VTS #7

Reflect on Barrett's 17 principles of art interpretation.
As I read each of the 17 principles, each one rang true to VTS.  My experience of interpretation prior to VTS was the communal tell all the facts and a few art historian interpretations of the work...and onto the next slide.  Each of my art history courses and visits to art museums presented similar experiences.  I see now how both and individual and communal view enhance one another.  Students need to work through and articulate their thinking but also with provided information, students can get other perspectives and ideas to consider.

Barrett reinforces the idea that there can be different interpretations of an artwork.  "Good interpretations invite us to see for ourselves and continue on our own".  VTS does just that.  Students bring to the work their life experiences to this point and as a group they share but will continue to digest the discussion on their own.

When we VTS we are helping students to "build meaning".  ..."words are an instrument for thinking".  I look at how far my students have come and although I may not see it now, I know that they were making meaning as they were part of each VTS discussion.  By listening to one another and sharing during our "carpet time"students allowed the understanding of the group as a whole to grow.



I chose the following 2 images for my kindergarten students.

I chose these images based on the experience of the previous images I presented along with Yenawine's criteria.  These images are uncluttered enough for kindergarten students and colorful eye candy.  The previous images I realized may have had too much going on for students to really notice the expressions on each person's face.  My goal was for students to start to recognize emotions and facial expressions.  I also wanted to come back to an animal image as I had presented in my first set of images.
Both images had plenty for students to discuss.  I wish we had more time for the image with the bear.  Students really started to notice his expression when time ran out.
As  for the first image, I really thought students would notice her expression, which they did, but they were especially interested with the idea of a secret happening on the other side of the wall.
I think I would continue to search for more images that would allow students to explore facial expressions in order to get at the big idea of empathy.  These were adequate.   I am having fun trying out new images on the students.