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.