Sunday, June 9, 2013
VTS #14
Cognition and Emotions in the Creative Process
I couldn't help but think of my brother in law as I read this article and have it ready to share with my sister. My brother in law is an artist/illustrator. My sister is constantly complaining to me about her husband and how he has all these great ideas, waits to the last minute and then is so hard on himself after he finally finishes his work. I think my sister would be a little more understanding of his process if she read this article.
I have to admit that I still have not read anything by Daniel Pink but I imagine that a lot of this article is in his books. I wish others understood how creative types work. I now understand more about what is happening cognitively as I work through my own creative process. Comments on my second grade report card stated: Beth likes to daydream. In our staff meetings, we do quick "whip arounds" which drive me crazy because by the time it quickly gets to me, I am still processing my thoughts. As this article applies to VTS, I have to recognize that students I believe are not participating may actually be processing the image and their thoughts. The work they are doing may not show up in our VTS session but come out at another time. VTS also allows an open ended framework that allows students to work through their ideas.
I couldn't help but think of my brother in law as I read this article and have it ready to share with my sister. My brother in law is an artist/illustrator. My sister is constantly complaining to me about her husband and how he has all these great ideas, waits to the last minute and then is so hard on himself after he finally finishes his work. I think my sister would be a little more understanding of his process if she read this article.
I have to admit that I still have not read anything by Daniel Pink but I imagine that a lot of this article is in his books. I wish others understood how creative types work. I now understand more about what is happening cognitively as I work through my own creative process. Comments on my second grade report card stated: Beth likes to daydream. In our staff meetings, we do quick "whip arounds" which drive me crazy because by the time it quickly gets to me, I am still processing my thoughts. As this article applies to VTS, I have to recognize that students I believe are not participating may actually be processing the image and their thoughts. The work they are doing may not show up in our VTS session but come out at another time. VTS also allows an open ended framework that allows students to work through their ideas.
VTS #13
Designing and Implementing Exemplary Content, Curriculum and Assessment in Art Education
When I took curriculum in undergrad, over 13 years ago, we learned DBAE. I left my class with a curriculum binder filled with lessons that incorporated Art History, Art Criticism, Aesthetics and Production. I also walked out of that classroom with a big push to teach the Elements and Principles of Art. Over the past 13 years, I have seen art education move towards creating more meaningful student art and this is also coming up in reading I am doing about Choice Art. "The arts when properly taught promote individualized learning...". This is true in VTS. Students are allowed to bring to the art their own experiences and interpretations. Students contribute at their own pace. VTS allows students to "draw meaning" from their personal experiences.
Image #5
I wrapped up my VTS Empathy Unit with this Picasso image. I am not sure how successful it was. The discussion quickly went on a direction that I didn't expect and it involved zombies and creepers. (I later found out that there is a video game with these things). Students were too hung up on the details of the disheveled clothing and I didn't feel they paid as much attention to his emotion. Some students thought he was dead. Kindergarten students may not be ready for this image but did get the tone of the work.
When I took curriculum in undergrad, over 13 years ago, we learned DBAE. I left my class with a curriculum binder filled with lessons that incorporated Art History, Art Criticism, Aesthetics and Production. I also walked out of that classroom with a big push to teach the Elements and Principles of Art. Over the past 13 years, I have seen art education move towards creating more meaningful student art and this is also coming up in reading I am doing about Choice Art. "The arts when properly taught promote individualized learning...". This is true in VTS. Students are allowed to bring to the art their own experiences and interpretations. Students contribute at their own pace. VTS allows students to "draw meaning" from their personal experiences.
I wrapped up my VTS Empathy Unit with this Picasso image. I am not sure how successful it was. The discussion quickly went on a direction that I didn't expect and it involved zombies and creepers. (I later found out that there is a video game with these things). Students were too hung up on the details of the disheveled clothing and I didn't feel they paid as much attention to his emotion. Some students thought he was dead. Kindergarten students may not be ready for this image but did get the tone of the work.
VTS #12
Art for our Sake
Amen! I wish I could hand this article to every administrator and teacher and ensure that they read it.
This article not only supports the VTS curriculum and how important it is for students to observe in the art room but how it transfers to science and other subjects and how in turn this supports STEAM. We have school board members that believe adding art to STEM will "water it down". Clearly, they are missing important skills that the visual arts foster. Branching out from innovation, VTS gives students confidence to take risks. Students realize that their ideas come from their thoughts and experiences and they build confidence to put forth their ideas through VTS discussions. Students analyze and judge images as they discuss the work which builds on the studio habit, reflection. The arts offer so many skills independent of other subject areas. Classroom teachers are recognizing these skills. I have had teachers ask to help them with their drawing because they realize early student writing is done through images. It's a slow shift but it is happening.
Why Do We Teach Arts in the Schools?
Winner and Heatland are giving the arts room to stand alone based on the skill set it can offer students a more winning argument than simply they support standardized tests. But the article argues that the arts do help in other subject areas and that is not a bad thing. VTS supports the work arts can transfer in schools and is backed with research. Many studies supporting arts in our schools are tough to measure. The article states research done to study VTS supports raised test scores. As an arts educator, all of these studies can be used to support the visual arts in schools regardless if art raised tests scores and transfers to other subjects or can independently build various studio skill sets. By using both sides of the research we build a stronger case for our art programs.
Image #5
I chose this image to wrap up my Empathy Unit and based on the work in kindergarten.
Amen! I wish I could hand this article to every administrator and teacher and ensure that they read it.
This article not only supports the VTS curriculum and how important it is for students to observe in the art room but how it transfers to science and other subjects and how in turn this supports STEAM. We have school board members that believe adding art to STEM will "water it down". Clearly, they are missing important skills that the visual arts foster. Branching out from innovation, VTS gives students confidence to take risks. Students realize that their ideas come from their thoughts and experiences and they build confidence to put forth their ideas through VTS discussions. Students analyze and judge images as they discuss the work which builds on the studio habit, reflection. The arts offer so many skills independent of other subject areas. Classroom teachers are recognizing these skills. I have had teachers ask to help them with their drawing because they realize early student writing is done through images. It's a slow shift but it is happening.
Why Do We Teach Arts in the Schools?
Winner and Heatland are giving the arts room to stand alone based on the skill set it can offer students a more winning argument than simply they support standardized tests. But the article argues that the arts do help in other subject areas and that is not a bad thing. VTS supports the work arts can transfer in schools and is backed with research. Many studies supporting arts in our schools are tough to measure. The article states research done to study VTS supports raised test scores. As an arts educator, all of these studies can be used to support the visual arts in schools regardless if art raised tests scores and transfers to other subjects or can independently build various studio skill sets. By using both sides of the research we build a stronger case for our art programs.
Image #5
Friday, May 3, 2013
VTS #11
Reflect on how VTS might support Studio Habits of Mind
For as long as I have been teaching, I have heard arguments and statements to try and justify the arts in schools. It seems as if the fine arts are the only subjects that have to advocate for their existence in schools. I enjoyed this article and the research behind a book, Studio Habits of Mind, that our district visual arts department views as best practice. The article references the transition from thinking what can the arts do for your subject to what the arts can do for students. I can see how VTS supports Understanding the Art World as well as Observation. Student work through a piece of art with their understanding and listen and process the ideas of their classmates. Observation of detail, craftsmanship and skill will help students in their own work.
Reflect on Perkins & Salomon
I believe that by using the language of VTS, we are teaching students skills that will transfer outside of the art room. I listen to my students say, "I am thinking...." and how this makes them aware as they listen to one another that they are processing their ideas. The skills of listening to one other and having this ability to disagree in a kind manner are also important. It's powerful to know that students are able to have varying opinions and experiences and respectfully share them. The idea that meaningful discussion skills that will push their thinking are being developed in my room is wonderful. The VTS curriculum empowers students in so many ways. I am excited to continue this work next year.
For as long as I have been teaching, I have heard arguments and statements to try and justify the arts in schools. It seems as if the fine arts are the only subjects that have to advocate for their existence in schools. I enjoyed this article and the research behind a book, Studio Habits of Mind, that our district visual arts department views as best practice. The article references the transition from thinking what can the arts do for your subject to what the arts can do for students. I can see how VTS supports Understanding the Art World as well as Observation. Student work through a piece of art with their understanding and listen and process the ideas of their classmates. Observation of detail, craftsmanship and skill will help students in their own work.
Reflect on Perkins & Salomon
I believe that by using the language of VTS, we are teaching students skills that will transfer outside of the art room. I listen to my students say, "I am thinking...." and how this makes them aware as they listen to one another that they are processing their ideas. The skills of listening to one other and having this ability to disagree in a kind manner are also important. It's powerful to know that students are able to have varying opinions and experiences and respectfully share them. The idea that meaningful discussion skills that will push their thinking are being developed in my room is wonderful. The VTS curriculum empowers students in so many ways. I am excited to continue this work next year.
VTS #10
Reflect on Wasserman
When I started this article, one student immediately popped into mind as well as thoughts of your Boy's Writers...students who may display behaviors related to "inadequate development of thinking abilities". I started VTS with the student in mind but did not continue our work as he moved on in grade levels. He is now in second grade and still displays disruptive behavior. He displays anger and an inability to work through his anger. I have also noticed how some teachers allow him the path of least resistance; keep him happy and don't challenge him. I would love to see how VTS might work to give him confidence and allow him to work through the levels of development. VTS offers the scaffolding and opportunity for students to move upward through the thinking progressions. Blooms Taxonomy came to mind as I read this article.
Image #4
Reflect on image #4
This image was great for the purpose of empathy but I must note that I did preface the lesson by reviewing the images we had already discussed. Students really got this image. Students put themselves in the shoes of this young girl and thought of many scenarios of why she might be upset. They picked up on her body language and how she rests her head on her hands. They came up with ideas such as, she was missing a special day at school. Something a kindergarten student could relate. I got a lot of information about how well students could read the art and body language to determine how someone might feel.
I would use this image again. While some students did notice details like the steps, there was not enough to distract them from my intent of the image.
When I started this article, one student immediately popped into mind as well as thoughts of your Boy's Writers...students who may display behaviors related to "inadequate development of thinking abilities". I started VTS with the student in mind but did not continue our work as he moved on in grade levels. He is now in second grade and still displays disruptive behavior. He displays anger and an inability to work through his anger. I have also noticed how some teachers allow him the path of least resistance; keep him happy and don't challenge him. I would love to see how VTS might work to give him confidence and allow him to work through the levels of development. VTS offers the scaffolding and opportunity for students to move upward through the thinking progressions. Blooms Taxonomy came to mind as I read this article.
Image #4
SHELLEY GRUND"Empathy"
Reflect on image #4
This image was great for the purpose of empathy but I must note that I did preface the lesson by reviewing the images we had already discussed. Students really got this image. Students put themselves in the shoes of this young girl and thought of many scenarios of why she might be upset. They picked up on her body language and how she rests her head on her hands. They came up with ideas such as, she was missing a special day at school. Something a kindergarten student could relate. I got a lot of information about how well students could read the art and body language to determine how someone might feel.
I would use this image again. While some students did notice details like the steps, there was not enough to distract them from my intent of the image.
VTS #9
Hadjioannou article
VTS aligns with many of the qualities of authentic discussions. Based on the research, a teacher can play a huge role in the success of his or her classroom environment. VTS provides a framework for success. The rules that preface each lesson provide a respectful space for students to express their ideas. The article mentions that students will work harder "when they perceive their classroom as a place where their ideas are valued". By paraphrasing and pointing to the artwork, students receive the validation that they are heard and their ideas are valued. Ms. Enthis was open to the differing ideas of all her students as does a supportive VTS instructor. I love the idea that she believes teaching revolves around "facilitating student learning". I strive for this to be my role in the classroom. The norms set forth by Ms. Enthis also aligned with the framework set up for VTS. This article and the studies classroom were in sync with what we setup in each VTS discussion. The model of VTS can transfer beyond the discussion and into our classrooms to enrich the work we do with our students.
Response to Brighton
I don't use preassessments very often in the artroom and I have made a feeble attempt at exit slips. I think this article gave me ways that I might use preassessment in the art room to either gain information about student interest, knowledge or understanding. I plan to use a planning sheet this year as students work through their ideas before starting their art. I may be able to implement some of the strategies Brighton uses in the article.
Image #4
Preassessment. VTS is a great way to preassess students for upcoming work. Students will look at an image and hold a VTS discussion. Through out the discussion, the teacher will gauge the student interest, vocabulary and experiences they bring to the work. The teacher will be able to do determine where to begin the upcoming project. After the discussion, the teacher may also follow up with student feedback to get a more concrete pre assessment.
VTS aligns with many of the qualities of authentic discussions. Based on the research, a teacher can play a huge role in the success of his or her classroom environment. VTS provides a framework for success. The rules that preface each lesson provide a respectful space for students to express their ideas. The article mentions that students will work harder "when they perceive their classroom as a place where their ideas are valued". By paraphrasing and pointing to the artwork, students receive the validation that they are heard and their ideas are valued. Ms. Enthis was open to the differing ideas of all her students as does a supportive VTS instructor. I love the idea that she believes teaching revolves around "facilitating student learning". I strive for this to be my role in the classroom. The norms set forth by Ms. Enthis also aligned with the framework set up for VTS. This article and the studies classroom were in sync with what we setup in each VTS discussion. The model of VTS can transfer beyond the discussion and into our classrooms to enrich the work we do with our students.
Response to Brighton
I don't use preassessments very often in the artroom and I have made a feeble attempt at exit slips. I think this article gave me ways that I might use preassessment in the art room to either gain information about student interest, knowledge or understanding. I plan to use a planning sheet this year as students work through their ideas before starting their art. I may be able to implement some of the strategies Brighton uses in the article.
Image #4
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