VTS II, Blog Topic 13

Carmen Chami, Añoranza, 2009

My BIG IDEA for the unit has been Story, the concept that throughout time man has used art as a means to record experiences and ideas. My essential questions were: How do people express ideas through art? How has art been used throughout history to tell stories? What can we tell about history from looking at art?

This is not the original image I had selected when I began to plan this unit. However, as they prepared tile drafts, students struggled with the specification that they communicate a story using no words. They wanted to use speech bubbles and multiple frames. I stumbled upon this image and was captivated by the letters and bits of ephemera. I wanted my students to see that an artist does not have to use actual text.  I want them to understand that meaning and mood can come from visual clues.

This scene is ubiquitous, the setting ambiguous. I believe the narrative is strong, and open to multiple interpretations.  Being separated from one or sometimes both parents for extended periods of time most of my students are familiar with communicating via cards, letters, and artwork. They move often and many have mentioned family scrapbooks. From the facilitator’s point of view, I’m a little nervous that this image will bring stories of death or loss, but that’s just me. My students are not afraid to go there, life cycles are a natural part of everyone’s story.

The title Añoranza translates into yearning, homesickness, or longing. I could see this image setting the stage for a lesson on memories, emotion, or reflection. I can envision a collage or mixed media project.

VTS II - Week 13, Read and Reflect

It doesn’t have to be profound or mind boggling, but I truly love it when an author puts into words something I already knew but had never verbalized as such. Does that make sense? While reading

A “Toolbox Approach” for Developing Thoughtfully Structured, Creative Art Experiences I found myself highlighting not the ways that VTS might be integrated into the 3 levels of the Toolbox Approach, but the ways that Hanson and Herz worded their thinking. “In successful classrooms…They innovate in ways that are appropriate but could not have been predicted by the teacher.” Wow, that’s what we strive for all right! I wish I’d read this article before I submitted my in-district technology grant proposal, I would love to have included that quote!

Indeed, VTS slips neatly into the Toolbox approach:

·        The teacher delves into their unique box of goodies and designs thoughtful lessons, selecting images for students interpret. During the VTS discussion the teacher paraphrases and links student understanding. Throughout this process the teacher is continually adding more utensils to their own toolbox both as a result of the facilitation as well as the new ideas they learn from their students.

·        The class builds a collective meaning, drawing conclusions from associations, memories, and personal experience. In Yenawine's article, Visual Art and Student-Centered Discussions (1998) he says, that through this process, "Both the individual and the group are served simultaneously", both are adding to their tool collection.

·        Individual students contribute from their unique associations, memories, and experiences. As they participate in VTS discussion they strengthen their ability to examine, question, debate, communicate, listen, and reflect. The undeniably valuable tools of VTS become a lifelong part of who they are, how they look at the world, how they engage in the process of problem-finding AND solution-finding.

The authors concluded their article saying “A commitment to teaching creativity is a commitment to helping each student discover his or her inner artist, rebel, and thinker.” Personally, I have found that in making a commitment to teaching creativity I am also making a deeper commitment to BE more creative, a deeper commitment to be more in touch with my own inner artist, rebel and thinker.  The more tools I give, the more tools I receive in return!

A Follow-up Activity

http://www.brainpickings.org/index.php/2012/02/27/childrens-book-posters/

Maybe when my students are finished with their story tiles I can have them create a Minimalist poster!

VTS II, Blog Topic # 12

Prior to using VTS for small group critique I first selected a drawing created by student in a different class, (with that students permission of course), and conducted a whole group critique model VTS session. Additionally, although I had stressed that students be extra respectful in their comments, I thought it wise to use the work of a student not in that particular classroom. I then selected a small group of students who were finished with their rough drafts for the peer critique. I told the student who created the draft that they could not speak, that I wanted them to listen to see if other’s could ‘read’ their story. Using this method gave students the opportunity to see if their draft communicated their intended message. One weakness I encountered was that several of the students in the group sat near one another and already were familiar with one another’s stories. (I mentioned last week that I hoped to avoid this!) Also, I found that it didn’t take long for students to feel as though there was no more to discover about each drawing. Maybe it’s because they were pencil drawn rough drafts, or perhaps it was due to lack of details, or feasibly it was student critique is not something I do on a regular basis. My students seemed to enjoy the VTS critique. They did an excellent job on the whole group activity, completely uncovering the meaning of the piece. The small groups did a good job, but I felt some students might have been a bit uncomfortable commenting on the work of their peers. I will definitely repeat this activity - as we concluded the small group critique many of the group participants stated that they needed to make some changes to their drawings. Next time I think the experience might be more effective if I pay more attention to the way I group students. 

VTS II, Week 12 Read and Reflect

Last week I carefully attempted to confirm the ways that VTS might support Winner’s “studio habits of mind”. This week I was surprised to learn that Housen, and Yenawine, et al took offense to Winner and Hetland’s justification that the arts be taught for the sake of the arts.



As one who goes to extreme measures to avoid conflict, I read and reread each article. I found points I agreed with in each. Yes, Winner and Hetland, I grow weary of justifying the reasons that art education is important. I feel insulted when my administrator requires that I include writing at each grade level twice a month for the purpose of improving communication arts skills. I do agree, “…teachers of academic subjects might well benefit from making their classes more like arts classes.” Then again, I also agree with Burchenal, Housen, Rawlinson, and Yenawine, “What’s wrong with saying that experience in the arts teaches abilities useful in other areas of schooling?”



Although in conclusion the Winner article promotes teaching the arts as vital to living in a rapidly changing world, I would argue that isolating the importance of arts is the complete opposite of what it means for students to be proficient in many literacies, a key goal for 21^st century education. The website Partnership for 21st Century Skills identifies 'a blending of specific skills, content knowledge, expertise and literacies' with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st Century'. Housen, Yenawine, and associates have persuaded me. In my opinion, to say that the arts must be valued solely for the sake of the arts is tantamount to cutting off the nose to spite the face.

Dear Winner& Hetland, Burchenal, Housen, Rawlinson, & Yenawine,

I most respectfully refuse to consider what any of you would think of this website. The images are amazing, and the ideas inspirational! http://literacyhead.com/

FINAL TIAO PHOTOGRAPHIC PRINT ENTITLED "MARAT/ SEBASTIAO  PICTURES OF GARBAGE" Photograph by Vik Muniz, courtesy of Vik Muniz Studio

An annual subscription to the site costs $99, but many of the lessons like this one, Transformation http://literacyhead.com/index.php?option=com_content&view=article&id=5003 are FREE.

Art for our sake versus Why do we teach art? PUH-LEASE!!!

Envisioning

Fourth Grade has progressed to the rough draft plan for their story tiles. Last week I shared my frustration that students just weren't 'getting it'. Today I retaught my expectations for the project, namely that one tile should convey the important details of their story - enough so that anyone viewing the tile could either tell or come close to telling their story from the tile. They kept wanting to add speech bubbles or other text and I specifically asked them not to. I reminded them that the art we have viewed throughout this unit has told stories with no text. At first they moaned and groaned and complained about the difficulty, they tried breaking the tile into comic book like sections. Again, I said no, and challenged then to tell the story in one image. Finally something clicked and they GOT IT! Almost everyone has a successful plan. 

I have learned that 'change' to an adult is different than to the average ten year old. Several students have focused on topics I would never have dreamed - divorce of parents, the loss of a family member in a car wreck, the time a best friend almost died. It's some mighty powerful stuff we're dealing with! One girl last week had wanted to show the divorce of her parents, but today reported that her mom didn't want her using that theme for her tile. (I had wondered how parents would feel about the divorce tiles. Frankly I thought it might be a good idea for parent to see just how profoundly their child has been affected by the emotional trauma!) Personally, I can't help but be drawn to the image I have posted. This boy chose 'Change in Skill' as his personal story. That's him seated at the table. Please note the difference displayed between the two drawings. What art teacher wouldn't love that?