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. 

Blog Topic #11: Preparing for Teacher's Choice

Wayne Thiebaud
"Hot Dog Stand"  2004-12

In general, the images that my students have worked from this semester have been more representational in nature. They are primarily level one and two viewers.  I want to gently challenge the students, and chose this image because of its abstracted yet recognizable qualities. I also chose this image because I love Thiebaud's paintings!  Even though he primarily works from his imagination, Theibaud still gives us enough information so that we know what we are looking at.  There is also a levity about his work that I feel will be inviting to my young viewers.  It may be difficult for the students to place where this image actually is, and I'm thinking that there will be some disagreement about the horizon line.  That being said, my budding stage two viewers should be able to pick up on this being a beach scene based on their own experiences.  This rich image should give them a lot to "chew" on.

Blog Topic 10: Assessing, Reflecting, & Planning

Students looked at an image from the book “Flotsum,” by David Wiesner.  Their engagement seemed very high to me, and most hands wear raised enthusiastically throughout the discussion.  Students found all kinds of interesting things in the rich illustration.  One of my favorite responses was the student who offered that the details in the foreground were similar to the turtle’s back in the middle ground; therefore, it must be a turtle in the foreground as well.  This response in particular shows evidence of Level II thinking.  I feel like the students learned to respect different viewpoints, by disagreeing respectfully with each other over the alien-sea creatures.

The VTS discussion felt very comfortable to me.  I feel like I was able to use my knowledge of this process to date with more certainty than in prior weeks.  I was surprised at seeing myself in the video paraphrase more confidently than I have in the past.  I am happy to see this growth in myself, and I would like to continue to build off of this momentum.  I see myself wanting to continue to get better at linking the discussion, so that it moves along more fluidly and organically.  I think the phrase “What more can we find?” becomes more powerful when the facilitator has a good grasp of what has been said, and expresses that understanding in subtle yet effective ways.  I feel like I will become more adept at this with continued practice.

Blog Topic #9: Teacher's Choice Proposal

I am working with nineteen 2^nd/3^rd grade art students, at an alternative school within the Columbia school district.  The class can be categorized as a group of high achievers, with some minor behavioral problems.  I have chosen a group of images that are accessible, captivating, show realism, along with elements of narrative:  

George Caleb Bingham
"Raftsmen Playing Cards"  1847
Oil on Canvas

Norman Rockwell
"Portrait of Norman Rockwell painting the Soda Jerk " 1953
Oil on Canvas

Wayne Thiebaud
"Hot Dog Stand"  2004-12
 Oil on Canvas

Ansel Adams"Female internees practicing calisthenics at Manzanar internment camp"  1943
photograph

Blog Topic #8: VTS to Date

• What do you think you are doing well?
• How have you grown since your first VTS experience w/ professional peers?
• Have there been any surprises for you so far?
• What do you still want to work on?

I think that I am doing well at listening to the students’ responses, and I sincerely try to understand what they are saying.  By not having a preconceived idea about what I think their comments should be, I am better able to hear what the students are actually saying.  My hope is that by attentively listening to them, the students will slow-down enough to be more present to the investigative dialogue that unfolds while VTS-ing.

I feel like I have grown so much in my confidence with using VTS, and the overall experience has been an engaging process for me.   In retrospect, my initial frustrations were normal.  I am reminded of how important it is to be patient while learning new things.  By doing VTS each week, I have learned so much from letting go of my need to do it perfectly.  I have learned to trust myself more, with encouragement from my teacher & peers, and from the structural base of VTS itself.

My biggest surprise with doing VTS is that I have been able to draw from my life experience, especially in regards to the idea of mindfulness.  Doing VTS with both children and adults has made me more aware of its importance.  Trying to incorporate mindfulness has allowed me to practice being in the present moment.  This is where the beauty of VTS’ simple yet profound nature unfolds for me.

I would like to become more confident in paraphrasing the students’ responses.  The text and VTS website state its importance in helping students to build vocabulary, and refine their thinking.  I also want to work on getting better at linking the students’ comments together, by constructing a scaffolding of ideas. This models for them how to construct meaning from their visual thinking.  I think that being more adept at both of these skills will help to foster the students’ growth in a more impactful way.

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.