Now, to select pieces that will do the same for my students!
Wednesday, September 28, 2011
Can't Stop Wondering...
Now, to select pieces that will do the same for my students!
Tuesday, September 27, 2011
VTS and KIndergarten
After VTS we discussed, and then drew, games that they like to play. In a vast sea of video game portrayal, Gabe's drawing was my favorite.That's him and his dad playing checkers.
Sunday, September 25, 2011
BLOG TOPIC #7
One of the things that resonated most deeply with me from the LTC 8900 Seminar: Visual Literacy and Visual Culture* course I took last spring was the fact that ‘The Image is not the thing’. (Herb Karl) The Magritte painting is one that instructor Nicholas Kremer borrowed from author / comic artist Scott McCloud to illustrate the point – Lesi n’est pas une pipe – This is not a pipe. It IS a painting of a pipe. One could argue that the museum paintings viewed yesterday were not the thing either, but for the purposes of this course, I will assert that in this case, being actual art versus a print, they are. (Actually, I’m not thinking about this any more, it’s starting to make my head hurt, it seemed like such a great idea.) It is with this in mind that I approach the museum experience.
How do museum experiences differ from experiences with digital images and/or prints?
I thoroughly enjoyed our class VTS museum experience. In a world where we are continually bombarded with a steady stream of visual input I believe that our brains become numbed to digital images/prints. Of course we have the ability to recognize that the images/prints are representations of the actual object, however, the connection of viewing the actual piece of art permits engagement, in my opinion, on a far deeper level. When viewing the actual piece of art one can take in the scale of the piece, observe physical evidence of the artist’s hand such as brushstrokes, (or, the tablecloth texture, in the case of the Benton’s Order #11. The formal setting of the museum, to me, elevates the work as something to be considered as ‘valued’, worthy of being viewed, studied, and interpreted.
What benefits would a museum VTS experience have for your students?
Being military dependents, some of my students have had the opportunity to visit places that to date I’ve only dreamed of – the Van Gogh Museum in Amsterdam, the Louvre, the Sistine Chapel, sigh….However, one museum study indicates that the average viewing time per piece of art work is 17.0 seconds. (ttp://baywood.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,9,11;journal,21,58;linkingpublicationresults,1:300310,1) That’s not much time for interpretation or developing a connection on any level. I feel it safe to say that my student’s experiences would be no exception to the findings of this study. Additionally, our local community offers little to no opportunities for viewing art. If I am able to provide my students with a museum VTS experience I believe they could begin to understand the importance of looking closely at art, realize the importance of discussing art, and, most importantly, realize that they are capable of understanding the message that each piece of art communicates.
What obstacles would need to be overcome?
The main obstacles would be finding a museum that is close enough a.) for me to visit prior to the visit to view and select objects appropriate for my audience, and b.) that we would have adequate time to view and discuss the art.
Taking my focus group would also mean that I would be required to take the two other third grade classes as well. In order to conduct VTS sessions I would need to find a couple of other engaging museum activities that classroom teachers or volunteers could facilitate in order that I might have one class at a time. Ideas anyone?
*Shameless plug, LTC 8900 Seminar: Visual Literacy and Visual Culture, another AWESOME MU online course which I loved - relevant, engaging, and fun! The course investigates the juicy connection between visual media and the written word.
Karl, Herb. “The Image is Not the Thing.” Images in Language, Media, and Mind. Ed. Roy Fox. Urbana: National Council of Teachers of English, 1994.
McCloud. Chapter Two: “The Vocabulary of Comics.” Understanding Comics: The Invisible Art. New York: HarperPerennial, 1994.
VTS Summative Project Proposal
Two Heads are Better Than One, N'est-ce Pas?
Inspired by the Post-it Note Wars, which began in France, summer 2011, I propose a similar project with my students.
Goals – To make students aware of pop culture
To emphasize a global connection
To facilitate group discussion (VTS) of the images they encounter during this lesson
To have students create a virtual example of Post-it notes art
Rough Outline of Steps Involved:
Create a Prezi introducing Post It note wars – using photos captured from the web as well as photos taken by a friend who lives in Paris. (THANK-YOU Markus!) Discuss Pop Culture, and global connection.
Surprise students with a series of teacher created post-it images –On the large art room windows, the first week I will use the images of one eye, one mouth, and many ears. I will photograph each image. If students ask questions at this time I will ask them to consider what the images might mean, but refrain from engaging in formal discussion. For the second week I will create the images of many eyes, ears, and mouths. For the third week I will create the images of one ear, and one eye. (Images will be posted left to right)
Use the SmartBoard to share one photograph of all the Post-it images and facilitate a VTS discussion.
Students use graph paper to explore ideas for creating their own Post it inspired design. Students use computer lab and virtual stickies to execute project. Final projects will be captured via screenshot and submitted to teacher’s SharePoint. Teacher will use SmartBoard to share all images.
To carry the experience one step further I might have students to vote on the images. The design, which receives the most votes, could be created on the window of the art room.
Friday, September 23, 2011
VTS With Second Grade
Not having the official VTS materials for K-2, I selected this image for a first time VTS with second grade. The students thoroughly enjoyed the experience, with 100% participation, and much 'Awwwww-ing' when I announced that we were finished. (What a great feeling!)I received mostly inventory type responses with very little narrative. I'm wondering, is this typical of a first time second grade session, or was it due to my image selection?
Monday, September 19, 2011
VTS and GLE's
I really appreciate the way that VTS works so well with the Missouri Visual Art Grade Level Expectations. The example of Native American Art for the last VTS session sets the stage for exploring additional Native American pieces in the next couple of weeks. I'm having a difficult time selecting which project I plan to introduce! Whichever I choose, I am certain that my students will feel a deeper connection due to their VTS experience.
Week 7 Assessing, Reflecting, Planning
Assessing Student Engagement and Learning:
Describe student willingness to participate in the second VTS discussion.
Most of the students were anxious to participate. Hands went into the air immediately when they saw the image. Thirteen out of sixteen students contributed to the discussion.
What did students notice about the featured artwork?
Students noticed: animals (horses, bulls / buffalo), Native Americans on horseback, a gathering of Native Americans dressed in ceremonial attire – some standing and some seated, two teepee’s, a large bird with the same feathers found in the headdress, a small buffalo, action / movement happening, They also noticed that this piece was created on an animal hide, and that this piece was created by Native Americans.
Did students list or interpret their observations? (Why do you think that occurred?) A couple of students listed, but the remainder interpreted. This was our third image to VTS, I think my students have learned that it’s a safe environment for sharing, that I will listen to all input equally.
Describe student interactions during the discussion. How did this impact group meaning making? Several students linked their contributions to those of others. Often, when one student pointed out a detail of the piece, successive children added to the meaning .One child was rather outspoken in disagreeing. I neutrally reminded the group the importance of being respectful. Fortunately, that did not seem to affect the dynamics of the group. Another time when a child was sharing, a classmate praised the interpretation. (It was a little girl and I envisioned a third grade Kathy Unrath, as I heard the sweet little voice pipe up excitedly, “OHHHH! That’s a good one! Nice job!)
How did the discussion conclude?
Once again, I went about five minutes over the exceeded recommendation. I told students that our time was almost up and that I was going to call on two students who had been waiting with their hands up for a long time. I called on those students and a third who had also been waiting a long time to speak. I thanked the group and told them that I really enjoyed the experience. There were several students who voiced their disappointment that the session was over.
What do you think students learned from this discussion? What did you observe that makes you say that? I think my students learned that meaning making can evolve, and that sometimes opinions change after hearing the input of others who may know more about a topic. A girl who initially believed that the two teepees were dresses later observed that she only said “They were like dresses.”
Reflecting on Practice
How did the VTS discussion feel and what did you learn by facilitating this lesson with your students for the second time? Surprisingly enough to me, the camera made me feel nervous. I had done a sound check the previous day, and was disappointed in the sound quality of the flip camera. I had requested that students speak-up. My perfectionistic tendencies wanted everything to be ‘just so’, and I was extra conscious of watching the clock which seriously distracted me. Behavior issues were also a distraction.
Were you able to use the questions and prescribed teacher behaviors comfortably? If you omitted or changed one, what impact did it have on the discussion? Why do you think that occurred?
I don’t think I asked, “What more can we find?, often enough. In failing to do so I think students over focused on the same details for far too long. This contributed to boredom and discipline problems.
Were there any surprises? How will these impact your practice moving forward? Although I had studied the image and had even already used it with another class, I was surprised when a student pointed out a detail I had not previously noticed. Perhaps this will always happen, but I want to work on trying to be neutral when it does. I was also surprised how bored I became with the students who ‘saw the floor as a stage’. I had allowed several students the chance to approach the SmartBoard to make closer observations as I felt that it was difficult to see many of the finer details. These students wanted to make their observations while standing, and one child in particular tended to ramble on and on, noticing new details the whole time and then rambling more and more. (I wanted to pull my hair out!) From now on, I will preface our discussion time with a little blurb about how it’s okay to come up from a closer look, but that all discussion needs to take place from one’s seat.
Planning:
What do you want to work on as you plan for future VTS lessons? As I’ve mentioned, I think the experience will work better if I adhere more closely to the script, moving things along with the suggestion that there’s more to look for. After viewing the video I also want to work on saying “Okay”. It seems that I tend to say it nearly every sentence! AUGH!!!! How annoying that must be to my poor students! I’ve noticed there are three students who have yet to participate in a VTS discussion, I plan call on them next time, and maybe save my little performers until close to the end of the session.
How do you think you can accomplish that? I think I need to make a conscious effort on these things. Now that I’m aware of them, this should be easier to do. ;-)
Oh yes, I’m still working on time too, but if I can keep the discussion moving along, that should take care of itself.
Saturday, September 17, 2011
Thursday, September 15, 2011
Sixth Grade Boys
Today a second year art teacher observed my afternoon classes. Wanting to share VTS, I divided my sixth grade class into two groups of 14. One group worked independently while I used Image #2 with the other half of the class. Most students enjoy the experience, but for the past two times I've had a couple of boys who delight in making up outlandish observations for the entertainment of their peers. Last week I reminded them that all participants should be respectful and that I didn't appreciate their shenanigans. Today I had to warn them again, and then ignored their hands as they attempted to participate further.
Have any of you had this situation? How did you deal with it?
Role of the Arts in Transforming Consciousness
"Familiarity and routine may provide security, but not much in the way of delight. Surprise is one of the rewards of work in the arts." ~ Eliot Eisner
Ah ha!!! Exactly the reason I find Raku so appealing!
Tuesday, September 13, 2011
Implementing & Recording Lesson 2
From One Extreme to the Other or When it Rains It Pours!
Today I implemented Lesson 2 with my third grade focus group. Last week I was on top of the world, things could not have gone better. This week it seemed that if something could go wrong, it did! I had completed a trial run of the video camera the day before and was not very pleased with the audio quality. (Unfortunately, the Flip cameras are the only ones that my building has.) I encouraged my group to speak loudly, but there are some students who are almost impossible to hear on the video.
Again, my students were quite anxious to participate; many hands were waving about all of the time. I had less inventory takers in the group this time, and I don’t believe I had any parroters at all. There were about the same number of themes that students focused on. Students seemed relaxed and comfortable sharing. Unlike last time, I had one boy who repeatedly either kicked a metal table leg or drummed on the table top, another on the carpet who kept poking others, and yet another who made a rather condescending comment regarding the interpretation of another student. I kept getting distracted by a.) the discipline issues, and b.) trying to keep an eye on the clock. Despite watching the clock I went over on time AGAIN and I neglected to call on a boy who said he had his hand up the entire time. I also acted surprised when I noticed a detail a student pointed out that I had not previously noticed. Honestly, if the fire alarm had gone off it would have fit right in with the way I felt things were going!
Sunday, September 11, 2011
Teaching Students to Ask Their Own Questions
Artwork + Allowing students to develop their own investigative questions = Minds that want to know the answers + Inspiration to create
Harvard Education Letter
Harvard Education Letter
Thursday, September 8, 2011
BLOG TOPIC #4: Analysis of Lesson 1 Implementation
Assessing Student Engagement & Learning:
Describe student willingness to participate in the discussion.
Out of my group of fourteen third graders six hands shot into the air as soon as I revealed the image. I assured them that we would have time for all of them to comment, but that first we needed to sit quietly and look closely. (Funny, I had said those exact same words thirty seconds earlier when setting the stage for VTS!) Almost everyone participated in the discussion. Several students waved their arms anxiously hoping to get my attention. If they had already spoken I asked them to be patient, explaining that I wanted to make sure everyone had an opportunity to speak if they wanted to.
What did students notice about the featured artwork?
My students observed that the lady in the bed was ill, that the older woman was tending to her while a younger boy played at the foot of the bed. They observed the cross and the pictures on the wall, the items on the tall dresser, the sewing machine, the window and foliage outside, time of day, the plants on the woman’s chest, the nightstand, the medicine, the slippers, the purse, the vaporizer, facial expressions, and body language.
Did students list or interpret their observations? (Why do you think that occurred?)
Some students listed items while others gave very insightful interpretations; others seemed to repeat the exact words a peer had just spoken. Yenawine described Stage 1 viewers as “…digging into their existing store of knowledge and expressing themselves thoughtfully.” (p15) I believe that my eager interpreters were drawing from memories and previous observations. Inventory takers might not have had the experiences which would lead to interpretation, but were still anxious to point out details that had yet to be noticed. My parroters just wanted to participate in a fun activity!
My two favorite interpretations:
Lauryn - “I think it’s a nursing home. It has a bed, pictures, and flowers. People go there to die.”
Xavier (No, not that Xavier!) “I think they are very religious, I think the lady is praying.” He then listed the cross, the religious image on the dresser, and the lit candle as being symbols of one’s religious beliefs.
Describe student interactions during the discussion. How did this impact group meaning-making?
It was funny, from the very beginning the group seemed to have two main themes for this image, one that this woman was dead or dying, and another that she was just ill from food poisoning. Each successive child said, “I agree with Student A, or I agree with Student B,” and then went on to link their own reason why they thought as they did. Towards the end I called on Emily who shared that she did not agree with anyone else, that the lady in the bed was just asleep and that the other woman, her mother was just trying to wake her up to get ready for school. My group was very respectful, we had no side conversations, but faces lit up and hands were thrust into the air continually. This group was enjoying the VTS experience.
How did the discussion conclude?
Hands were still in the air as I noticed that our session had extended about ten minutes past the 20 minute suggested time limit. I thanked the group, told them that I had really enjoyed hearing what they had to say about the image. There was a collective “Ohhhhh” as I shut off the SmartBoard, and two students lingered to share comments that they did not get to say to the group. One was from a student who had not participated in the group discussion. I listened willingly and suggested that she please share with the whole group next time.
What do you think students learned from this discussion?
My students learned that a work of art can tell a story and that the meaning of that story is up to their personal interpretation. I believe they learned that the VTS environment is a safe place to share, and that they can be the expert.
What did you observe that makes you say that?
More than one student prefaced his comment with, I’ve seen this on TV, or I know this from a movie, substantiating their claim. Even those who re-contributed the same information felt entirely comfortable doing so.
Reflecting on Practice:
How did the VTS discussion feel and what did you learn by facilitating this lesson with your students? I LOVED the VTS experience; it felt very comfortable to me. I felt closer to my students than ever before as I caught subtle little glimpses into who they are.
Were you able to use the questions and prescribed teacher behaviors comfortably? If you omitted or changed the questions or behaviors, what impact did it have on the discussion? Why do you think that occurred?
I used the questions and behaviors as prescribed. As I mentioned earlier, my session did extend about ten minutes past the recommended time limit. This resulted in some super wiggly bodies, but students were so engrossed in the discussion that I failed to look at the clock.
Were there any surprises? I was surprised that students noticed details that I had missed. I was also surprised that they completely missed the garments hanging on the wall.
How might this initial experience impact your practice moving forward?
The more I VTS, the more I want to VTS. I have now conducted a session of VTS with eleven different classes, grades 3-6. Each time I am amazed by the differences in the discussions! My third graders have all been treated to Lesson 1.2 as well. What can I say? I am HOOKED!!!
Planning:
What do you want to work on as you plan for future VTS lessons? How do you think you can accomplish that?
I plan to keep better track of the time, perhaps even by setting a timer. I also plan to study my images more closely and become more familiar with them prior to use. I also want to work on drawing in those few students who failed to participate.
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