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.
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