this painting? What can we guess about this place? Compare this place to your own neighborhood. How is it similar? How is it different?" are similar to the kinds of conversations that would take place around text in the classroom. Students are asked to back up their interpretations of the artwork with explanations of details in the piece that lead them to their conclusion; multiple interpretations of the work are encouraged by discussion facilitators, such as "Does everyone agree? Are there any other ideas?" Through inquiry, students not only develop
115:. The study found that the third grade students who participated in the LTA program and had ample practice talking critically about works of art using inquiry, used more words to express themselves and demonstrated higher achievement in six categories of literacy and critical-thinking skills than their peers who had no experience with inquiry and visual documents. Categories of improved literacy skills were: thorough description, extended focus, hypothesizing, evidential reasoning, providing multiple interpretations, and building
27:. These resident artists spend one day a week for a period of 10 or 20 weeks working with classroom instructors to create and execute an art curriculum for the students that ties in with current Guggenheim exhibitions and supports the core curriculum learning inside of the classroom. Participating classrooms visit the Guggenheim multiple times throughout the duration of their program, and student artwork is shown in a culminating exhibition at the Guggenheim Museum in their annual
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become active participants in a work, be that work visual or text based. Unlike text, however, works of art provide a highly accessible way for students to practice these necessary reading skills without having to worry about stumbling over a difficult word, flip through pages to find a quote, or struggle with decoding written text.
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At the core of the LTA philosophy is the belief that artwork can, and, in today's image-saturated culture, should, be taught to be read much like a traditional text. Teaching students to talk about art the way they would talk about text gives them a forum to practice critical-thinking skills and
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In 1970, in response to the cutting of art and music programs in New York City public schools, Natalie K. Lieberman started a program called
Learning to Read Through the Arts. Later becoming a Guggenheim trustee, in 1994 the program was merged with the
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Additionally, it may be easier to find visual artworks open to a wide array of interpretation - thus lending themselves to be contoured more easily towards a specific teaching point (es:
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In 2006, results of a three-year study confirmed fundamental literacy skills were developed through participation in inquiry with art. The study,
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Critical-thinking skills are developed through open-ended questions and conversations between instructor and student. This practice is called
103:. Along with classroom discussion of texts and visual documents, for the purposes of this study students were asked to discuss the painting
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skills that transfer to textual literacies, but an important groundwork is laid in the grammar and value of group discussion.
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for example, whereas we remain extremely uncomfortable with literature that approaches abstraction.
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Guggenheim Study
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95:. The study examined groups of third graders at P.S. 148 in
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165:Executive Summary and Discussion
183:June 26, 2006. New York Times.
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191:Teaching Literacy Through Art
89:Teaching Literacy Through Art
316:Solomon R. Guggenheim Museum
134:Visual literacy in education
93:U.S. Department of Education
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322:Peggy Guggenheim Collection
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105:The Artist and His Mother
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328:Guggenheim Museum Bilbao
345:Guggenheim Museum SoHo
62:abstract expressionism
271:James Johnson Sweeney
251:Solomon R. Guggenheim
42:Guggenheim Foundation
412:Learning Through Art
377:Guggenheim Abu Dhabi
153:Learning through art
29:A Year With Children
17:Learning Through Art
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261:Justin Thannhauser
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362:(2001–2008)
353:(1997–2013)
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330:(est. 1997)
324:(est. 1951)
318:(est. 1937)
437:Categories
244:Key people
174:References
66:surrealism
31:showcase.
140:Footnotes
113:Kira-Kira
101:the Bronx
370:Proposed
193:Report.
123:See also
309:Current
301:Museums
73:Inquiry
48:Methods
35:History
338:Former
117:schema
97:Queens
64:and
58:mood
107:by
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229:e
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