See-Think-Wonder strategy seems to encourage students' curiosity and allows them to think deeply about their own response to art. They are  interacting with their classmates, building on ideas and asking questions.  Ms. Grantham  is encouraging students to look at the facts and then question the piece, or process.  They are using creative reasoning to understand what they see.

What do you notice about how students respond to each stage of the See-Think-Wonder strategy? | What are the benefits of the strategy? | How might you use the strategy in your own classroom?

The students are able to show a natural curiousity through the process of the strategy. By focusing on what they see/is factual about the image, it allows the students to then think about what it might be representing or what is happening. Finally then they can wonder about more specifics of the piece and formulate questions that will be answered as they go into the piece in further depth.

The benefits of the strategy are that the students are able to observe an art piece, think about it, and ask questions. Keeping these things in mind before taking the deep dive about it like they are provided by watching the video, it will help the lesson and artist be more memorable to them in the long run because the seeds of it are sown early on.

I think this is a lovely strategy to employ when introducing artworks the students may have never seen. It can be used for any visual material. As you complete the strategy it provides the students with new or built upon knowledge that can then be translated into an assignment/project that correlates.

1. How students respond to each stage: (gives expectations for how long and what students will do before dismissing them to do it)

   1. See: Something visible, a fact on the picture—The students present what they saw in groups, and teacher asks each group to add to what the other group saw

   2. Think: Then, the whole class is invited to share what they think the picture is representing or about or what is happening in the image

   3. Wonder: Students are invited to contribute questions, such as about why certain objects are included, or the relationships between subjects in the artwork. Also, teacher adds basic questions of who made the artwork, where is it from, and what medium was used to make it.

(Teacher allows students to watch a video about the artist and asks them to think about if it answers some of their questions). After, they are invited to contribute, and give an assessment or opinion, including whether the knowledge helps them like or enjoy the artwork more.

2. Benefits of the strategy: Helps the students work through the process of seeing and evaluating an artwork for understanding of meaning. Encourages the students to begin to give voice to their feelings about an artwork, and begin to develop vocabulary around discussing art.

3. How I might use this strategy: I appreciate this strategy can be used not only for intellectually digesting a piece of visual art, but other forms of art such as music or literature. I might even go further with this strategy by using it with different types of art from a common era, such as mid-Twentieth Century painting, product design, and architecture.

discussion about geometric shapes and backgrounds she wants to develop critical thinking skills creative confidence and develop hands on skills in students