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My pre and post tests to kindergarten students did not show statistically significant data on word count...even though many students significantly said more.  I did see students increase their statements with evidence and adjective count.

I look forward to seeing how students post test at the end of the school year.

o   How have individual students grown/changed over the course of their short VTS experience?

I have seen my students make subtle but continued growth over the past semester.  Students are eager to share and have grown more patient as they wait their turn.  Students have remained kind and polite as they agree and disagree with one another.  I have not had any students respond to one another in rude or disrespectful ways.

o   How has your focus class grown/changed over the course of their short VTS experience?

This group has been great to work with.  I have some very bright students and some that have been apprehensive.  It has been fun to see all students grow.  My focus has changed as my VTS skill set has expanded.  I am interested to see what my unskilled VTS lessons from last year look like.  I think my work on linking and paraphrasing has allowed my class to grow.  I know students are now starting their statements with "I am thinking" and starting to agree and disagree with one another.  This shows me they are listening.  

o   How have you as a teacher and your teaching practice grown/changed over the course of the semester?

I have paid closer attention to what my students notice in the work.  I listen intently to their words so that I can paraphrase their statements.  I get to know students a little bit better.  In the past, I did not work on the paraphrasing portion of VTS and my lessons were weaker for it.  I have grown in my VTS skills, paraphrasing and linking.  By reflecting, I have found that limiting student answers to one or two observations, I am more successful at paraphrasing.   I look forward to continuing this growth in the spring semester.

14

Portrait of Possibility

As I reflect back on my student P. he has come a long way from the beginning of the year.  He has matured over the first half of the school year.  I watch in the videos and in class as he has gained his voice and contributes to our VTS discussion.  He is still bursting with energy but I have noticed a subtle calming to his presence in class.   During class discussions, I have moved him to a closer proximity of the image and away from friends that might distract.  When reviewing the  videos of this class, I have noticed my redirection of this student.  I  have also noticed him giving lengthy statements and almost difficult to get him to stop.  He does seem to list but has been expanding his ideas.

One of my strategies was to ensure that I called on this student.  I did hear from him is every class...a few times I did call upon when his had was not raised.  I also tried to sit him or move him to a closer view of the image and especially away from friends that might distract him or vice versa.  He is still easily distracted and I often redirect him.  At times, I will find him squirming around and even facing in the opposite direction of the image.  I feel sitting him closer made a more successful lesson for him.  He paid closer attention when seated near me and the picture. 

In the last lesson, the scaffolding did not help this student who insisted a pair of shoes were ice skates even as I paraphrased other student comments.  I think differentiation has been successful.  He is comfortable sharing when he is ready and seems excited to share.  His had is often in the air several times per lesson.  I do believe that each lesson and image built and allowed him the comfort and confidence to share his ideas.

12

I just shared this image with my students today, so it is fresh in my memory.  In education we have to roll with it....and today I had to do just that.  A new student joined our group today.  He has been in the resource room for the past couple months until his IEP from another state could be updated.  He is very outspoken and I redirected him right away to raise his hand.  I also tried to call on another students that has not been very participatory and she told me right away that she did not raise her had.  Later on in the lesson, I encourage everyone that I can see they are interested in the picture and that it looks like they have a lot to share...she raised her had almost right after this statement and I made sure to call on her immediately!

Almost as soon as I started, I recognized that I should have prefaced the lesson by sharing with students that I would like them to mention one or two images and that we need to give others a turn.  Students continued to mention several items, which makes it more difficult to paraphrase and makes their turn longer, leaving students time to get restless. 

Based on the flow of ideas from students, I think this image was a success.  Students raised their hands and were eager to share.  I think the image, while realistic and kindergarten appropriate did challenge students.  Items such as the cart and the trolley along with curiosity about what the people were doing, captured student thinking.  I don't think the challenge was too great.  Students seemed to flow through their comments and listen to others. 

I did a lot of paraphrasing and connecting of student ideas.  Students had a lot of ideas for the use of the cart.  Students did a great job agreeing/disagreeing with one another in this lesson.  I feel I did a better job paraphrasing and connecting ideas and I think this helped with how students contributed during this particular discussion. 

I was surprised at how one student continued to hold on to the idea that the boy crossing the street was ice skating.  He shared how the boy was ice skating on the stone.  Another student politely disagreed and mentioned that the boy could not be ice skating on stone and even went so far as to  mention that this boy might roller blade but there is no ice to ice skate.  The student came up again and still insisted that the boy was ice skating. 
I was also surprised and continue to be impressed at how one particular student reads the images with such great detail.  She backs up her statements and gives a lot of correct assertions with evidence. 

I would use this image again and plan to use it on Friday with the other two kindergarten classes. 

11

I selected this work of art for it's colorful quality and it's realistic imagery.  I tried to select an image where my kindergarten students would recognize the people, buildings and curious to see if they could recognize the older models of transportation. 

I believe this work is appropriate because it has recognizable images and students will be able to identify what each person is doing.  Also, based on how students have responded to images that show a moment in a time gone by, I think they will pick up on the details in this image that show it is from the past.

I think it supports the VTS curriculum.  I don't think it supports anything particular in the kindergarten curriculum or what we are doing during our other art time.  It could possible support the literacy curriculum.  Students in kindergarten write stories using pictures and this picture has components that would tell a story.

I believe it will challenge my students to identify some of the obscure items within the realistic context.  The cart the woman is pushing and the sign near the truck and storefront will challenge some students. 

Since the images of people are in the forefront, I think this is what students will notice first.   Up to this point, imagery of human figures have really consumed our discussions in any VTS lesson that features people.  I also think the yellow trolley will capture their attention.  I think the recognizable components of the work will be something that any student in my class should be able to comment on during our VTS lesson.

13

VTS Through a Differentiated Lens

Kindergarten students come into the art room with different abilities, experiences, and readiness for school.

VTS meets students at their "rediness level".  Students are able to look at an image and bring what they know to the picture without being corrected or told their idea/thinking is wrong.  I can think of a specific student who told me that the bird in Picasso's Child with a Dove was a rabbit.  From her experience, a white animal was probably a rabbit.  She has probably never seen a white bird.  VTS meets students where they are and "bring them all to the same learning objective". 

VTS uses both an auditory and visual means to teach its lesson.   Students look at an image as a class and listen to answers of classmates as well as the paraphrasing that I provide.  Currently, I have a student named Sam and his family is Russian.  He is hard to understand at times and I have to listen closely to paraphrase his answer.  Students are able to understand better what he is saying by the paraphrasing that I provide.  He is also able to come up to the image and point out what he is referencing in the image. 
*Learners are  are working on reading the same image but are met with various levels of support through paraphrasing. 

I have paid closer attention to the image selection this year.  The images of VTS do reflect various cultures and environments.  Each image provides and eclectic view of people, places animals and objects.  Students are exposed to such a variety of rich imagery.  What image sparks one student, may not entice another.   Last year, I recall many of my student who live in the city were excited by the image Boy’s Sunday Trip...many students responded to the city and gave many concrete examples of city details.  It is interesting how students do respond to culture specific images they recognize.
*Differentiating the learning environment by "providing materials that reflect a variety of cultures and home settings. 


*VTS "provides effective learning for varied individuals."
*VTS provide "similar amounts of effort".

I agree with the above statements but wonder about the students that don't participate.  I understand that they are still absorbing the lesson and will respond when they are ready.  Is there a way to ensure all students participate?

9

Douglass Square
1936

Allan Rohan Crite 
American, 1910–2007

St. Louis Art Museum

I started my selection by searching the St. Louis Art Museum Collection.  I wanted to find images that students may have the opportunity to see in person. 

From the St. Louis Art Museum website, I started with the American Collection.  I focused on realistic images that were "fairly obvious".  Because children 5-7 do not tend to "seek meaning" or "interpretations",  I did not branch out into images that were cultural or abstract.   I also considered my younger audience and the diversity of my students.  I chose images that my students who live in St. Louis City would recognize as well as those that live in subdivisions.  Since my students have been able to distinguish between a time gone by or as they have said "olden days" in previous VTS lessons,  I am curious to see if they will pick up on clues that these images are also from a time that has passed.  I believe that the image above and the images below have concrete objects that students will be able to identify, even if they are no longer common place.  These images are not overly complicated but have items that I believe students will be able to name, listing is common in the primary VTS viewer.  They also have actions such as reading, walking, and sitting that should be familiar.  I am intrigued to find out how facial expressions or mood will be read in these images, if at all.   The images are colorful...not so much "cheerful" but inviting to the younger viewer.  The images are painted which Yenawine suggests is age approriate and recognizable to children.



I am curious to see what everyone thinks of these images for the younger viewer.


Other VTS Kindergarten/ Key Stage 1 images.

Woman Seated on Sofa in Interior
1912–14

Frederick Carl Frieseke 
American, 1874–1939

The Front Parlor
1913

William McGregor Paxton 
American, 1869–1941

#10

Student willingness:  As I watched the video, students were very willing to participate.  This has been the case all along.  Kindergarten students are eager to share and often over eager.  Some will go on and on and this has been an area I have been addressing.  My current goal is to have students give a single answer or limited answer.  I have students that can go on and on.  I also noticed that if students give brief answers, it might help my paraphrasing.  I have found in reflecting, that by the time kiddos that rattle off a list of items, I have a hard time paraphrasing everything they have mentioned. 
I have a strong inclination that inclination that if I limit their answers, I will have kids more engaged and I will have less wiggling around.

This class was very interested in the water spigot.  Some thought it was to press fruit into cider and one knew that it was old-fashioned and pumped water.  I thought this was interesting because my other classes were interested in the houses, the fence and the animals.

I am not seeing a lot of conditional language but I am noticing answers that seem to be more elaborate and less of single word statements.

I have not seen flexible thinking yet...or maybe I have missed it.  Are kindergarten students going to show this this soon?  I am trying to recall from my prior VTS work if flexible thinking was done.

I seem so concerned about students being polite and disrespecting kindly at the beginning of my practice.  Students are very cooperative and respectful of one another.    I have not had any arguments or disagreements during our discussions.

I did not do a very good job of varying the questions.  I have tried to implement the "what makes you say that" statement slowly into the kindergarten lessons by feeling if they are ready for this question.  I seem to be stuck on the exact phrasing and it was hard to break out of the script.


I have been watching my time and I think students are gaining stamina.  I see many students engaged for a longer period of time and less movement.  It's hard to correct/redirect students while listening to a student intently so as to paraphrase.  I think they did a better job of listening to one another because they were building and agreeing with statements from other students. 

#8

Students are starting to give more as they answer.  I still get a lot of listing items and specifically students listing multiple items.  Willingness seems to be better as students get used to our routine.  I have scaled back our time on the rug since several students get "squirrelly" the longer we sit.  I am trying get them to build endurance as we sit on the rug.

*Should I allow one student to list and list several items that he or she finds in the image?

*Should I limit students so that others get a chance?

Individual responses are richer or at least for kindergarten, we have gone beyond one-word answers.

I have noticed that the listening portion is an area we can work on.  I feel I am making progress at paraphrasing statements.  I have some students repeat and name items that have already been addressed by  many students.  It leads me to believe that they are more focused on participating than listening to others.

*How do I build their listening skills?  I have to remind myself, they are only 5 and 6 years old.


I think students are learning that they are "thinking".   Students are starting their statements with "I think...".  Students are also comfortable with no right or wrong answers.  Students are not corrected.  Students are free to say what they think and I believe they recognize now that they are "thinking" by their current statements. 

#7 Common Core Survey

My experience with Common Core is very limited to this date.  I have an anticipation of them but very little knowledge of what they are exactly.  I believe they will be be a national standard and replace the GLE's.  I also understand that M.A.P. is being redesigned due to the CC Standards.

My knowledge is a lot of hearsay.  I have not been given a lot of information from my district.  I believe any information would come from our curriculum committee chair. 

I don't really have an attitude one way or the other towards the CC Standards further than I hope it will keep any state/district/ or school from allowing students to slip through the cracks.  As it pertains to art education, I feel that as long as the standards include the arts and do not eliminate or devalue the arts, I would support them.  Every child deserves a high quality education.

The literacy component and support that students receive from VTS would support CC Standards.  Since I do not have a lot of information on CC Standards, my answers are not informed.

assignment 6

As for kindergarten students and their willingness, there can be so many variables.  Students are still getting used to sitting on the rug for the duration of VTS.  I see students after P.E. and they usually request to get drinks and to go to the bathroom.  Once, one goes, they all have to go.  Students also seem to be getting the hang of being patient and waiting their turn.  This seems to be something that will be a challenge.

I did get a lot of listing and "I see" statements.  I also had several students say, "I think...". 

I did notice student fed off of one another.  If one student stated that the human figure in the image was a mom, several others would also make the same statement.  If another student identified the figure as male then others would also agree. 

The discussion concluded due to time.  It was time to line up and I wrapped up the session by thanking students and sharing what I liked about their work.

I think students are still getting settled in to VTS.  I am not sure what they learned other than the routine and expectations. 

It still feels pretty natural to VTS.  I am trying to adjust my previous knowledge of VTS and enrich the techniques I have used over the past two years. 

Assignment 5

I have a specific student in mind that tends to be full of energy and  has a lot to offer to VTS.  P. has proven to be bright but a little immature during class.  He was "babied" at his preschool.  I am excited to see him gain his voice and support his work with evidence.  I think the paraphrasing will help him to see his words in a school setting as he progresses past preschool. 

I plan to ensure that P. is called upon and sitting in a location where he can be successful. 

Assignment 4

I video taped kindergarten students one at a time.  I called them into the hallway where they viewed the ice skating image on my computer. 

*Coming into this year with the idea of kindergarten students at the end of VTS, I wasn't really prepared for how little students shared on their assessment.

*Students had a lot of list statements as well as "I see..." statements. 

*Some students seemed a little more reserved and others were more forthcoming with their answers.

*Most students were not sure how to finish their statements and I didn't want to pressure them to be done.  Some students really came up with a lot of information after long silences, so I am glad I did not force the time.

*I think with kidergarten students, it was a little awkward at first.  Students were not sure what to say or how to be. 

*Some students did surprise me with how much they did say and how they went on and on.  On the other hand, I was blown away by things that seemed obvious to me that students didn't notice or how off some of the answers were.  One student who said the figures in the ice skating image were "surfing" and then went on to correct himself and say they were doing karate and kicking the water. 

**I want to work on my body language and ensuring that I am warm and inviting to student answers.  I think I will need to relax more and smile.  I seem to be serious when I do VTS.

Assignment #2

I am catching up on specific assignments.  I had the chance to practice with my fellow art teachers.  We each took a chance to VTS with one another.  It was a nice chance to see my colleague Diana, who inspired me to implement VTS with my students.  She has traveled to take a VTS course and has worked with her building's literacy coach to support her teaching of VTS.  I really took away some statements she used, specifically connecting statements.  Diana, does a nice job connecting statements that are similar and also transitioning when students get hung up on one specific area of the artwork.  Since this is my 3rd year implementing VTS with kindergarten students, I want to work on my paraphrasing and connections as well as ensuring that I am teaching VTS properly.

Dialogue (Assignment 3)

 At this point, I have been acclimating students to the art room and routines and the "rug" portion of art.  Students have done the assessment and done their first lesson.  Second VTS lesson will take place Friday and Tuesday. 

As I have been catching up on readings, video clips and articles, I have found some phrases I really like and will use.

When paraphrasing, I plan to use...

"So you are thinking (insert paraphrase of student comment)."

I usually say, "What I heard you say....."  and this can get redundant.  I am glad to have a new phrase to use and will hopefully develop more in further readings.

I also liked, "you are drawing our attention to....."  to use when paraphrasing an area a student is pointing out.

"One idea we have is..." as a way to show various ideas for a particular portion of the art where students might disagree.

"Another idea..."  to join student thoughts about a specific item where they might have multiple opinions.

***I also found these from my notes at our first Mizzou visit.

"If you haven't answered one of my questions yet, raise your hand and wait to be called on.

"If I call on you, raise your hand and speak loudly".

"It's okay to disagree but we do so respectfully".
I also want to remember to....
"Make sure they understand that they will be looking at art and will be encouraged to think, to contribute ideas and observations, to listen, and to build understandings together."
-VTS Basics

wiggle worms

I want to jot down thoughts from my first VTS lesson of the year.

I had 2 kidergarten groups experience their first VTS lesson yesterday.  Wow!  I had the group I knew would be a challenge and one of the other kidergarten classes back to back...two, 30 min. sections.  By the time the teacher drops the class off and we finally get started, our time is already reduced, takeaway the five minutes we use to line up before the end of class, and it leaves 20 minutes to VTS.

I started each class with the expectations and an explanation of what VTS is.  I shared with students that on our "short" art days, we will either be looking at pictures or reading a book.  I adopted this from a colleague who introduced me to VTS, we say this together..."V-stands for Visual, we used our eyes" (we point to our eyes), "T-stands for Thinking, we use our brain" (we point to our brain), "S-stands for Strategies, it's a way of doing something" (we move our arms like we are running).

I let students know there are 4 rules for VTS.  1. We look  2. We listen  3. We raise our hand  and 4. No crawling around.  It is a long time to sit for a 5 year old.  In the past, I have found crawling around to the be the biggest distraction during VTS.  When I stop to correct this behavior, we lose our momentum.  I try to give quick hand signals to let students know to sit up or stay put.    Students also seem to realize that they need to use the restroom as soon as they sit on the rug.  I try to see if they can wait because once I let one go, they all seem to have the urge.  

*let me know if you have any suggestions for this.
Our first lesson went well and better than I expected with my squirrely class.  I tried to recognize and point our when students were sitting still before I called upon them.  "I noticed you were raising your hand patiently and waiting your turn, What do you see?".  If a student was up on his knees and waving his hand with frustration, I told him, that I call on "quiet" hands and as soon as I noticed that behavior, I tried to get over and call upon him as soon as possible. 

As the lesson moved on, I noticed I was not giving positive feedback after each student.  I need to find my word or phrase and be ready for next time.  I also noticed that paraphrasing can be hard and finding synonyms for certain items can be a challenge.  I will continue to work and address these areas.  I was more aware of every move I made during this lesson...more so than last year. 

I am looking forward to the next lesson.

Catching up!

Between the start of school, Meet the Teacher Night and a doozy of a Migraine...I am now trying to get caught up on blog posts.

Kindergarten students are slowly getting into the routine of school and 2 of the 3 kindergarten classes a little more quickly than the other.  One class is going to be a challenge.  Boys and girls are learning how to be invited into the art room and listing to instructions about where to sit; whether on the rug or at their table.  When invited to the rug, I am working on what behaviors are expected such as sitting and raising a hand to speak.  I am distinguishing between the activities that will be taking place on our short afternoon sessions (we meet for 30 min.).   I have told students that on "short" art days, we will either read a book and use our "illustrator eyes" or look at an image on the smart board.  Next class will be our first VTS image.

*Permission slips are going home for the pre-assessment. 

*After subscribing a while ago, we are FINALLY able to log in to VTS. 

Assignment 1

I am Beth and teach K-5 Art in the St. Louis area.  

I will be presenting VTS lessons to students in Kindergarten.  I meet with Kindergarten students twice a week; once for an hour and an additional half hour session during the week.  Over the past 2 years, with the guidance of a colleague,  I have implemented the VTS kindergarten curriculum on our half hour art days.  I now look forward to ensuring that I am doing VTS correctly.  

*Class size will vary anywhere from 14-20 students.  I will have class lists soon!

*Kindergarten age 5-6

*Students may have little to no experience discussing art.

*Location:  Art room.   Rug.  Students will sit on the floor and I have used the smart board in the past.

*We have found that using VTS is a great connection with the writing and literacy instruction taking place in the classroom.

*I expect students to work up to sitting for extended amounts of time.   Initially, I have introduced students to rules for VTS, such as looking, listening, raising their hand, etc.   Students will be provided with an image of the art and description of VTS on a handout to be sent home on VTS days.