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.
Friday, May 3, 2013
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.
Subscribe to:
Posts (Atom)