Blog #7: Why not tell?

Blog #7:  Why not tell?

The following quote from part 2 of the VTS July 19^th newsletter really resonates with me:  “We’re not seeking mistakes of course; we simply know that it’s natural to make them, and we wait to correct until such information won’t undermine self-confidence and joy in discovery.”  I feel that it is important to give our students the opportunity to learn in a way that is akin to serious play (a language they are already familiar.)  VTS builds on this idea by nurturing the students’ explorations in both direct and subtle ways.  I think that both the students and facilitator are playing a huge role in fostering this growth.

Another quote from the same article states, “We live with ‘mistakes’ because we know that any learning involves hurdles and miss-steps, most effectively overcome when one teaches one's self to handle them.”  VTS provides a safe container that allows for students to take healthy risks, by providing them the opportunity to share their own ideas within the group.  I feel that with practice the students naturally “pick-up” information from each other and the facilitator, and gain confidence and insight from this exchange.     

Both articles are rich with examples of how to defend VTS’ allowance of subjectivity in its early viewing stages. “…We feel that capacities to observe, think about what one sees, reflect on meanings, and consider various interpretations are basic to art viewing and the prerequisites for later learning. When these behaviors become habitual, then other operations quite naturally become interesting and accessible.”  I feel that being able to dialogue about an image helps the students discover that art inherently holds meaning.  By internalizing the VTS process, the students begin to build a relationship with art on their own terms. I realize that this may not be a sufficient answer for an administrator who does not see the value in art to begin with, but I feel that it could be the beginning of a conversation on VTS’ intrinsic nature in developing the whole student, whether the right answer is given or not.