Blog # 13

Post VTS process of the image:



     After VTS’ing Faith Ringolds piece, I feel it was a perfect piece for my students.  The discussion took off immediately with students begging to be called on.  The image held their attention, offered enough information all of them could connect to it in some manner, and even pushed them to consider artist choices.
     I believe the challenge was just right.  There was enough mystery they could weave various stories, enough detail to introduce different thoughts ideas and interpretation, and enough good rapport between them to facilitate a lively discussion (just wait Mary... These guys are getting really comfortable)
     They pretty much noticed everything, although they mentioned many times, the central figure, discussing her potential age and her circumstance.  There was also a lot of discussion at to the area off in the distance with many interpretations, from a silhouette of a town, to a shadow from the trees to mountains, rocks and so on.
      What intrigued them was the ethnicity of the central woman, and the ring in her hand.  To be honest, a lot intrigued them, but they often came back to the woman.
What surprised me most was my group dynamic... They have all gotten so comfortable with this process and each other there was more silliness than usual (maybe the day before break too). The listening aspect got a little silly... Although they were very respectful (overall) when I would re direct them.
         I use this image again.  It is approachable and intriguing enough I had to stop the discussion after 35 minutes. :)

Lesson 6 Week 13

Teachers Choice:

Faith Ringgold, Picnic on the Grass... Alone, 1997

http://www.artincontext.org/image/image_main.aspx?id=4427

http://www.artincontext.org/image/image_main.aspx?id=4427

Why did you select this work of art?

Aside from it fitting the criteria for image selection, Timelessness, clear setting, colorful, familiar emotions, narrative, etc... I selected this image because it echos the criteria we are using in a current portrait project and I am hoping that it will inspire them t continuing developing their own work.

Why do you believe it is appropriate for your students, considering their age, stage, interests and abilities?

My students love the VTS process.   They are starting to see how looking at work can enrich how they think about what they see, and some of them see how it can enrich their own work. Although I have a class where there is most definitely varying abilities, this piece is simple enough they can all connect, but complex enough that the students hopefully will respond in multiple ways. 

In what way do you believe it will challenge your students?

Because the narrative aspects of this piece are subtle, the students will have to look deeply for meanings. Again, I am hoping to challenge their own ideas about their own work and how to communicate their own ideas.

Blog #10

Blog #10

Assessing  Engagement Learning:

·      Describe student willingness to participate in the discussion.  Has this changed over time?  If so, how?

As of this most recent VTS, all students actively participated on their own with out my prompting.

·      What did students notice about the featured artwork?

Students noticed the blank walls, the position of the man, his open eyes, the expression (or lack there of) the quilt, the hint of a watch or maybe blanket, the clothing, the condition of his body (looks like he is strong based on muscles) The color of his hair “He is probably older because his hair is white and it looks like he has a receding hairline”

·      Did students list or interpret their observations? Are they offering evidence to support their interpretations without prompting?

Almost all the students offered evidence to support their interpretations.  As the conversation evolved, some of the interpretations went off on tangents in which the interpretation was based loosely on only one thing and that inspired an entire story which had no other evidence.  We talked how anything is possible but then I would bring it back to what we did see.

·      Describe student interactions during the discussion.  Are they linking their responses to those of others?  Are they disagreeing respectfully?  If so, how do liking & respectful disagreement impact the discussion?  The group?

The students continue to link automatically, although I try to make it a point to reinforce this.  I had one student in particular who “respectfully disagreed” (her words) often.  The other students listened and I believe the disagreements are good fuel.  They offer contrasting ideas and I believe my students are taking this in.

·      What did students learn from this discussion?

My students continue to learn to be deeper thinkers and to wait before coming to a conclusion.  They each noticed different things and even noticed things I did not see at first.  They are always tickled when I mention I didn’t see that before.

    I am also seeing  them learn to appreciate each other more.  They are picking up on how each of us offers certain insight because of our experience.  They are getting to understand each other better.

Reflective Practice:

·      How did the VTS discussion feel and what did you learn by facilitating this lesson with your students?

  

    I again learned a lot about their own relationship with the world.  How they tie their own experiences into the VTS process fascinates me.

   I feel really good facilitating VTS.  Its fun and the kids enjoy it too.  I have found now that they are familiar with the process, they have a tendency to offer ALOT of insight all at once.  As Mary noted in another post, I will need to limit each comment to one at a time to keep up.  It is sometimes challenging to bring them back in when an idea takes hold... they all chime in.

·      Were you able to use the questions and prescribed teacher behaviors comfortably? If you omitted or changed anything, what impact did it have on the discussion?  Why do you think that occurred?

I am using the questions and teacher behaviors comfortably.  I didn't omit anything.

·      Were you able to scaffold vocabulary through paraphrasing?  How might you reinforce this learning?

Yes, I do this on some level in most of my teaching and it seems to be naturally occurring here.  What I need to remember to do it be aware of it all the time!

·      Were there any surprises?  How will these impact your practice moving forward?

There were no major surprises this time.  They continue to grow with this process.  They are always disappointed when I end the VTS, they could talk about a painting or art work the entire class period (most of them)  Even the ones who get a little fidgety or appear disinterested, are really listening and jump right back in when I leas expect it.

Planning for the future:

·    What do you want to work on as you plan for future VTS lessons?

As I work this process, I keep thinking of the various ways I can use VTS as a process not only for looking at artwork but thinking in general.  I am currently trying to weave the process into the thinking the students must do when planning an art work.

Blog #9

       I jumped the gun and did Video two several weeks ago. So with Mary's permission I am going to share some initial thoughts on having students think in VTS terms when designing and creating their own art work.

        Through out this class, as we have VTS’d art works, Ive made sure to tie them in with projects and ideas were working with in regards to the students current projects.    My students are in the process of creating a personal narrative piece.  The piece is a reflection of a worry or concern which weighs heavily on the minds and hearts of todays teens.  As students were doing idea sketches for their topics, I noticed a pattern amongst them.  Most ideas centered on a central figure with only minimal thought to the back ground.  So we then spent half a class period VTS’ing Isabella's chair.    Students were able to generate rich interpretations without the presence of any figures. (note VTS Midterm reflections) I stressed to them the importance of the entire composition they were designing and if a painting such as Isabella's chairs could generate so much story, what would they do with their own back grounds to support the idea they are working with and reinforce the message of the central figure? 

      This really got me thinking about the VTS process and I wondered what might happen if I asked them to think in a sort of reverse VTS way about their own ideas prior to beginning the final piece.

    I typed up a reflection sheet with the same three questions (slightly modified) we ask the students when guiding them through a VTS process. 

What do I want to show is happening in this art work?

What details will I include in the artwork to really show this idea?

What other things can I as/include to strengthen this idea?  

                                                                                               

   I passed the sheets out and asked them to take some time to consider these questions.  Some of the students really sat with the questions, others, eager to begin drawing raced through them.  I am not sure if Yewanine would agree, but those who raced through the sheet I sent back to slow down.

    Of the three questions, the one they had the most trouble with was the third.  I imagine this third question asks them to think beyond their first idea.  However for the few I prompted, they did go back and sincerely consider the question.

   The process frustrated some of my students.  I believe this is a good thing because by thinking this way, they had to have more than a feeling to go on, they had to have at least a loose plan. It forced them to take ownership for deeper thinking and planning.

     When I collected the sheets, I was touched by their honesty and just going though the process of filling them out helped me see more clearly how much weighs on their minds and the scope of their ideas.  Ideas such as too much homework, being too self critical all the way to being sad about growing up and leaving childhood behind, even death were the topics they were grappling with. 

     For example, Emily's Response’s

     1.What do I want to show is happening in this picture?; Sadness at leaving something behind, growing up and letting go of childhood.

What details will I include in the artwork to really show this idea? ; Picture of family in the eyes (is looking back, at her childhood as she is carried away from it)  Tears to show her sadness.

What other things can add/include to strengthen this idea?; Symbols of growing up along the walls of the tunnel she is going down.  Maybe drawings will become more sophisticated as they go on.                                             

       I was moved by each one, and after reading their sincere words, even more present to help them express these ideas as well as they could. The answers they recorded this time are a good beginning.  I think there would also be value in extending this beyond the written answer and have them do thumbnails for each of the questions.  It becomes a more elaborate puzzle, combining many ideas to create one powerful image...  Next time I will try this... I may also have them stop mid-way and answer the questions again.  One thing I did notice after thinking though the pieces this way, several students refrained from beginning right away because their ideas would evolve and change as they thought about it more.  I cant say for certain that it is a direct result of reverse VTS’ing, however, I have not observed this as often in the past.

     So often I notice students at the middle school age, brimming with profound ideas but then frustrated at their inability to express them the way they want too.  I believe if they experience their frustration in the planning stages, have appropriate guidance and support, they will feel more successful in their expression afterwards... (this is my theory anyway).  They will come to know that frustration as nothing more than artistic growing pangs....  

Blog #8

I originally selected a different work that I feel would work well for my specific group, however, its nature was edgy and I elected to post a different piece at this time..  I selected
"Its All in a Days Work" By:  Adrienne Shymansky Jenkins

From her site:     http://www.ukrainianart.ca/narrative.html


My class consists of 12, 6-8th graders of varying abilities and stages.  All of them are very into VTS and enjoy the process.  All of them participate.


I selected this image for its rich narrative qualities.  It has layered meaning, depicts activities and moments which students can access from their own experience, leaves room for a multitude of interpretations and will especially allow the window to open further into the lives of my students. 


I also selected this image because I feel it will be an excellent catalyst for a project.  I often use Faith Ringold when doing specific narratives which combine events and text.  I believe Jenkins is also an excellent artist for students to be exposed to.


I also like this image because although it is depicting a realistic scene, the work itself is done with an emphasis on story, not realistic drawing.  My middle school students can get sometimes caught up in the worry of making things "look real", when looking real is not as important than the expression of an idea.