Blog Topic #11

     

   

            I selected the above artwork because I think my students are more interested in photography. They seem to make more connections and present better evidence when the artwork that they are VTSing is a photograph. I believe that this artwork consists many layers and different meaning. Therefore, the artwork is age appropriate for my high school students. High school students also like to talk about shopping and about aspects of life that may not be addressed everyday like smoking. Although photography is not in my focus class’s content focus, I think the process of VTS supports any project. I think this artwork will challenge my students. There is not a true story written out. They will need to look for evidence to support thinking. Students will need to listen to their classmates’ ideas to build upon meaning.

I think the focal point in the artwork will intrigue them. The mannequin with a broken face and the man in the background not seeming to care about it being broken will become a narrative. I also think they will focus on the location of the surroundings in the artwork.

I will see how it goes! I am excited about this choice!

Blog Topic #10

My students were very willing to participate during this VTS. Some students started talking about the photo, with each other, before the projector warmed up. I was pleasantly surprised about that. Students noticed objects and predictions that I never thought about. Students pointed out that the house might belong to the focused upon woman because she was comfortable with getting ready. This is a great example of careful observation and meaning making. Unfortunately the screen came across very dark when projected for all the students to view. This disabled the students for noticing some key objects, like the camera the man is holding in the background. When watching the video, I noticed that some of the students wondered and predicted (with evidence) situations going on in the artwork.

Student linked ideas to one another. They also expanded on an idea that a previous student made. They were respectful to others comments and not afraid to correct an idea. They were funny and uplifting to one another. They did joke about the plant comment a student made. I think they did this because they knew we were talking about what was going on and not about individual objects to point out. I think the students gained a better understanding for the artwork. They were able to make connections and come up with a story line for the artwork.

            I felt that this VTS lesson went smoothly. They were better at responding to what is going on instead of listing objects. I think they were able to do this because I prompted them back to the first question of VTS a few times. The questions are becoming more natural to me. Although, I still have them posted so I can refer back to them if needed. I would like to work on the length of the discussion as a whole. I think the students stop at a point they think they are finished. I hope that they could look harder and think deeper to strengthen the conversation and meaning making in the future. 

Video Lesson #4

Here is a link to my YouTube Video of VTS Lesson #4- Video #2:

http://youtu.be/LgqS8w1FFfA

Blog topic #8

After my 3^rd VTS session my students were more engaged and willing to participate. I think this happened because they are now familiar with the VTS process. My students knew what was going on and what I was looking for when I asked them the VTS questions. Students whom did not participate in the past were now raising hands to share. (Although, my “Big Mike” is still not participating… still working on that home front). Students are presenting evidence without me asking for it. The discussion has now moved for pointing random things out to actually trying to support what is going on in the picture. I think this change because I now prompt them back to the first question more often.

I think my students are learning how to look at an image and find meaning in it with evidence. I can see that some of them are using the VTS in their own art making. I think that because it is a group discussion they are now not afraid to ask for someone else’s opinion in their own work.

I am becoming comfortable with using VTS in my classroom. I can see the positive benefits it is having on my students. As stated above they are working on their own work, with a viewing process in mind. I am still challenged with the fact that this process is new to my students and myself. Although they know what is expected now, there is some resistance with some of the kiddos. Snow days, breaks, and professional development days have completely interrupted this semester’s lesson plans. I am still struggling to fit in material and VTS lessons. But because I enjoy learning from my students and looking at an image from a different point of view; I look forward to using this strategy in all of my classes next year. I will have time to lesson plan and implement VTS in lessons now that I will have time to plan them with lessons during the summer. 

Blog Topic #9

Tiger Gamblers. 2001. Henri Cartier-Bresson

Title Unknown. Nils- Erik Larson

The high school class that I am working with as my focus group, really enjoys photography. They like photography because they respond to it better then a painting or drawing. During my last VTS with a photograph, my students participated and were fascinated by what the artist presented. I think my students are very connected with photography because of the technological society they live in. With photo Apps like Instagram and SnapChat, they are interested in what an image might say to them. That is why I picked a photography image for them to VTS.

I believe that this image has many layers that my students can look at and think about what they might be viewing. This image presents many different pieces of evidence that they can present to rectify their opinions.