A routine for structuring analysis of creative works

Each Layer Consists of 4 Possible Elements to Seek Out and Identify in the Work

The story, the back or pre story, the other or hidden story, the message

The appeal (what pulls you in?), the reward or take away, the skill/mastery of the artist on display, the new/different/unusual

Technique, Form/structure, Methods, Symbolism

Surprise, Tension, Emotion and Movement

To other works (in and out of the medium/genre), to history, to oneself, to
the artist’s other works or personal life.

Purpose: What kind of thinking does this routine encourage?
To identify powerful questions that can guide inquiry and deepen our understanding, we need questions that are both generative (that take us somewhere) and genuine (that we care about). This routine helps students look at the questions they have generated, maybe through another routine such as Think-Puzzle-Explore or See-Think-Wonder, and identify which are most worth investigating.

Application: When and where can it be used?
When students questions will be the drivers of future inquiry, you may want to use this routine to make sure that their inquiry gets off to a good start. Inquiry, whether independent or teacher-led, depends on good questions. This routine helps students think about what makes a good question.

Launch? What are some tips for starting and using this routine?
You may want to talk about what makes a good question and elicit students’ ideas. Then you can introduce the idea of generative and genuine questions as two criteria that can be helpful in making decisions about what questions are worth investing our time. However, these are by no means the only criteria for evaluating questions, just one tool. There won’t necessarily be a set answer. It is students’ discussion of the questions and their reasons behind their placements that is important. This routine sorts questions into 4 quadrants. The upper right section (quadrant 1) contains the questions best for inquiry: those that are both genuine and generative. Conversely, the bottom left (quadrant 3) contains those questions that should probably be discarded. The top left (quadrant 2) contains questions that can probably be assigned for students to quickly look up independently and report back on. The bottom right (quadrant 4) contains some good questions but ones students don’t seem interested in at the moment.