Week 11 VTSII R&R and Blog

Week 11, 

Read and reflect

& Blog

Had a lot of thoughts beyond just my own unit...... So bear with me.

The first page of the Arnhiem article intrigued me to no end.  Arnhiems assertions regarding balance are fascinating....  And I immediately wondered how our knowledge of gravity and our human orientation of up and down/vertical, biologically influences our perception of visual balance with out visual having as much to do with it....  Does our physical orientation to the planet  influence our perception? I suspect YES

It was also interesting to me the way subjects are so separate.  For example, all the study of whether or not the arts improves literacy.  The studies suggest that it is not the arts that improve it but the additional time.   I would argue though, if students were taught to read art through at VTS lens, which could then extend into broader topics and areas of learning, that the arts could very much enhance all student leaning and success, not just the nebulous test score.

It was stated that the weakness in the studies was that researchers failed to document the kinds of thinking skills learned in the art classes....  How can it be research then?

OMG, what if we got a group of non art educators, and VTS’d a photograph of an art room full of working students, and asked them, what do you see in this picture????  ARGHH!!!  Would love to be a fly on that wall, I wonder what would bubble up to the surface? The things Arnheim states(Visual Thinking, 1969)” The arts are neglected because they are based on perception, and perception is disdained because it is not assumed to involve thought” (pg 3)...  Imagine the process that might unfold, and the potential shift in the perception of the arts, that might occur through this process......

Arnhiems contention that visual literacy can not be developed well if its only taught in an art studio, I agree with.  It would be like asking students to speak one language in one class and another in math and so one. Or like only using one sense in each class... We will see in art, smell in science, hear in history etc... Nothing connects, nothing serves the greater whole.... Visual literacy is not just about “seeing” as the habits of mind illustrate. It is about being, interacting, responding to etc...

OK, so thoughts, on how the habits of mind in regards to my anticipated a studio activities will impact my unit:

Each habit is beautifully described and I would agree fundamentally important.  Each habit is also related to the others.  They connect, like puzzle pieces, there for it is important that opportunities to employ them be woven into all my units/experiences.

In using the VTS process, students will enhance all these skills right from the beginning.  I went to try and list them but they all fit one way or another into VTS.  Exactly how they will happen, (beyond VTS) will be decided as dialogue emerges between the students and myself. 

In regards to Soep’s article, I believe critique happens internally (automatically)  with artists that practice good habits of mind. I also believe that good critique is dialogical in nature.  With in all of that, critique happens in evolving stages of complexity, if we were to compare it with the stages in week 10’s reading, knowing is one level, understanding takes it deeper and knowing how evolves it even further. It allows for varying levels of critique.

“There is little room for critique by students in settings where adults are solely responsible for teaching, where the goal of any given assignment is to find the correct answer, where apparently chaotic moments of the student interaction signal cause for alarm, or where young people get in trouble for passing judgement on peers work”  (page 40) This is the antithesis of VTS.  VTS naturally supports critique. I routinely have peers critique peers work, both in the art room and my literature classes.  Of course, it requires that element of letting go as the teacher....

Because learning is a “process” critique can easily be woven into that process, not as something separate, but just as another interaction or dialogue, especially in when considering the habits of mind.  It all becomes a huge web, where all things are related and one thing affects another in the learning/creating process.

What if the school were a community..... And therefore a community based learning environment???.... A place, like Soep states, pushes them  “to the edge of their own capacities”  

By the time we get into my unit enough to use VTS as a vehicle for critique, I feel fairly confident that my students will be able to share feedback with one another and offer insight and suggestion.

Read and Reflect #10

Read and Reflect # 10

            When a student does not feel he has adequate knowledge or ability to express a “felt” or intuited” idea, frustration or with draw occurs.  It is not due to a lack of intelligence, but a lack of comfortable skills to express these “Higher order mental skills.”

            VTS is an excellent example of equipping a student with a tool to tackle higher order mental skills.  VTS helps support the development of independent thinking  by validating ideas of each student, there fore a student might be less intimidated to offer suggestions or observations.

            In reading the behavioral patterns which point to deficits of higher-order mental functions, almost all of them could be turned around through the lense of vts.  Again, I return to it as a seed for so many additional benefits to the classroom…

            A phrase that also stuck out for me “Teaching for Thinking” ISNT THAT WHAT WERE SUPPOSED TO BE DOING?????

            The thinking operations offered by Rath are fabulous.  They seem obvious but as we all know, we get into routines and such and like Wasserman stated, sometimes we think were doing things were not really doing…

             So, in looking at them, I selected the ones I felt had the most connection to VTS based on my own observations of my students experiences and my own.

 Comparing; One way Comparing I believe happens in VTS when listening happens, students listen and consider and compare with their ideas and thinking and respond.

Interpreting: This happens in looking at artwork no matter what, it’s the level and depth of interpretation that VTS serves so beautifully.

Observing: Again, a given, but through VTS students are invited to observe not only beyond their first impression but also through the eyes and experiences of others.

Summarizing: This happens as a result of interpretation and observing when looking at art.  Students have to extract meaning and summarize something big into the small world of words. (Disclaimer… words are not small… its that “A picture is worth a thousand words” thing….)

Classifying…  less clear on this, I suppose it happens on subtle levels when students classify experiences through linking to create meaning, but I do not believe they are aware of it and as a facilitator, it would be a lot to keep an awareness of….

Suggesting Hypotheses: I think this is happing because: Students suggest things all the time, they see a frown and make suggestions (often based on some personal experience) then VTS asks them to back up that hypotheses by explaining what they see that makes them say that.

Imagining and creating: This should be all teaching/learning. 

Criticizing and evaluating: Again, I believe VTS serves this operation, especially once a student has some experience under his belt.   The beauty in VTS is that it allows for scaffolding for a lifetime… these skills are acquired honed and developed along the way.

Designing projects and investigations: Simply learning to investigate and be clear paves the way for such things.  I have students who often ask me if the can do one thing or another, but when I ask them why, if they cannot sit and have an intelligent dialogue with me about their motivation and interest etc, then we start there.  Designing a project is as much of the project as the project itself.  VTS made a difference for many of my students in this way because rather that asking “what do you see that makes you say this” I ask them to keep asking “why” over and over and over until they get to the meat of the idea.  Why is it important?  What have you experienced that makes you say that? Etc Its rather a bit like or big idea unit.

Identifying assumptions; VTS is so GREAT for this.  When students learn there are a million ways to see and experience the world, they get underneath the ideas they think defines them and start to open to possibility.

Applying new principles in new situations:  I believe VTS gives students confidence to play out thoughts and ideas. The group dynamic created in VTS creates a safe environment for this.

Gathering and organizing data: As humans, are we not constantly doing this anyway? As artists, even more so, VTS gives an organized yet open structure to explore data, re-arrange it and then rearrange it again, in a safe group environment.

Coding to become aware of certain patterns of thinking…. HMMM Not entirely sure what is meant by coding.  I do believe patterns of thinking emerge in VTS and that’s where linking occurs.

HA! I love how the curriculum model mirrors so much of VTS.  It does make me wonder a little that if humans just by how we’re wired, really require this somewhat linear model of stages. It’s like human development.  It seems to emerge in varying forms in most places (until you dive deep into physics and origins of the universe and such)… everything is an evolution of thought and energy and expression. Where education seems to exceed the norm is when judgment is not restricting experience or capabilities of the student.   KNOWING-UNDERSTANDING-KNOWING HOW, is beautifully open to learners at all levels, allowing for possibility to unfold depending on the readiness of the learner.  Further more, this structure works very well in a multiage classroom.  Any classroom will already have learners at different stages, but when you have a multiage, then a dynamic develops between students which accelerates the first stages for the younger’s (due to help, guidance, inspiration of olders) and in that guidance from olders, comes a mastery of the “knowing how

Video #1 Image assessment (Blog#3)

LTC 8900 VTS II

Image Assessment Video #1 

3/20/12

This is the first day of class for my "Big Idea unit, which is Personaly mythology. The Class is an altered books class.  It has 18 students, 6 (I think) are returning VTS studetns, for the rest, VTS is anew experience.

We spent about 23 minutes on this image.  It was slow getting started with my expereinced VTS kids taking the lead.  Things rolled along smoothly after a few minutes.

Did this image meet the accessibility Criteria?

Although the image is unusual in some ways, yes, I believe it met the accessibility criteria.  All the images were recognizable and powerful. The students all had adequate knowledge to draw upon when responding to the image.  Common themes developed with variations based on personal experience and perspectives.  

Did this image satisfy the captivation criteria?

The image most definitely captivated the class.  The VTS went 23 minutes with hands still in the air when I elected to end the conversation.  The image was ambiguous in that various meanings could be derived with a common theme.  I chose this image deliberately because I was hoping they would come to a place in the dialogue where they would notice common themes yet make various interpretations.  Clarity of the “big idea” while room for interpretation will be important later in the unit as they make choices for their own image making.

Did this image satisfy the Expressive Content criteria.

I think so.  While it was less narrative than others I will use in the future, since it was the first class with a new group and the group was large I believe it was an excellent starter image.

Does the image suggest one more possible narratives?

Absolutely.

The the image address diversity?

Hmmmm.  Subtly in the interpretation.  But it was unanimous that the image represented good and evil in some manner... the sub stories was where the diversity entered the dialogue.  Thats where the personal experience entered. A less familiar time and place?  I think so but would have to think more on how.

I believe it was a good image to begin with as it helped accomplish what I had hoped, generated ways to look at work, made them think about what was really being said. It will help them talk about more complicated works later and also give them a jumping off point for more ambiguous works.

Blog #9 VTS II

Authentic Disscussions

Blog #9 VTS II

OK.  I really loved this article by Hadjioannoa.  I immediately identified with Miss  Enthis and I believe she and I may have been separated at birth since what is written so closely mirrors my own experiences, philosophies and methods.  Seriously.

            As I read through the paper, I said to my self, well DUH!  Many times.  I have  difficult time imagining teachers not teaching in this manner.  Miss Enthis;s class room is very much like my school, and many of the  key components listed here are present in my school.  

For example,  on page 373 it is stated,”trust is a fundamental component of human relationships in school and proposes that trust worthy teaching-learning relationships hinge on (1) the teachers capacity to be connected to the student

teachers genuine interest in nurturing students’ own ideas, (3) collaborative study on the part of the teacher and student, and (4) an environment in which trust can prevail.  

            

         These points seem so obvious, yet it seems they are difficult to achieve.  Why?

         The paper goes on to break down various  ingredients which foster this kind of learning environment where dialogical relationship and learning occur.  These include the lack of attention to standardized testing,  teacher autonomy, humor, beliefs held by both teachers and students and so on.  I loved the statement on page 384 “Ms. Enthis made a point of treating her students as human beings rather than simply as studetns she needed to teach” .  OF COURSE!  Again, it goes back to what I have said from the start in my verbose entires, its about relationship.  We all bring something to the table for the feast.  Its good to try it all!

         I do believe one aspect that was not addressed is the aspect of time.  FOr an educator working towards this way of teaching, time is required to build relationship and it is through relationship, which houses all the other things mentioned, that dialogical learning can take place.  A classroom teacher who spends the bulk of their days with the same group has the time to do this.  At my school we have multiage and get to now them for three years.  It makes the difference.


        I was stunned to read the section on classroom management.  The idea we are walking about policing for that moment when chaos is going to erupt is absurd to me.  (Although one might argue middle school is controlled chaos...)  Again, my classrooms are very similar to Ms Enthis's.  I don't know if VTS actually helps or not, in some ways because I am a bit of a spazmatron, VTS is more controlled than usual and the kids have to be more mindful in their exuberance....


        I believe because I already have this kind of working dynamic worth my students, VTS comes more easily.  It gives them a structured way to interact, although discussions occur freely most the time anyway.   I do believe that VTS is an excellent tool as a building block for dialogical discussions.  Once the safe place and expectations are set, I do believe it will naturally carry over into the classroom and other discussion.  Its assimilating a new language in a way.

So  yes yes is all I can say.  It can be and should be this way. 

Blog #8 VTS II

Week 8 VTS II

      As I read more and more articles about interpretation and dialogue and methods for talking about art, it seems to me, that as artists and guides (AKA teachers) we need to ask ourselves each time, What are we trying to  accomplish

 as we look at this art work with kids?

     VTS , to me, seems like a solid foundation for looking at art regardless of the intention.  If students are fluent see’ers, they then have valuable tools for looking at and making various interpretations regardless of the intention behind it.

If students are also excellent listeners and learn how to listen for connections and  link ideas as they discuss, then again it gives them a valuable tool to use regardless of the intention behind the interpretation.

      Barrets article feels like some of the root ideas for VTS.  VTS is a purified, bare bones version of the intentions behind Barrets’ methods.

       I like VTS because in its purest ways,, it takes into account, or makes room for the myriad of responses, historical, personal, contextual, relational, theoretical, etc  There is room for it all.  Thus far, all other methods were slanted towards a given outcome.  An intention.

When there is intention, there is guiding or right or wrong answers., even if they are subtle.

            I enjoyed Barrets’ article because it does take into consideration all the factors for solid discussion, The environment, the appropriate work, communal discussion with room for multiple points of view and a way to end the discussion.

       

Read and Reflect Week 7 VTS II

Week 7 Read and Reflect VTS II

About Interpretation....

Although I made a million notes as I read this article, Ive decided to focus on three sentences in the reading.

“ An Interpretation that is wholly individual and personal runs the risk of being overly idiosyncratic or too personal.  An interpretation that is too personal is one that does not shed any light on the object that is being interpreted”

and

“ An interpretation that is wholly communal runs the risk of irrelevance to the individual interpreter”

The author goes on to say that it is more or less the marriage of both these things which makes interpretation beneficial and informative, and although I agree, I also believe there is a place in art interpretation that makes each of these concepts individually sound as well. The marriage of the concepts of course supports the VTS process.  As with any process, the intention behind it is where the attention should rest.  What, as a teacher, do we want our students to know?  What are we trying to achieve through dialogue about an art work?  

I worry about over thinking things. (Its easy for me to do...) We can make an argument for just about anything if we believe in it strongly enough.  All perception is subjective to the individual perceiving.  Whether its an art work, a piece of music, a new food, what ever, it does not matter.  Individual perception will influence interpretation until another offers their own interpretation to broaden the perception.  SOmetimes..... something will open our eyes to something new, that might not happen IF OTHERS were already sharing their perceptions......  

Interpretation gets interesting when students learn how to open their eyes, hearts and minds, when they notice the filters they already have and are able to look beyond.  I believe VTS helps facilitate this skill.  I say this because Ive watched my own students talk about what they see and as they do that, they also are listening to their own interpretations.  I see them thinking beyond and hear the next though which builds on the first.

     OK, Im babbling....  Ill stop.