The 2nd/3rd grade
students were very engaged in the VTS Lesson 1 discussion of “Sky and Water I
by M.C. Escher, 1938. This was evident
to me because most all of the students raised their hands, and eagerly shared
their observations during our discussion.
The young visual thinkers noticed:
the details of the fish at the
bottom of the image were more detailed than the ones above it, how the birds
and fish seemed to interlock in the center of the picture plain, and that the fish and birds where held together
in a diamond or square shape depending on how you tilted your head to look at
the image.
I believe the students where hitting on Stage
II thinking because their observations where more Constructive than Accountive
in nature. Abigail Housen describes
this in Art Viewing and Aesthetic Development, by stating that “viewers
set about building a framework for looking at art, using the most accessible
tools at hand: their perceptions, their
knowledge of the natural world, and the values of their social and moral world. Observations have a concrete, know reference
point.” (Chapter 21, Housen)
Student
seemed to be focused and I was surprised by how many of them wanted to share
their observations. I think that they
where beginning to understand the big idea of art means, because they did not question the placement of the birds
and fish in Escher’s print. Also, one of
the students responded that it was really about “one fish” in the water and
“one bird” in the sky, hinting at the artist’s intention, (also a Stage II
attribute.)
The
VTS discussion felt successful to me, even though my execution was not
perfect. I tried to coach myself on
staying calm and in the moment, trying not to worry about making mistakes. There was a few times when I couldn’t hear a
student’s comment, or understand their responses. The children new to come forward and point
out what they where trying to communicate.
I learned from the experience that by staying calm, the students stayed
engaged and were still eager to offer their interpretations. I noticed after the discussion that I had
omitted what makes you say that (?)
and also forgot to add, Can you find more
(?) not on purpose, but due to my lack of experience.
As
I move forward with VTS, I feel that it’s important for me to build off of what
I’m doing well, and not be overly critical of myself. I truly want to understand what the students
are offering in their comments. I feel
that continuing to stay in the present moment with them will allow me to grow and become more adept at using the questions. The more practice I have
at doing VTS, the more I will learn from the process itself.
Peer Coaching #1
ReplyDeleteMike, I just think that is so amazing that the students were engaged and ready to learn. The way they found a connection between the bird and the fish to the big idea behind the meaning of the artwork. You said that your students where hitting on VTS stage II. I like where you said that they had knowledge of construction and were showing that through their feedback.
What a great job on getting your students to stage II. I think that your language is one of the most helpful paths for your student in understanding these artworks. Keep up the discussions and these students will keep moving forward. Mike, as you do move forward with VTS, your students are going to get better and better. Please do not be over critical of yourself, you are learning as well as they are. I see you growing over the next three months and going to a place you just don’t know right now.
Keep focused on the big picture and you will be helping your students to grow in the visual arts that will be something so personal to you and to each of your students.
Mike, do you know what you would like to do for your students on your next VTS lesson? What are some of the lessons that you are taking from your students that can be applied in your artwork? Are you encouraging the students to seek out more information about the image after the VST lesson is over? Remember to find growth in yourself along side your students.
You led a great discussion with these kiddos and I, too, was impressed with their comments. I noticed one thing you were saying repeatedly before each students responded; you said, "I hear you saying. . .' which indicated explicitly to them that you were, as you say, "in the moment" and paying close attention to what they were saying. Don't be afraid to ask them to speak up. That dang blower in the RWE art room combined with the computer hub makes it so hard to hear the soft-spoken ones! I do think they appreciate it, though, when you show that you really want to hear them; very validating and supportive. I talk about how self-reflective VTS facilitating is and you seem to have picked up on missed ops to use the second question. I agree with Shirley, though. Don't be overcritical of yourself. The questions will be come second nature and that will free up brain space for you to focus on really listening even closer! The videotape will offer you all sorts of insight as well, so look at that upcoming assignment as your "friend!" Great first VTS! Keep up the good work!
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