levels of teacherly thinking

When I first shared my art-research-book that explores what I call ‘teacherly thinking’, I asked for feedback. I consider responding to feedback an important part of the creative research process.

The art crit(ique) is valuable for all level of artist. Schulz (2021) says “The art crit(ique)] has been referred to as an exercise in metacognition (thinking about one’s thinking), a type of reflective learning which is invaluable to the creation process. According to Dan Serig (2016), it can ‘foster a certain kind of mindfulness referred to as metacognition: thinking about one’s thinking. It involves planning, monitoring, and assessing understanding and performance, including a critical awareness of one’s thinking and learning as well as oneself as a thinker and learner’. ""

A colleague shared with me that she was not entirely sure what ‘teacherly thinking’ is, and this prompted some further consideration of what I mean by the term.

And so, for clarification, the teacherly thinking that my art-research-book explores is the level of ‘canvas thinking’, for want of a better phrase: the underpinning approaches for ‘how’ to think as opposed to ‘what’ to think: