Metacognition and multiplicity: The arts as models and agents

This article proposes (I) that educational theories usually reserved for be hind-the-scenes curriculum design should be considered as the open content of metacognitive activities in the classroom; and (2) that works of art are particularly rich sources for the invitation and validation of multiple pe rspectives. The author provides examples of reflection on evolving theories of education that may help students' metacognition with regard to their ow n learning and the learning of others. As specific examples of this claim, Gardner's theories of multiple intelligences and entry points are explored as authentic topics for classroom learning. Suggesting and reviewing art-re lated metacognitive activities that engage inquiry, access, and reflection, the paper draws from research led by the author in Project Museums Uniting with Schools in Education (MUSE).