Hurt: Arts as a Lens to the World

The Arts as a Lens on the World

The Arts as a Lens on the World

Larry HurtFriday, July 10, 2009

Larry HurtFriday, July 10, 2009

How I Spent My Summer VacationHow I Spent My

Summer VacationExploring works historicallyWho made this? When? Where? Significance?

Exploring works historicallyWho made this? When? Where? Significance?


Summer VacationExploring works criticallyIs this good art? Why? Who says that it is good?

Exploring works criticallyIs this good art? Why? Who says that it is good?


Summer VacationExploring works aestheticallyIs this art? What is this object worth? Why is this

beautiful?

Exploring works aestheticallyIs this art? What is this object worth? Why is this

beautiful?


Summer VacationMaking artWhat arrangement? How will I create this effect? What

else?

Making artWhat arrangement? How will I create this effect? What

else?

Moving from “Exposure” to “Engagement”

Moving from “Exposure” to “Engagement”

1. VTS- “Visual Thinking Strategies”2. Token Response3. Project-Based Learning -using big

ideas & driving questions4. The arts and global learning

1. VTS- “Visual Thinking Strategies”2. Token Response3. Project-Based Learning -using big

ideas & driving questions4. The arts and global learning

Visual Thinking StrategiesBased on the research of Abigail Housen & Phillip YenowinVisual Thinking StrategiesBased on the research of Abigail Housen & Phillip Yenowin

What is VTS?Visual Thinking Strategies (VTS), is a school curriculum and teaching

method that * Uses art to develop critical thinking, communication and visual literacy skills * Asks educators to facilitate learner-centered discussions of visual art * Engages learners in a rigorous process of examination and meaning-making

through visual art * Measurably increases observation skills, evidential reasoning, and speculative

abilities * Engenders the willingness and ability to find multiple solutions to complex

problems * Uses facilitated discussion to enable students to practice respectful,

democratic, collaborative problem solving skills that over time transfer to other classroom interactions, and beyond

* Uses eager, thoughtful participation to nurture verbal language skills, and writing assignments to assist transfer from oral to written ability

* Produces growth in all students, from challenged and non-English language learners to high achievers

* Underscore connections to art and strengthens the role of museums as a valuable resource in students’ lives

What is VTS?Visual Thinking Strategies (VTS), is a school curriculum and teaching

method that * Uses art to develop critical thinking, communication and visual literacy skills * Asks educators to facilitate learner-centered discussions of visual art * Engages learners in a rigorous process of examination and meaning-making

through visual art * Measurably increases observation skills, evidential reasoning, and speculative

abilities * Engenders the willingness and ability to find multiple solutions to complex

problems * Uses facilitated discussion to enable students to practice respectful,

democratic, collaborative problem solving skills that over time transfer to other classroom interactions, and beyond

* Uses eager, thoughtful participation to nurture verbal language skills, and writing assignments to assist transfer from oral to written ability

* Produces growth in all students, from challenged and non-English language learners to high achievers

* Underscore connections to art and strengthens the role of museums as a valuable resource in students’ lives

VTS Facilitation 101:VTS Facilitation 101:

Visual Thinking Strategies uses art to foster students’ capacities to observe, think, listen and communicate.

In VTS discussions teachers support student growth by facilitating discussions of carefully selected works of visual art.

Teachers are asked to use three open-ended questions: * What’s going on in this picture? * What do you see that makes you say that? * What more can we find?

Visual Thinking Strategies uses art to foster students’ capacities to observe, think, listen and communicate.

In VTS discussions teachers support student growth by facilitating discussions of carefully selected works of visual art.

Teachers are asked to use three open-ended questions: * What’s going on in this picture? * What do you see that makes you say that? * What more can we find?

VTS Facilitation 101 continued:VTS Facilitation 101 continued:3 Facilitation Techniques: * Paraphrase comments neutrally. * Point at the area being discussed. * Link contrasting and complementary comments.

Students are asked to: * Look carefully at works of art. * Talk about what they observe. * Back up their ideas with evidence. * Listen to and consider the views of others. * Discuss many possible interpretations.

© 2009 Visual Understanding in Education

3 Facilitation Techniques: * Paraphrase comments neutrally. * Point at the area being discussed. * Link contrasting and complementary comments.

Students are asked to: * Look carefully at works of art. * Talk about what they observe. * Back up their ideas with evidence. * Listen to and consider the views of others. * Discuss many possible interpretations.

© 2009 Visual Understanding in Education

Token ResponseToken ResponseMary Erickson, Ph.D. and Eldon Katter, Ph.D.BilingualLearning to think clearly about art and discuss personal reactions to art comes easily

when students play Token Response. Players of all ages can participate fully in this interactive game. Imagine the dynamic discussions students will have as they consider important questions and distinctions about art. The teacher's guide gives lots of pointers for dealing with very complex issues about the nature of art and the experience of viewing it. Token Response can be used again and again with different reproductions or works of art at museums.

Your students will learn to:

* Express their opinions effectively * Evaluate art with different criteria * Differentiate between preference and judgment * Respect differences of opinion about art * Appreciate the value of art * Value their own and others' responses to art

Grades K to Adult (Crizmac, 2009)

Mary Erickson, Ph.D. and Eldon Katter, Ph.D.BilingualLearning to think clearly about art and discuss personal reactions to art comes easily

when students play Token Response. Players of all ages can participate fully in this interactive game. Imagine the dynamic discussions students will have as they consider important questions and distinctions about art. The teacher's guide gives lots of pointers for dealing with very complex issues about the nature of art and the experience of viewing it. Token Response can be used again and again with different reproductions or works of art at museums.

Your students will learn to:

* Express their opinions effectively * Evaluate art with different criteria * Differentiate between preference and judgment * Respect differences of opinion about art * Appreciate the value of art * Value their own and others' responses to art

Grades K to Adult (Crizmac, 2009)

Project-Based LearningProject-Based Learning

“Big Ideas” for this Project1. We have perceptions of community

homelessness that may be based on bias or false information.

2. Artists frequently communicate big ideas about significant social themes.3. Zines are a unique way to make

connections.4. Collaboration with other schools/artists

adds richness to idea development.

“Big Ideas” for this Project1. We have perceptions of community

homelessness that may be based on bias or false information.

2. Artists frequently communicate big ideas about significant social themes.3. Zines are a unique way to make

connections.4. Collaboration with other schools/artists

adds richness to idea development.


The Driving Question:

Can artists communicate the challenges, the impact, and the significance of homelessness

through the creation of art objects?

The Driving Question:

Can artists communicate the challenges, the impact, and the significance of homelessness

through the creation of art objects?


Some Final Thoughts:Some Final Thoughts:

Studio art and the Real benefits of Visual Arts Education

Hetland, L., Winner, E., Veenema, S. & Sheridan, K.M. (2007). Studio thinking: The real benefits of visual arts education. New York: Teacher’s College Press.

Studio art and the Real benefits of Visual Arts Education

Hetland, L., Winner, E., Veenema, S. & Sheridan, K.M. (2007). Studio thinking: The real benefits of visual arts education. New York: Teacher’s College Press.

Eight Studio Habits of MindEight Studio Habits of MindDevelop Craft

Learning to use tools, materials, etc.Engage and persist

Learning to embrace problems of relevanceEnvision

Learning to picture what cannot be directly observedExpress

Learning to create works that convey ideas, feelings, or personal meaning

ObserveLearning to attend more than just look

ReflectLearning to think & talk with others about work and process

Stretch and ExploreLearning to reach beyond one’s capacities

Understand Art WorldLearning about art history and current practice

Develop CraftLearning to use tools, materials, etc.

Engage and persistLearning to embrace problems of relevance

EnvisionLearning to picture what cannot be directly observed

ExpressLearning to create works that convey ideas, feelings, or personal meaning

ObserveLearning to attend more than just look

ReflectLearning to think & talk with others about work and process

Stretch and ExploreLearning to reach beyond one’s capacities

Understand Art WorldLearning about art history and current practice

Parker PalmerParker Palmer

“To teach is to create a space in which the community of truth is practiced.”

“Truth is an eternal conversation about things that matter, conducted with passion and discipline.”

“To teach is to create a space in which the community of truth is practiced.”

“Truth is an eternal conversation about things that matter, conducted with passion and discipline.”

Keeping in TouchKeeping in Touch

[email protected]@indy.net