What is Bloom’s Taxonomy?
Bloom’s Taxonomy is a framework used to classify educational learning objectives into levels of complexity and specificity. It was created by Benjamin Bloom in 1956 and has since become a widely used tool in education to help teachers design and assess learning outcomes.
Bloom’s Taxonomy is structured as a pyramid, with six levels of cognitive skills that students can develop as they progress through their education. These levels range from simple recall of information to higher-order thinking skills such as analysis, evaluation, and creation.
The History of Bloom’s Taxonomy
Benjamin Bloom, an educational psychologist, developed Bloom’s Taxonomy in the 1950s as a way to categorize different levels of cognitive skills. He believed that learning should be a hierarchical process, with students building upon their knowledge and skills as they move up the levels of the taxonomy.
Bloom’s Taxonomy has undergone several revisions over the years, with the most recent version being the revised Bloom’s Taxonomy, which was published in 2001. This version expanded the original taxonomy to include more specific verbs and examples for each level of cognitive skill.
The Six Levels of Bloom’s Taxonomy
The six levels of Bloom’s Taxonomy, in order from lowest to highest, are: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each level represents a different type of cognitive skill that students can develop and demonstrate in their learning.
– Remembering: This level involves recalling facts, terms, and basic concepts.
– Understanding: This level requires students to explain ideas or concepts in their own words.
– Applying: This level involves using knowledge and skills in new situations or contexts.
– Analyzing: This level requires students to break down information into parts and examine relationships between them.
– Evaluating: This level involves making judgments or decisions based on criteria and standards.
– Creating: This level requires students to generate new ideas, products, or ways of thinking.
Applying Bloom’s Taxonomy in Art Education
In art education, Bloom’s Taxonomy can be used to guide lesson planning and assessment. For example, at the Remembering level, students may be asked to recall different art movements or techniques. At the Understanding level, students may be asked to explain the meaning or significance of a particular artwork.
At the Applying level, students may be asked to create their own artwork using a specific technique or style. At the Analyzing level, students may be asked to compare and contrast different artworks or identify the elements and principles of design in a piece.
At the Evaluating level, students may be asked to critique an artwork based on specific criteria or standards. And at the Creating level, students may be asked to develop their own artistic style or create a portfolio of original artworks.
Criticisms of Bloom’s Taxonomy
While Bloom’s Taxonomy is a useful tool for educators, it has also faced criticism over the years. Some critics argue that the taxonomy is too rigid and linear, and that it does not account for the complexity of learning and thinking processes.
Others argue that the taxonomy is too focused on cognitive skills and does not adequately address other important aspects of learning, such as emotional intelligence, creativity, and social skills. Some critics also question the validity and reliability of the taxonomy, arguing that it may not accurately reflect the diversity of student learning styles and abilities.
Examples of Bloom’s Taxonomy in Art Education
– Remembering: Students are asked to recall the names of famous artists or art movements.
– Understanding: Students are asked to explain the symbolism or meaning behind a particular artwork.
– Applying: Students are asked to use a specific painting technique to create their own artwork.
– Analyzing: Students are asked to compare and contrast two different sculptures based on their materials and techniques.
– Evaluating: Students are asked to critique a piece of performance art based on its originality and impact.
– Creating: Students are asked to develop a series of original artworks that explore a specific theme or concept.