After having my student fill out the Pre-assessment to VTS,
we completed my assignment to introduce VTS with a discussion. We used the same
image that they filled out on paper. We walked though VTS and talked about the
questions. We then preformed a VTS of the image. The students were very willing
to participate in the activity. They noticed details in the image and pointed
out things that I did not see myself. Some of the comments made students change
their opinion about what was happening after someone else pointed out something
in the image. A few students participated more then the rest of the group, but
that’s what I was expecting. After telling me what was happening they have very
good evidence towards why they felt that way. Students were respectful towards
one another’s thoughts. They corrected themselves when they were talking out of
turn. The discussion ended when no one else had anything to say. We talked
about the image for about fifteen minuets. Following the VTS the students
wanted to know the name of the image and the meaning behind it. I told them
that I would look up the name for them if they would like me to as soon as they
start their projects. I also explained to them that there is no written meaning
for the image unless the artist themselves wrote it down. Most of the time in
art, it is up to the viewers to form their own interpretation of the artwork.
They did not like it that I did not have the “answers”.
I was actually really nervous to preform this VTS. I got
over that really fast because standing and teaching a group of teenage students
is my job and I do it every day. Overall I thought that this activity went
really smoothly and the students impressed me with their observations and own
thought for the VTS image. I became really comfortable with the VTS questions
and my students picked up on what I was asking after a little while. I felt
that I stuck with the questions throughout the VTS and thought that I was good
at rephrasing what the student said for the group. I was very excited and happy
with the way that the VTS went. I was also happy that the students were curious
about the image even after the VTS session. I am happy to be learning more
about VTS and how it helps me and my students view an image and fully
understand and see what is going on.
Yeah! Sounds like a good discussion. When their curiosity continues after the discussion concludes, you know you have hooked them!
ReplyDeleteOne thing concerns me (though I may have misunderstood). Was this a discussion of your preassessment image? If so, this will contaminate your post-VTS results; you shouldn't use the same image for your post-VTS assessment since they've already talked about it. We'll need to select a similar image for their post-VTS.
The first VTS discussion is usually rough for High Schoolers. When you introduce a Constructivist, dialogic method to them so late in their school careers, it is usually difficult for them to suspend their expectations of a right answer that the teacher will eventually divulge. More often than not, it's "crickets" during the first discussion; they sit there and just wait for it to be handed to them. The fact that you had a productive discussion with many active partipcants suggests that this will be a good VTS semester with these students. Those who participated little or not at all should come around if the image suits the groups. Kudos! Can't wait to hear more!
High schoolers can definitely be a tough group to get to open up and talk candidly about artwork. I taught at a K-12 school my first year and it was much more of a struggle to get the older students to have discussions without feeling self-conscious. I feel like starting around 5th grade, students are so much more aware of what their peers might think if they say something "silly" or "wrong". They have trouble opening up and feeling comfortable. I'm sure that with more discussions, they will start to open up more and become more interested in stating their opinions.
ReplyDeleteI'm glad that you mentioned your students wanted to know more at the end of your discussion. I, too, have fielded questions about the title and real meaning of the work I have been showing. Because our student's regular classroom experiences are often test-driven, they want to know if their answers are "right" when they finish VTS-ing. It can be very frustrating for students to leave a discussion open-ended. I think your explanation about forming their own interpretations was the perfect way to facilitate future VTS in your classroom!