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.