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
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:
Monday, March 11, 2013
#3 continued
My first two images for Empathy are:
I chose both of these images because of the connection occurring between both figures. I have kindergarten students and understand that the images I select should not be overly saturated with detail and should be colorful as the first image. I am also appealing to a population of students who are identified in our school goal. The image with the elephant, I thought would appeal to the young students. I have tried to select images for my units where facial features and expressions can be
Blog post #3
(I apologize, Blogger is not showing all my quotes in italics and the formatting is not cooperating)
The article, A Brief Guide to Developmental Theory and Aesthetic Development, is further proof that VTS is based in research and provides a framework for VTS.
Vygotsky and his colleagues noted a phenomenon which they then began to study: children routinely talking themselves through the process of solving a problem that is new to them. This, among other observed behaviors, led to another tenet of Vygotsky—his belief in the importance of words.
Spoken language is one of the first sets of symbols (or “signs,” which stand for
something or some action) learned by an individual and, according to Vygotsky, it is
through words that thoughts are formed. Words are essential for thinking, and for
later learning in general.
VTS is all about words. Students talk through their thinking as they share their ideas. While listening to one another, they shore up their thinking or change their mindset. I love when they started and continue to preface statements with, "I am thinking". It is a richness to our VTS discussions that I learned through VTS I.
A third concept of Vygotsky’s is that learning typically occurs when a problem
(whether new data, or an unfamiliar object, or a previously-unsolved task) is both
within the range of an individual’s existing capabilities (a view that concurs with
Piaget’s findings) and involves the support or assistance of an adult or more capable
peer (an argument that has tremendous implications for education). He studied how
children can independently solve a problem at one level of difficulty, but given a
challenge for which they lack the resources personally, they can figure it out with
some input from a more knowledgeable helper—as long as the solution is within
their developmental range.
As a facilitator, my role is vital to the success of our discussions. I must be actively involved in the scaffolding of vocabulary, paraphrasing and flow of the conversation. I can bridge vocabulary for students that might not have it just yet. Their peers also help in building their vocabulary as they listen to one another.
This is confusing, because students can be “taught” stage-inappropriate information, for example, and it can be memorized and retained for the short-term, and perhaps recalled with prompting. But what Housen’s studies have shown is that teaching anything but what the students are on the verge of learning or what is within their “zone of proximal development” will not become operational to the student.
I am so guilty of this, showing kids works of art and giving them some facts to spew back. This article made me aware of my teaching.
Teaching Meaning in Art Making
In the elementary art room, it is fast paced and one project quickly moves onto another. I see students approximately 36 contact hours throughout the school year. We have aligned all buildings to using a portfolio to assess work and it goes home at the end of the year. Combining the limited amount of time I see students and the pressure to fill portfolios with quality work, reflection is not often done with my students. I recognize that it is an important process and will enrich future work. Portfolios along with the number of students I see in a week equals limited feedback for my students. I do have students reflect on their work at the end of the year but recognize this is not enough.
Elementary art exposes young artists to various art materials but another aspect to introduction is to have students understand when and why they might use certain media.
I have been intrigued by TAB and Choice Based Art for my classroom. I struggle with the projects I "make" my students create and allowing them the creative license and trust to come up with their own ideas. A colleague who is having huge success with a Choice art room, attributes that success to the planning process. Students fill out a form that shows their plan, materials and ideas.
The article, A Brief Guide to Developmental Theory and Aesthetic Development, is further proof that VTS is based in research and provides a framework for VTS.
Vygotsky and his colleagues noted a phenomenon which they then began to study: children routinely talking themselves through the process of solving a problem that is new to them. This, among other observed behaviors, led to another tenet of Vygotsky—his belief in the importance of words.
Spoken language is one of the first sets of symbols (or “signs,” which stand for
something or some action) learned by an individual and, according to Vygotsky, it is
through words that thoughts are formed. Words are essential for thinking, and for
later learning in general.
VTS is all about words. Students talk through their thinking as they share their ideas. While listening to one another, they shore up their thinking or change their mindset. I love when they started and continue to preface statements with, "I am thinking". It is a richness to our VTS discussions that I learned through VTS I.
A third concept of Vygotsky’s is that learning typically occurs when a problem
(whether new data, or an unfamiliar object, or a previously-unsolved task) is both
within the range of an individual’s existing capabilities (a view that concurs with
Piaget’s findings) and involves the support or assistance of an adult or more capable
peer (an argument that has tremendous implications for education). He studied how
children can independently solve a problem at one level of difficulty, but given a
challenge for which they lack the resources personally, they can figure it out with
some input from a more knowledgeable helper—as long as the solution is within
their developmental range.
As a facilitator, my role is vital to the success of our discussions. I must be actively involved in the scaffolding of vocabulary, paraphrasing and flow of the conversation. I can bridge vocabulary for students that might not have it just yet. Their peers also help in building their vocabulary as they listen to one another.
This is confusing, because students can be “taught” stage-inappropriate information, for example, and it can be memorized and retained for the short-term, and perhaps recalled with prompting. But what Housen’s studies have shown is that teaching anything but what the students are on the verge of learning or what is within their “zone of proximal development” will not become operational to the student.
I am so guilty of this, showing kids works of art and giving them some facts to spew back. This article made me aware of my teaching.
Teaching Meaning in Art Making
In the elementary art room, it is fast paced and one project quickly moves onto another. I see students approximately 36 contact hours throughout the school year. We have aligned all buildings to using a portfolio to assess work and it goes home at the end of the year. Combining the limited amount of time I see students and the pressure to fill portfolios with quality work, reflection is not often done with my students. I recognize that it is an important process and will enrich future work. Portfolios along with the number of students I see in a week equals limited feedback for my students. I do have students reflect on their work at the end of the year but recognize this is not enough.
Elementary art exposes young artists to various art materials but another aspect to introduction is to have students understand when and why they might use certain media.
I have been intrigued by TAB and Choice Based Art for my classroom. I struggle with the projects I "make" my students create and allowing them the creative license and trust to come up with their own ideas. A colleague who is having huge success with a Choice art room, attributes that success to the planning process. Students fill out a form that shows their plan, materials and ideas.
Thursday, March 7, 2013
Blog Post #2
I thought the article, Eye of the Beholder was enlightening for the background to VTS and how each step is carefully researched and sequenced to develop each student's aesthetic experience. I wish I had read this article sooner. It also gives support to the simple line of questioning and how the process is part of the development. I have tried to explain VTS to colleagues, 3 basic questions while looking at an art image, it seemed over simplified and didn't get to the richness or do justice to the learning and development that was happening in my art room. I believe this article/research makes it easier to explain or at least certifies what I am doing (not that I needed it) is powerful.
How does one create, or support, first-hand experience and discovery?
We begin by setting up an environment of group discovery. This means
providing both a stimulus (an art object or reproduction of one), a way to focus
attention (namely, carefully crafted questions) and a process (of dialogue) that
keeps attention focused in a desired way and allows a course of puzzling and
construction to unfold. In this way the learner gets a lot of “time on task,” plenty
of opportunity to try to build meaning one way and then another. He also gets
exposure to the thinking of peers, which can accelerate shifts in his own
thinking.
Chapter 4. Once a big idea is selected, it is up to me to thoughtfully work through the image and be prepared for the ideas of my viewers. I must understand the "link" between my images and the big idea. Just because a person is showing emotion in an art image, it might not be the right image to convey or get my students to think about Empathy. Students may go beyond or not even reach the intention of the image which I selected to get to the big idea.
My big idea is Empathy. This has been a goal for our students over the past couple years and works within our 5 character traits: safety, kindness, cooperation, respect and responsibility. I will be working with kindergarten students so I need to prepare and connect Empathy for the students with the work of our "Meramec 5" and the work we will view in VTS.
On a more basic level, I want students to identify qualities of empathy.
*Put themselves in some one else's shoes.
*look for facial expressions
*look to see how someone might be feeling.
*identify various emotions.
*look at clues in the image to determine what might be happening/happened to a person.
I feel the big idea goes beyond it's "obvious aspects" I also see flexibility in students identifying various scenarios where the subject is showing emotion.
I have started to collect images and continue to search specifically for artwork that my African-American students will connect with and hopefully encourage them to contribute to our discussion. I am think of two students in particular. I am collecting images here:
http://pinterest.com/eliwill/vts-love-empathy/
I welcome suggestions of specific artists or works that might apply to the big idea of Empathy.
Monday, March 4, 2013
Blog Post 1
Introduction
I am Beth Williams and I teach K-5 art in Clayton, MO. This is my 13th year teaching! (wow, it still amazes me.) I have taught every grade and have loved them all...even middle school. Elementary students have a special place in my heart and I can say I absolutely love what I do! I graduated from SIUE with both my Bachelors and Masters and now I am working on my Masters + 30.
My colleague and good friend Diana introduced me to VTS. I had shown students art prints before, so I could VTS, right!. How hard could it be? I did this for 3 years with my kindergarten students. Our schedule is set up where kindergarten students have art for an hour and an additional half hour each week. Diana showed me what she had learned in training and along with a few segments I had watched on the VTS website, I fumbled through for the past couple years. I used the questioning and seemed to do an adequate job. This past fall, I took VTS I and learned how to correctly facilitate a VTS session and the subtleties that can only be learned through practice, research and study. Because of the work I put in during VTS I, I enjoy VTS so much more and I believe my students have come a long way
I am going to continue my work with a group of kindergarten students I worked with in VTS I. It's a great group of students and with the addition of a little guy W., there is a new energy to the class. He has an aid that tries to reign him in.
As I started to think about Big Ideas, I was lead back to the "big ideas" we are focusing on in our building. Two areas that I would like to drive my image selection is Empathy and the work we are doing to close the achievement gap. These are big topics for 5 and 6 year olds but I feel it's possible.
I hope to select images that include African American figures and locations that students who live within the city can identify and make connections. I hope to also search for images that include empathy or ways to tie in our character education work. From the reading and based on the age group of my students, I know that this is a big topic but love and relationships such as family might show up in my images.
I have gotten away from themes in my teaching and not for a particular reason. I used to guide my teaching for the year within a theme. I even developed a spiraling curriculum that was theme-based. At this point, my curriculum does not feel connected and the idea of a theme or a big idea to drive student work is intriguing. I liked the quote early in the reading that states: "becoming personally connected to a big idea is highly important for art making; otherwise, art making can become merely an exercise in problem solving. So often we use "problem solving" as a way to justify our subject area. The big ideas help to bring connections outside the art room and help to facilitate transfer. I hope to see this as I introduce images that make connections for students outside the art room.
I am Beth Williams and I teach K-5 art in Clayton, MO. This is my 13th year teaching! (wow, it still amazes me.) I have taught every grade and have loved them all...even middle school. Elementary students have a special place in my heart and I can say I absolutely love what I do! I graduated from SIUE with both my Bachelors and Masters and now I am working on my Masters + 30.
My colleague and good friend Diana introduced me to VTS. I had shown students art prints before, so I could VTS, right!. How hard could it be? I did this for 3 years with my kindergarten students. Our schedule is set up where kindergarten students have art for an hour and an additional half hour each week. Diana showed me what she had learned in training and along with a few segments I had watched on the VTS website, I fumbled through for the past couple years. I used the questioning and seemed to do an adequate job. This past fall, I took VTS I and learned how to correctly facilitate a VTS session and the subtleties that can only be learned through practice, research and study. Because of the work I put in during VTS I, I enjoy VTS so much more and I believe my students have come a long way
I am going to continue my work with a group of kindergarten students I worked with in VTS I. It's a great group of students and with the addition of a little guy W., there is a new energy to the class. He has an aid that tries to reign him in.
As I started to think about Big Ideas, I was lead back to the "big ideas" we are focusing on in our building. Two areas that I would like to drive my image selection is Empathy and the work we are doing to close the achievement gap. These are big topics for 5 and 6 year olds but I feel it's possible.
I hope to select images that include African American figures and locations that students who live within the city can identify and make connections. I hope to also search for images that include empathy or ways to tie in our character education work. From the reading and based on the age group of my students, I know that this is a big topic but love and relationships such as family might show up in my images.
I have gotten away from themes in my teaching and not for a particular reason. I used to guide my teaching for the year within a theme. I even developed a spiraling curriculum that was theme-based. At this point, my curriculum does not feel connected and the idea of a theme or a big idea to drive student work is intriguing. I liked the quote early in the reading that states: "becoming personally connected to a big idea is highly important for art making; otherwise, art making can become merely an exercise in problem solving. So often we use "problem solving" as a way to justify our subject area. The big ideas help to bring connections outside the art room and help to facilitate transfer. I hope to see this as I introduce images that make connections for students outside the art room.
Thursday, February 21, 2013
VTS II
Officially getting started...sorry for the delay. Digging out of an over committed month that's not quite over. Thanks for your patience with me!
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