Technical skills vs meaning-making: Teacher competencies and strength of inquiry-based learning in aesthetic inquiry

Abstract

Aesthetic inquiry is a discipline-specific form of Inquiry-Based Learning (IBL) that explores problems on the value, nature and meaning of art in life. It is meant to engage the students in the critical and conceptual aspects of artistic activities as is the nature of inquiry. However, an analysis of 67 Primary 5 (11 year olds) and 71 Secondary 1 (13 year olds) visual art lessons in Singapore found that teachers continue to implement aesthetic inquiry as formal analysis and skills mastery more so than meaning making. The findings using the comprehensive observational indicators of this study will be useful for researchers, curriculum writers, and policy makers to underpin the challenges among in-service teachers in IBL. More importantly, it will enable teachers to learn and reflect on their competencies in delivering an inquiry-based curriculum.