Based on
Abigail Housen’s Stages of Aesthetic
Development, I see my 2nd & 3rd grade students as
being primarily Stage I viewers. I feel
that this is probable, because most of the students’ response were about their
observations in the painting as a list of items that where in relationship to
each other. Also, Housen refers to Stage
I as Accountive, which is characterized by listmakers
and storytellers.
I noticed
the different kinds of thinking that Yenawine describes in detail throughout
chapter four’s text: Supported Observations, Inferences, Speculation, and Elaboration. I was expecting their answers to be simpler,
but that was not the case. I was pleasantly
surprised at how many of the students gave detailed observations of what they found
in the painting, or backed up their interpretations with visual evidence.
I really
enjoyed reading through the students’ answers and had fun categorizing them for
the scoring rubric. I understand how
using this information will benefit me in seeing their growth. I am also excited to see how their social
dynamics are affected by implementing VTS.
Yenawine states how it allows for the “thinking of classmates to assist
the thinking of others…providing a rung on which another can climb”(p.82.) I look forward to seeing the children again,
and facilitating VTS with them!
I performed the pre-VTS assessments with a group of my 7th grade Language Arts students. They were also Stage 1 viewers...definitely list makers, none were storytellers in this instance. It is interesting to me that 2nd graders responses are categorized in the same stage as much older students, but it does make sense that this is the first experience they've had with VTS. I'll be interested in seeing if our students respond similarly when they complete the post-VTS assessment.
ReplyDeleteOf course, I can't wait to see their writing samples! Almost all of these kiddos VTSed with me almost weekly last year, so I'm proud as punch that some are offering evidence in their writing. Knowing them as i do, I can't wait to see which ones were really delving into the work. I always love it when the deepest thinkers are the ones who aren't as accomplished as art makers. VTS gives them a way to feel successful in art class; hopefully they also see that some of the more proficient art makers don't think as deeply or critically as they. I believe that every child needs to feel brilliant at something. VTS allows many to shine and recognize their own light. I do love to read the writing of 2nd & 3rd graders. Creative spelling often gives me the chuckle I need to lighten up a tough day.
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