~~ Murals & Motives ~~
February 1st, 2026
Interrogative Questioning Strategies (IQS)
MALT 602: Single Subject Methods I
TPE Alignment: TPE 3 - Understanding and Organizing Subject Matter for Student Learning.
In MALT 602, we were asked to complete a visual analysis assignment where we analyzed the qualities and characteristics of the Tiananmen Square Mural (pictured above). More specifically, we completed this analysis using Interrogative Questioning Strategies, structured inquiry techniques that focus on the formation of open-ended questions in order to compare the relationship between a piece's visual elements and it's surrounding socio-historical context. For this piece, we first used visual thinking strategies centered on three main questions: "What's going on in this picture?", "What do you see that makes you say that?", and "What more can you find?". Next we used "See-Think-Wonder", a routine that asked us to first describe what we see in the mural (evidence), then what we think about these things (interpretation), and finally what it made us wonder (questioning). Lastly, we used "question-storming", which, similar to brainstorming, encouraged us to generate as many questions as possible about the mural within a set time, prioritizing the quantity and diversity of questions over finding immediate answers. Together, these different strategies helped us move through different phases of interrogative questioning. We first went through the observation phase of close-looking, then the inference phase of thinking carefully, the contextual phase of evaluating location and meaning, and last the evaluative phase of determine interpretations and impact.
At first, this activity seemed very tedious and I didn't really understand the purpose of utilizing these strategies. But eventually, I came to the realization of how effective these strategies could actually be in the classroom. What initially felt repetitive and overly structured became a meaningful framework for supporting deeper, more intentional student thinking. This exercise showed me that carefully structured questioning can uncover observations and interpretations that do not immediately surface, especially when students are given the time and space to engage with an image more than once. I began to see questioning not just as a tool for checking understanding, but as a way to guide students into more complex political, cultural, and ethical analysis. Looking back, I now understand the clear differences between the three methods of analysis. First impressions are rooted in emotional, immediate responses and often reflect surface-level interpretations. Visual Thinking Strategies (VTS) push students to slow down and ground their ideas in observable evidence, encouraging more thoughtful and supported responses. Interrogative Questioning Strategies (IQS), however, take this process further by encouraging students to connect their observations to broader systems such as history, politics, and social structures. This is where deeper meaning begins to emerge, as students are no longer just describing what they see but actively questioning what it represents.
IQS connects strongly to Teaching Performance Expectation (TPE) 3: Understanding and Organizing Subject Matter for Student Learning. Through this assignment, I learned how to structure content in a way that builds from simple to complex understanding. Using first impressions, VTS, and IQS creates a clear instructional progression that helps students move from basic observation to higher-order thinking and analysis. As a teacher, this means I am not just presenting content, but intentionally organizing learning experiences that develop students’ conceptual understanding over time. More specifically, TPE 3 emphasizes the importance of making subject matter accessible and meaningful to all learners. By using visual texts like murals, I can introduce abstract concepts such as justice, power, and societal structures, in a way that is engaging and relatable. The questioning strategies serve as scaffolds that support students in making connections between the content and larger ideas. Additionally, this approach allows me to anticipate potential misconceptions and guide students toward deeper understanding through carefully sequenced questions. Furthermore, this method supports disciplinary thinking within English by encouraging students to analyze not only written texts but also visual and symbolic forms of communication. It helps students build skills in interpretation, argumentation, and evidence-based reasoning, all of which are essential components of the subject area.
This experience had strongly influenced the type of teaching I want to implement in my classroom. I want to create learning environments where students are actively engaging in questioning, interpretation, and meaning-making, as opposed to passively receiving information. Using murals and visual art is especially powerful because it allows students to access complex ideas through multiple entry points. For example, I would incorporate Banksy’s “Royal Courts of Justice” mural into an English classroom to explore themes of justice, authority, and systemic power. Students could analyze symbolism, character interactions, and visual cues, while also connecting these ideas to real-world systems and issues. In my classroom, I would intentionally combine first impressions, VTS, and IQS to create a scaffolded learning experience. Students would begin by sharing their immediate reactions, then move into evidence-based observations, and finally engage in deeper questioning that connects their ideas to broader contexts. This progression supports students at different levels while also gradually increasing the complexity of thinking required. Ultimately, the knowledge and skills I want my students to develop will include visual literacy, cultural awareness, and interpretive thinking. I want them to understand that images communicate complex ideas shaped by social and historical contexts, and that meaning is something they can actively construct and question. This assignment helped me realize that these are the types of learning experiences I want to prioritize, ones that emphasize inquiry, engagement, and critical thinking, all through meaningful and well-structured content.
