Summative Reflection Project

The Golden Road
Acrylic on Canvas
24x36"

I originally started out with the concept of painting a pumpkin in a representational way.  The pumpkin itself might symbolize the container that we create by laying down the guidelines for VTS students, and also the bounty of ideas that are present within the discussion itself.  After visiting the Daum Contemporary Museum of Art in Sedalia a few weekends ago, I became very inspired by what I saw, and decided to change my approach to painting the pumpkin representationally.  I am an abstract painter, and although this style may seem like a logical approach for me to take, I was hesitant towards summing up my experience in VTS-I in this regard. 

I am usually cautious to share this way of painting because of my perception of its lack of welcome in most contemporary painting circles.  Although I have been met with some resistance as to how I paint, I also know that some people really enjoy my work.  VTS has encouraged me to see that there is no one correct approach in regards to a piece of art.  In fact there are often times multiple viewpoints, some contradictory, but all subjective to the viewer.

I feel that, “what more can we find in this picture,” has been a metaphor for me that I have enjoyed “chewing” on this throughout semester.  I was not expecting to be effected as an artist by facilitating and learning about VTS, but I have.  This simple question has allowed me to see my way of painting “a-fresh”.  What more can we find has become my mantra as I paint layer upon layer.  What I feel like I am trying to say is that I am more comfortable with myself as an artist because of working with VTS.  Within the discussion, everyone is welcome and accepted.  I feel more confident as an artist because of this!  This is really exciting to me.  Art making is what has always fueled my art teaching.  Through VTS, teaching art is giving back to my artist self.  Yet another reason why I will keep practicing VTS!

Blog Topic #16: COMPLETE PRE- & POST-VTS ANALYSIS

In both instances Quick Calc found my data to be not statistically significant.  I chose to focus on the students interpretations with evidence for my second t test.  I am a bit disappointed, but I realize that we have only worked together for a few weeks.  Also I feel that all of the subtle signs of growth that are apparent when doing VTS can not be calculated in this way. So in the end I am not dissuaded by the results, and I do feel that VTS makes a difference.  I think this for many reasons, but one of my favorites is watching all of the children's hands go up when asked, "what is going on in this picture?"

Pre/Post Writing Samples & Rubric

Pre/Post VTS Word Count

Interpretations with Evidence

BLOG TOPIC #15: Preliminary VTS Findings

Because of the rotating nature of my focus class, it was hard to follow individual students.  What I did notice from the pre/post VTS writings was that more students seemed to be backing up what they were saying in comparison to the beginning of the semester.  I know that Mary continues to VTS with these students when class fell outside of my rotation, but I am still very impressed with their overall growth.  Offering evidence for their observations is a great skill that will serve them well in and outside of the classroom.  A number of students fell in their overall word count.  I feel this may have been due to the closeness/sameness in nature of the original assignment.  Sometimes student do not like to do the same assignment over again, especially if it’s not for a grade.  Nonetheless, based on their writing, they seemed to take it seriously.

It turns out that VTS has not only affected my focus class, but also myself holistically.  I speak, write, and listen differently all from facilitating and studying it this semester.  Through it’s simple yet profound questions, the process has gently presented me with more possibilities to wonder and explore more deeply.  The structure of VTS creates a container that is safe and inviting for everyone to slow down and “break-open” art together.  I really enjoy this communal aspect of it.  For me, this is where the true magic of VTS unfolds, and deep learning with our peers happens.  I am incredibly impressed by VTS, and I will continue to use this method with my students in the future.

BLOG TOPIC #14: Portrait of Possibility – Revisited

During week five I introduced a student with whom I thought VTS might benefit.  He is a boy that I named Charlie, who exhibited signs of Asperger’s Syndrome.  Based on my understanding of this condition, I thought that he might profit from the structure of VTS.  Even though the images that we use for discussion change each session, I felt that the “sameness” of the process itself would provide stability for Charlie.  Because of the rotating schedule of my VTS students, I only had the opportunity to work with him approximately two more times.

Although I did not see a major shift exhibited in Charlie’s behavior, I feel our VTS discussions had a positive effect on him.  Revisiting the video of our week ten session, I noticed a shift in his behavioral mood.  He did not seem to lash out with his comments in a defensive way.  Rather, he spoke out of turn three times:  once to compliment me on how the projected image looked on me as I facilitated (it was hard not to laugh during this moment,) once to be called on, and once to add to another’s comment.  Although this behavior is “inappropriate” in regards to the boundaries that we lay down in VTS, I did not feel that the overall group dynamic changed because of his comments.  

I feel that if Charlie continues to experience VTS, over time he may show more apparent signs of its positive influence on him.  There is a tender sincerity about this student that tugs at my heart.  So I must admit that I feel caring towards Charlie, which may skew my answer.   The evidence that I have provided is very subtle, yet I believe that over time these gentle shifts are the gifts that VTS bears to its participants.   Working with Charlie has given me hope in using this method with students like him in the future.  I feel that children who are ”at-risk” in the student population may find the structure of VTS soothing to their oftentimes-challenging experience.

Blog #13: VTS Through a Differentiated Lens

In what ways has VTS provided differentiation for students in my focus class?

 I feel that VTS has inherently provided a differentiated experience for my focus class this semester.  The group nature of VTS provides a way that differentiates by encouraging everyone to participate within the community of learners.  As their facilitator, I have gotten to meet the students where they are at academically.  By listening, paraphrasing, and linking their responses together, I have encouraged them to grow.  In reading Ben Johnson’s article, “Active Learning is Key to Differentiated Instruction,” through a VTS-lens, I have found a relationship between his writing on intrinsic differentiation and VTS.  By encouraging students to wonder at their own cognitive level, I think that VTS sustains differentiation at a core level. 

What have I observed in my VTS teaching that makes me say that?

It is hard for me to speak of individual student progress because of the rotating nature of my focus classes, so I will speak from my overall experience. Over time I noticed that students picked up on linking each other’s comments for me, and where backing up what they had to say  “left & right.”  They were learning from each other, the structure of VTS, and my facilitation.  All of these are examples of differentiated learning occurring quite naturally within our discussions.  Based on my experience of VTSing this semester, I feel that differentiation is inherently part of VTS’ overall nature.

Blog Topic #12: Assessing, Reflecting, Planning

Wayne Theibaud
"Hot Dog Stand"

I believe that the image I chose for teacher’s choice was just right.  The students seemed very enthusiastic and wanted to share their comments throughout the discussion.  In Yenawine’s article on image selection for the beginning viewer, he speaks about what one should consider in choosing artwork. Bearing this in mind, I chose the image for the following reasons: accessibility, expressive content, narrative, realism, painting, genre, and key artists.  It’s an inviting and accessible image, where the students noticed the signage, a food stand, a beach or desert environment, and an ocean in the background, to name a few. 

I feel like the students where hitting on the idea of the artist’s intention by the end of the discussion.  This more complex thinking was offered after students provided visual cues as to what might be happening in the scene.  In this way, I feel like they were able to scaffold towards this deeper thinking.   This really surprised me, and I was happy that the student brought up that the image might be imaginary.  I found this fascinating because Theibaud works primarily from his imagination!    I would definitely use this image again in a similar class of students, because their seemed to be “room” in the image for them to wonder about.  Theibaud does an excellent job of creating an atmosphere with recognizable details that are not overbearing. I think that the painting allowed them to gather just enough information to be visually intrigued, and the classroom seemed to be buzzing at the end of the discussion with continued interest.