For example, one viewer might have an immediate emotional response to a work, while another might have an intellectual response. And one art work might demand an immediate emotional response so that most viewers will respond this way initially, while another work might demand that most viewers make immediate associations with images in the work. Presented below are seven steps a teacher can follow to guide students in viewing art works. Breaking the viewing-responding process into steps is not totally satisfactory. However, the purpose here is to provide the teacher with a guide.
Students can work through the process in one large group, or in small groups.
The teacher could also set up learning center activities using the seven steps. In many ways, preparation for viewing is more establishing a climate for viewing than it is discussing the actual art work or works to be viewed. Students must be made to feel that their own unique contributions to the viewing will be valuable, that their opinions are valid, and that the opinions and perspectives of others are to be likewise respected. This is a time to remind students that we all look at the same art work through different eyes. Our cultural perspectives and part experiences will influence our responses to an art work.