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....