Friday, May 3, 2013
vts #8
Improving Student Dialogue about Art:
Right at the start, I was struck by a quote, "learning to talk thoughtfully about art is especially valuable, perhaps more valuable than learning to make art". This really made me think especially because I am so production heavy in my art room and feel I don't have time to do VTS or art discussions. "Artwork that is not interpreted is reduced to a mere object". I know and understand the VTS work we do is meaningful but I didn't realize that when students are in the middle of discussion they are in no way missing out and my perspective now is that it is very important to dialogue aobut art.
The article definitely shows a similar framework for setting up a discussion. Students drive the dialogue and the teacher facilitates. Setting up rules and procedures also mirrors VTS right down to listening to others and limiting comments to give others a turn. From the importance of space selection to view the work to the actual selection of work, the set up for interpretation parallels VTS all the way to the closure at the end of the discussion.
I did like the idea of the "pep talk", I think it helps guide the conversation and give students confidence to respond.
I am sure I am guilty of saying this and I know I have heard many art teachers use this phrase, "there are no wrong answers in here - this is art class". The author points out that as educators we do not want to reinforce "anything" as an answer.
This article gave some really nice language to use with students but not exactly the VTS script. I think it would work well with older students.
VTS experience to date:
I chose the topic of Empathy and Expression.
Our school had adopted Empathy as a school goal and now I am realizing how big this idea is for elementary students and especially kindergarten students. I thought if I broke it down to students recognizing facial expressions, that students might start to read the faces on each image. I have realized that images have to be engaging enough but not too busy or full of details because students will talk about everything else except what I want them to notice: the facial expression. Some students really get it! Some are so in tune with what the person is feeling but those are the rare exception of my kindergarten students. Most, really want to talk about everything else going on in the picture. I do feel that while most students may not "get it", VTS is supporting the work we are doing in our building.
Could I say something to the students before we start our image:
Boys and girls, today I really want you to notice the facial expressions?
How can you tell how someone is feeling?
Would this be acceptable?
Challenges this semester have also been the work load of this course combined with the demands of full time teaching. I have not been able to catch up from the hole I dug for myself at the beginning of the semester. This semester at work has been especially demanding and it hasn't let up.
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.
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.
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.
#6
Zander article:
As Zander addresses Dialogue in the classroom, this article closely parallels the structure of VTS. The parameters of VTS are similar to the environment that Zander refers. VTS calls for students to listen respectfully as each discussion starts as does the proper environment for meaningful dialogue. The VTS questions are open-ended which allow for "discovery". By building a relationship with students, based on respect, VTS and dialogue go hand in hand. I am excited to continue our VTS work with this group of students as they progress past kindergarten. I have provided the foundation during our VTS sessions and will encourage the dialogue. I am certain this group of students is prepared to have respectful, meaningful and understanding dialogue in the future based on the work we have done through VTS.
Loved this quote:
"of what value is any curriculum that emphasizes the subject matter but not the person doing the learning".
Beattie chapters:
I liked the idea that Beattie presents for students to stretch their thinking in art by having students work in a series. Is this possible for elementary students. As I think ahead to the choice based approach to art education, I can only imagine that some students will want to explore an idea in different studios and in multiple works. but the series can also be down through "repetition" within the work of art. I am left wondering if a young student could actually work on several works at the same time, with the typical one art class a week schedule. This chapter seemed a little beyond my elementary students but I am sure if I gave them a chance to really explore and allow them to rise to the occasion, they would. Next year, my students will fill out a form explaining their ideas for a work of art before they go off to their selected studio. It will be interesting to read their thoughts going into the piece and finally, their reflections when the work is complete.
The idea of play and especially creative play to experiment and take risks really got my attention. I don't think students today are allowed to really explore, make messes, try materials, etc.
Finally, this chapter made me think of a book review I just read: Daily Rituals, How Artists Work by Mason Currey. It's on my summer read list.
As Zander addresses Dialogue in the classroom, this article closely parallels the structure of VTS. The parameters of VTS are similar to the environment that Zander refers. VTS calls for students to listen respectfully as each discussion starts as does the proper environment for meaningful dialogue. The VTS questions are open-ended which allow for "discovery". By building a relationship with students, based on respect, VTS and dialogue go hand in hand. I am excited to continue our VTS work with this group of students as they progress past kindergarten. I have provided the foundation during our VTS sessions and will encourage the dialogue. I am certain this group of students is prepared to have respectful, meaningful and understanding dialogue in the future based on the work we have done through VTS.
Loved this quote:
"of what value is any curriculum that emphasizes the subject matter but not the person doing the learning".
Beattie chapters:
I liked the idea that Beattie presents for students to stretch their thinking in art by having students work in a series. Is this possible for elementary students. As I think ahead to the choice based approach to art education, I can only imagine that some students will want to explore an idea in different studios and in multiple works. but the series can also be down through "repetition" within the work of art. I am left wondering if a young student could actually work on several works at the same time, with the typical one art class a week schedule. This chapter seemed a little beyond my elementary students but I am sure if I gave them a chance to really explore and allow them to rise to the occasion, they would. Next year, my students will fill out a form explaining their ideas for a work of art before they go off to their selected studio. It will be interesting to read their thoughts going into the piece and finally, their reflections when the work is complete.
The idea of play and especially creative play to experiment and take risks really got my attention. I don't think students today are allowed to really explore, make messes, try materials, etc.
Finally, this chapter made me think of a book review I just read: Daily Rituals, How Artists Work by Mason Currey. It's on my summer read list.
Tuesday, March 26, 2013
Image #2
These are my next two images. I chose them because I do think they fit the criteria for my age group. They are colorful and straight forward. Students will be able to come up with a story about these works. I also chose them because one image is very busy while the other will hopefully allow students to focus on the women's facial expression. I am curious about these and am choosing them more as an experiment to see if students talk more about the expressions/emotions of the woman or if the group image has too much going on to notice the big idea I am going after.
Evaluation and Reflection:
After evaluating the previous images, I wanted to start with what I thought was a more simple image with less detail. For my younger students, I again worked with a straight forward image that was colorful to bring in the students. The second image I thought would be a scenario that students could recognize and identify with.
Students did not
After evaluating the previous images, I wanted to start with what I thought was a more simple image with less detail. For my younger students, I again worked with a straight forward image that was colorful to bring in the students. The second image I thought would be a scenario that students could recognize and identify with.
Students did not
#5
As I read, Art, Ambiguity and Critical Thinking, I thought of my VTS images and my expectations. Initially, I was prepared for students to comment in a particular way or to talk about what I thought they would discuss. This is not always the case. As the facilitator, I have to allow students to lead the discussion, even though I may be excited about a portion of the artwork. Their experiences will drive what they choose to discuss.
I get more interested in a work of art with the more knowledge I have of the piece. VTS does not operate under this art history context. Students as the viewer lead the discussion and their life experiences help to frame the discussion. The idea of VTS neutrality parallels with "uncertainty" in the article. This allows for "possibilities, based upon evidence" and discovery and pure interpretation. "Critical discussion can be attained if teachers encourage the free exchange of ideas, require evidentiary support, and remain nonjudgmental." This is exactly what VTS does.
I am the first to acknowledge that assessment, well summative, is not my strong point. After reading, Introduction to Art Assessment and Scoring and Judging Strategies, I have a more positive outlook on assessment. I know as art teachers formative assessment is what we do! We are constantly circulating around our rooms, monitoring work and providing feedback to students. I use portfolios in my room and over the past couple years, I have adapted a portfolio cover sheet that allows students to reflect on their work while giving parents information about what is inside.
On a side-note, we just gave grades 3-5 a survey about the district art curriculum. I now realize the scale the curriculum coordinator provided was not kid friendly. The rating language was not written for elementary students.
I get more interested in a work of art with the more knowledge I have of the piece. VTS does not operate under this art history context. Students as the viewer lead the discussion and their life experiences help to frame the discussion. The idea of VTS neutrality parallels with "uncertainty" in the article. This allows for "possibilities, based upon evidence" and discovery and pure interpretation. "Critical discussion can be attained if teachers encourage the free exchange of ideas, require evidentiary support, and remain nonjudgmental." This is exactly what VTS does.
I am the first to acknowledge that assessment, well summative, is not my strong point. After reading, Introduction to Art Assessment and Scoring and Judging Strategies, I have a more positive outlook on assessment. I know as art teachers formative assessment is what we do! We are constantly circulating around our rooms, monitoring work and providing feedback to students. I use portfolios in my room and over the past couple years, I have adapted a portfolio cover sheet that allows students to reflect on their work while giving parents information about what is inside.
On a side-note, we just gave grades 3-5 a survey about the district art curriculum. I now realize the scale the curriculum coordinator provided was not kid friendly. The rating language was not written for elementary students.
Monday, March 25, 2013
#4 article reflection
Thoughts on Visual Literacy, Yenawine sites the work of Houssen as evidence for the development of visual literacy. Young viewers vs. older viewers and the experience and skills they bring to an image vary. Visual literacy skills are seen as developing over time just as reading skills. As a student/viewers skills and experiences expand so will their visual literacy.
Visual Literacy, again compares all forms of literacy, verbal, written and visual. I thought it was interesting the comparison of verbal literacy and our initial incorrect organization of sounds in a group conversation. Students may do this too as they consider ideas for a work of art and then reconsider other options as they think aloud or listen to their peers. Students "separate" out the elements of the art work just as a conversation is being broken down by the listener. The artwork is broken into manageable and understandable portions. The article also points to the idea that reading images allows for more than one answer. VTS allows students to be "correct" with the ideas they bring to the image. Even though viewers typically come to a consensus about what they are viewing, there is still room for variations. The article shares that reading images can be learned and VTS/Houssen also support this idea. Most of what we "know about the world has been learned through visual images with out the benefit of formal instruction". All kindergarten students are prepared to view the first VTS image in my room no matter how well they may read.
*I am curious as the article comes to a close and talks of written language receding, the thoughts of the author in the age of Facebook and Texting. So much is written but so much is visual.
***Image selection. As I approach such a big topic, Empathy, with 5 and 6 year olds, I wanted to break down the images by ways in which
*students could "read" empathy within an image.
*Students could identify emotions on the face of a person or animal
*Students could see connections between people
Art Production:
Students are very familiar with self-portraits at this point of kindergarten art. Students will be creating a friend portrait. After reviewing how we can tell people are friends (friends might hold hands, smile at one another, make eye contact or look at one another, etc., students will create a guided drawing of friends in pencil outlined with black crayon and a watercolor wash in the negative space.
(borrowed image from my friend and colleague Diana)
Visual Literacy, again compares all forms of literacy, verbal, written and visual. I thought it was interesting the comparison of verbal literacy and our initial incorrect organization of sounds in a group conversation. Students may do this too as they consider ideas for a work of art and then reconsider other options as they think aloud or listen to their peers. Students "separate" out the elements of the art work just as a conversation is being broken down by the listener. The artwork is broken into manageable and understandable portions. The article also points to the idea that reading images allows for more than one answer. VTS allows students to be "correct" with the ideas they bring to the image. Even though viewers typically come to a consensus about what they are viewing, there is still room for variations. The article shares that reading images can be learned and VTS/Houssen also support this idea. Most of what we "know about the world has been learned through visual images with out the benefit of formal instruction". All kindergarten students are prepared to view the first VTS image in my room no matter how well they may read.
*I am curious as the article comes to a close and talks of written language receding, the thoughts of the author in the age of Facebook and Texting. So much is written but so much is visual.
***Image selection. As I approach such a big topic, Empathy, with 5 and 6 year olds, I wanted to break down the images by ways in which
*students could "read" empathy within an image.
*Students could identify emotions on the face of a person or animal
*Students could see connections between people
Art Production:
Students are very familiar with self-portraits at this point of kindergarten art. Students will be creating a friend portrait. After reviewing how we can tell people are friends (friends might hold hands, smile at one another, make eye contact or look at one another, etc., students will create a guided drawing of friends in pencil outlined with black crayon and a watercolor wash in the negative space.
Wednesday, March 13, 2013
# 3 continued Teach, Observe, Reflect
I have implemented the following images with two kindergarten groups and will video tape my control group tomorrow. I was excited by their discussions especially because I have followed the VTS curriculum for 3 years and am pretty certain how kids respond to each image and these are new territory.
The first image,
I was hoping that students would respond to the connection and relationship between the girl and the older female figure. They did. Students recognized the older woman as the grandma and the younger girl as a grand daughter. "What do you see that makes you say she is this little girl's grandma?": her gray hair and wrinkles. I did think that kids would respond to facial features but since there is no facial interaction, they surprisingly responded to the feet...they were worried the little girl would step on glass since she didn't have shoes. The rocking chair was spotted in both groups and brief statements about her reading a "magazine" or newspaper. Students did comment on her hair and the little girl was "taking out her hair" or 'braiding her hair" noting each braid.
We also discussed:
This image seemed to get students talking the most about the connection between the girl and the elephant. Many students stated that the young girl was "sad" because of the way she was looking down and leaning her head on her hand. Several students thought because the elephant had so many wrinkles that it was old and going to die. One student thought the background was reflections off the water. I thought this was interesting because I know exactly what he was talking about and that most students identified the background as foliage. I am so excited to continue this work.
The first image,
We also discussed:
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