[Instruction]
Please act as an impartial judge and evaluate the quality of the response provided by an AI assistant to the user question displayed below. Your evaluation should consider factors such as the helpfulness, relevance, accuracy, depth, creativity, and level of detail of the response. Begin your evaluation by providing a short explanation. Be as objective as possible. After providing your explanation, you must rate the response on a scale of 1 to 10 by strictly following this format: "[[rating]]", for example: "Rating: [[5]]".

[Question]
Share ideas for adapting art masterpieces into interactive experiences for children. List 5 specific artworks and associated ideas.

[The Start of Assistant's Answer]


**Table 5.7.**Documenting Child-Artistic Masterpieces Interactions

|||
| --- | --- |
|   | Instructor’s signature |
| Session 3 Your choice – *document independently* (name of artwork) | I reviewed this activity  |
| What did you see? ||
| How did it relate to the current unit/theme? |   |
| How does it relate to the geographical, historical, biographical, cultural focus for this unit? |   |
| How do you think the lesson went? What went well? |   |
| What about the lesson would you change or add to? Why (please be specific)? |   |
| What else would you teach now? Something about the artwork? Artist? Something in Studio Art? |   |
|   |   |
| Session 4 Your choice – *document independently* (name of artwork) | I reviewed this activity  |
| What did you see? |   |
| How did it relate to the current unit/theme? |   |
| How does it relate to the geographical, historical, biographical, cultural focus for this unit? |   |
| How do you think the lesson went? What went well? |   |
| What about the lesson would you change or add to? Why (please be specific)? |   |
| What else would you teach now? Something about the artwork? Artist? Something in Studio Art? |   |
|   |   |
| Session 5 Your choice – *document independently* (name of artwork) | I reviewed this activity  |
| What did you see? |   |
| How did it relate to the current unit/theme? |   |
| How does it relate to the geographical, historical, biographical, cultural focus for this unit? |   |
| How do you think the lesson went? What went well? |   |
| What about the lesson would you change or add to? Why (please be specific)? |   |
| What else would you teach now? Something about the artwork? Artist? Something in Studio Art? |   |

**Table 5.8.**Guidelines for Interactions from Lit Interactions

|||
| --- | --- |
| Get ready | Prepare child for interaction (e.g., “I want to show you something really special.”)  |
| Increase attention | Before presenting it, build up the anticipation with gestures, tone of voice.  |
| Introduce & explore | Highlight, by talking about it, looking at, aiming to increase child’s attention on artwork/part of artwork.  |
| Increase experience | Encourage active engagement, repeat previous.  |
| Increase child’s choice/Input | Follow child’s lead, share actions, add language, reinforce attention.  |
| Model & encourage | Wait for child’s signals of interest, if not, move on to a different part, end with a general statement that summarizes the interaction. (“Wasn’t that beautiful!”)  |

Similarly, Lahiri *et al.* (Lahiri, Geist, & Black, 2010) examined how social scripting is used to teach social skills, including initiations and responses appropriate to art contexts. For both learning from great artists and learning to interact in museums, planned one-to-one social exchanges are the settings for the child-and-work interactions. The interactions are set up with opportunities for each participant to direct attention to the picture and to have social exchanges related to the experience of looking and hearing about great art. The setup was as follows: The adult and child faced one another with the painting on the wall or on stand behind the adult. The adult had prepared (written in advance) a social script (expected prompts and responses in English, using key words). Adults had a set of planned open-ended questions (e.g., “What would happen if the girl knocked on the door right now?” “If the tiger were alive, what would it do next and why?”). Adults also planned specific praise expressions (“Wow, that was clever.” “Good thinking.”) to highlight the child’s participation.

Because in both studies (Mead & Lahiri, 2010; Lahiri, Geist, & Black, 2010) the children anchoring attention to the images and video increased with successive activities, additional studies (Mead et al., 2013, 2014; Geist, Stichter, et al., 2010; Lahiri & Geist, 2015) were completed. Each of these subsequent studies examined children’s multiple-versus-single experiences with select works of
[The End of Assistant's Answer]