The use of works of art of high aesthetic value is proposed as an excellent method in the context of transformative learning. The work of art is studied alongside the content of any given subject (Language, History, Technology, Physics and so on) and is used for a more enriched and open to interpretation approach to the subject under consideration. By discovering the work of art our thinking becomes deeper, more analytical, going beyond the obvious, becoming more careful considering multiple factors. When learners have incentives to speak, write, or draw their ideas, they deepen their cognition and understanding of the world. More importantly, they develop problem-solving skills which can be used for subjects across the curriculum. 

The "Visible Thinking" approach
For a few decades now the Harvard University has been working on the Project Zero and an approach which is called “Visible Thinking”. What this approach suggests is that educators can help students make thinking visible by following a set of routines during the lesson, a small sequence of steps and structures, e.g. See-Think-Wonder, Think-Pair-Share, Think-Puzzle-Explore and many more. The visible thinking approach creates a culture of observation and reflection and instills the need for justification. Being able to think creatively, critically and deeply is a fundamental skill.

Using art masterpieces to enhance visible thinking is considered extremely beneficial as it sharpens students’ awareness and ignites inclusive discussions. The artwork presents the ideas and feelings of the artist, but these are filtered by us, the viewers, and are often interpreted based on our own ideas and feelings. One of the basic characteristics of art is that not all observers have the same reactions. The works invite us on an adventure of understanding that often goes beyond the original goals of the creator and becomes one with the understanding of our own feelings and values ​​contributing to metacognition.

The aim of this kind of activity is not to teach Art History and specific details about the artists and art movements but to use the works of art as a tool for the cultivation of critical thinking. This practically means that you don’t have to be an expert to try this method, there is a wide range of material online that you can use to suit the specific needs of your lesson and students. 
How does this method work in practice?
The first stage consists of the learners' initial spontaneous contact with the work of art that the teacher or the whole class has chosen. At this stage the educator asks a series of questions that will help the participants to investigate the work in depth, revealing its multiple dimensions and cultivating their critical thinking.

In the beginning, the teacher poses the observation questions. These questions aim to encourage learners' impressions of the artwork and are categorized as “open and adventurous observation”. During this stage, simple basic questions that can be applied to different works and art genres could be used, such as: what, who, where, when, why. In the next phase, there is the investigation of the story and the search for emotions. Moreover, students can look for the elements of surprise in the art work.

Next comes the stage of “analytical and deep observation”. At this point the students in collaboration with the teacher try to give their own answers by returning to the previous questions explaining and documenting their opinions. The goal in this phase is to draw more general conclusions. Here the participants can return to the surprises of the work and try to interpret them as well as investigate the way in which the artists express their ideas. Learners are invited to go beyond superficial observation and delve deeper into the work of art by utilizing their previous knowledge, experiences and imagination by comparing the work of art with contemporary reality.

In the last stage the educator asks creative questions, this is the “holistic observation/ review of the process” phase. The students reflect on the project bearing in mind the experience of the previous phases. The teacher's goal at this point is to help them advance their critical reflection on issues that go beyond the particular work of art but with this work as a starting point. And of course the ultimate goal is transformative learning which represents the re-evaluation of the beliefs of the learners on the occasion of the work of art and through the aesthetic experience this offered.

Multiple benefits for students
In addition to the benefits regarding the cognitive approach, the use of Art masterpieces in class enhances students’ creativity, emotional expression and empathy, and last but not least it promotes the search for alternative perspectives. All these are activated at the same time, contributing to the holistic development of their personality. These strategies are especially engaging and they motivate students by increasing attention and keeping them focused in the present.

The Ruthless Teacher, Charisi Giolanta