To what extent does guided questioning support secondary students in developing and applying conceptual frameworks for analysing artworks, and how can this inform strategies that support metacognition, autonomy, and critical engagement in the visual arts classroom?

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This study examines the role of guided questioning in supporting secondary students’ engagement with art analysis in the visual arts classroom. In contexts where students are increasingly exposed to visual imagery, they often rely on descriptive responses or teacher-led prompts when interpreting artworks. Situated within a constructivist framework, this research explores pedagogical strategies that promote conceptual understanding, metacognitive awareness, and independent critical engagement with visual culture through structured yet flexible strategies.

 

The study investigated the extent to which guided questioning supports students in developing and applying conceptual frameworks for analysing artworks. It considered how questioning facilitates progression from observation to conceptually grounded interpretation, fosters metacognitive awareness, and enables students to personalise analytical approaches, enhancing autonomy, confidence, and critical engagement.