After the 4-minute period limit is over the conversation can start. This barrier zone can enable the learners to reflect on the items and enhance their ideas without being influenced by their friends.
Developing references; often artists get inspired by other artists. As learners grow confidence in discussing their work and other artists work, they will grow their working knowledge of art history and artists (Lois pg 23). Critiques can work as a moment to initiate new concepts and artists or to draw links to art history and art movements.
Social media; learners can use social media like Instagram, sound cloud, YouTube and twitter so as to share and comment on different media forms. Learners can create memes and enhance new trends, create blog posts and responses of video to artworks.
Recording dialogue; have learners record themselves when they have their discussions. Make them keep the record of what they discussed throughout the semester. When they look at what they recorded, they could evaluate the manner in which they employ language in discussing artwork (Lois pg. 45). Learners will notice that they have access to critical dialogue and critical thinking.
Student-centered critique; as learners enhance their critique abilities they can learn to contribute to a discussion of artwork without the presence of the teacher. The learners can carry out critiques where the teacher is just a mere observer (Lois pg 49). It can develop the public speaking ability, autonomous critical thinking, and confidence of the student.
Cultural or historical links; historical artworks can get viewed as documents or key resources for historical occasions. Learners can use such historical links to direct their discussion. This can be in form of field trips to museum, research projects, visiting a local artist studio, field trips to historical landmarks or art practice based on community in which learners enhance, beautify, or activate their