Geographical Skills and Mapping · Summer Term

Finding Places on a Map

Students will learn to use simple directions (left, right, north, south) and basic grid squares to find places on a map.

About This Topic

Talking About Art focuses on the social and critical dimension of the art room. In the NCCA 'Looking and Responding' strand, students learn the language of constructive feedback. They move beyond 'I like it' to using specific art vocabulary to describe what they see and how it makes them feel. This topic is essential for building a respectful, creative community.

Students learn how to give 'warm' feedback (what works well) and 'cool' feedback (suggestions or questions). This process develops their communication skills and their ability to see their work through others' eyes. This topic is entirely student-centered and benefits from structured peer-to-peer activities. Students grasp the art of critique faster when they have clear 'sentence starters' and regular opportunities to practice in a safe, low-stakes environment.

Active Learning Ideas

Think-Pair-Share: The 'I See, I Wonder' Routine

Pairs look at each other's work. One student says one thing they *see* (e.g., 'I see lots of blue swirls') and one thing they *wonder* (e.g., 'I wonder if that is a stormy sea'). Then they swap roles.

⏱ 20 min·Pairs

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Formal Debate: The Art Critic's Circle

The class sits in a circle with one piece of art in the middle. Students must 'defend' why the artist made a certain choice (e.g., 'I think they used red to show anger'). Others can respectfully offer a different theory.

⏱ 30 min·Whole Class

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Role Play: The Artist Interview

One student plays a 'famous artist' and the other plays a 'reporter.' The reporter asks three questions about the artist's work (e.g., 'What was your favorite tool?'), and the artist explains their creative choices.

⏱ 30 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

Criticizing art means saying something mean.

What to Teach Instead

Explain that 'critique' is about helping the artist grow. Using the 'I See, I Wonder' routine keeps the focus on observation and curiosity rather than judgment.

Common Misconception

The artist is the only one who knows what the art means.

What to Teach Instead

While the artist has an intent, the viewer's ideas are also important. The 'Art Critic's Circle' helps students see that a piece of art can have many 'right' meanings depending on who is looking at it.

Frequently Asked Questions

How do I help a student who is very sensitive to feedback?

Start with 'Gallery Walks' where feedback is anonymous (sticky notes) and only 'positive.' Gradually move to verbal feedback once a culture of kindness is established. Always model how to receive a compliment with a simple 'Thank you.'

What are some 'art words' 1st Year students should use?

Focus on the elements: line, shape, color, texture, and space. Encourage them to use descriptive adjectives like 'bumpy,' 'bright,' 'swirly,' or 'heavy' to make their feedback more specific.

How can active learning help students talk about art?

Active learning through 'The Artist Interview' removes the 'fear factor' of formal critique. By stepping into a role, students feel more confident using 'professional' language. This play-based approach allows them to practice the social skills of giving and receiving feedback in a way that feels like a game rather than a test, leading to more honest and insightful discussions.

How do I keep the 'Art Critic's Circle' from becoming chaotic?

Use a 'talking object' (like a paintbrush). Only the person holding the object can speak. This ensures everyone is heard and teaches students the NCCA value of 'Respecting the work and ideas of others.'

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