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.
In reference to VTS, you said "the myriad of responses, historical, personal, contextual, relational, theoretical, etc There is room for it all." I agree that that is one of the strengths and, in my opinion, miracles of VTS; what other instructional approach allows a teacher to facilitate discussions with so many layers and entry points effortlessly and all at the same time? Pretty amazing!
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