Blog #7

 The thoughts that crossed my mind as we VTSed together concerned the people around us. The classroom environment is controlled, except for unplanned disruptions by people who I am used to interacting with in that environment. I was interested in the people who hung back and listened to our discussion. The people listening were similar in age to us, and did not include young children. I think it might have been inviting to like aged peers to hear the constructive discussion. There have been times that I have been the fly on the wall, whether it be at a museum, in another person’s classroom or at the gym watching a personal trainer work. Their presence added another layer to the VTS experience. This is my concept of VTS right now  - layers.

Before I evaluate my recent VTS experience, I would like to say I am bummed I did not VTS the shroud with the group. I take responsibility for not speaking up at 3pm to say it was my turn – as I do not relish public speaking experiences in front of a group of peers. Now, however, I feel I cheated myself of a chance to collect formative data.

The museum VTS experience is different because of setting, context, space, and audience.  A museum setting tends to invoke more formal behavior – like being in a church. Looking at an artifact in a museum tends to infer importance and value that may be more neutral in a classroom, especially a classroom that incorporates viewing of images of the immediate visual culture as part of the curriculum. In the museum, the viewer can look at an artwork from at least 3 sides, regardless of the dimensionality of the piece. The viewer can then collect more information about an artifact. Finally, the audience isn’t as controlled for, as strangers can become part of the group.

My students would benefit from a museum VTS experience in that they would be up close to a piece of art, see it at its original size, and perhaps see it in the context of other artworks of a similar style. They would get additional information to construct information. The obstacles that would need to be overcome are over-excitability because of a field trip and lack of orientation to a new environment.

Blog #6

Assessing  Student Engagement and Learning:

            During this viewing, the students had their hands up before I reviewed the VTS. I feel they have memorized the VTS prompts and format. During the course of the description, the students listed the baby, horse, and clothes. They matched colors found in different parts of the painting and on different objects. They noticed that all the figures were wearing dresses, and all the figures had brown skin. They differentiated the mother from the babies and other children because of her posture. The females were identified based clothing. The mother was identified as female because of her long hair. The majority of the students stated that the mother was not wearing a shirt. There was one girl, who sat close to the image, who said the mom was wearing a shirt that matched her skin. The students said the figures were sleeping because their eyes were closed. I think the students are listing and making associations based on what is similar because that is how they try to comprehend at their stage of development.

            Once again, the students didn’t address each other directly. One student reminded me if I missed an observation while I was linking, He also linked one of his observations to one that another student made. I think the students are expecting their answers to be linked occasionally.

            The session lasted about 12 minutes, It concluded with a “You did a great job, give yourself a round of applause.” Then the students went to our seats to do some artwork.

            I think the process has been reinforced with the students. I don’t know what specifically they have learned this session, as I am witnessing a lot of the same as before. Perhaps a trend will become apparent later in the VTS process.

Reflecting on Practice:

            The discussion felt comfortable, up until the students started saying the mom was wearing no shirt. I immediately went into panic mode because I can imagine a class of six year olds telling their parents that they looked at a picture of a mom with no shirt. When repeating such observations, I began my stating, “ you think,” or, “it is your opinion that…..”

            I think I sometime ask the prescribed questions in different manners. I suspect I ask,” What can you find in this picture?” and “What is going on in this picture?” interchangeably. The first question may elicit listing answers, whereas the second invites the students to look deeper. I think it happens because I am not being careful with the wording.

            I am most surprised that the students didn’t say “naptime” during this session. These students still take naps as a class, and start asking about naptime after lunch. It reminds me not to make assumptions.

Planning:

            Since we are cramped for space, I definitely need to move the furniture around at the front of class. I also need to research meaning making in general in this age group.

Lesson 1 vs. Lesson 2

The major difference between lesson one and lesson two is the kindergarten class as a whole has some of the procedures down. This was our third VTS lesson - I videotaped a discussion for the Pre VTS assessment. There are less distractions, and most of the students do great. The big similarity between the lessons is the matching the students do - of colors and objects.

For myself, I can name the two students who are going to contribute a lot to the discussion. I am starting to notice a pattern in the student answers. The CBI students came to art for lesson two, which threw me for a loop, since they never come to art.

Blog #4

Assessing student engagement and learning
The kinders are getting more acclimated to school. They sat on their stars and were quick to raise their hands before I asked them to look at the picture. The students began by listing items such as the bird, ball, shoes, and dress. After that, they got stuck on matching white objects, with each student who spoke trying to find one more thing to add to the matching list. I emphasized the else in "What else can we find?" and the students set out trying to decipher what the form of the sash was. One said it was a stool, another said it was backpack and the person in the picture was going to school. A third student said it was part of the dress because he could see it in the front of the dress. Then the students started pointing out the matching blue objects in the painting. A student pointed out a match between the color of paint in the upper left hand corner and the color of the person's hair. This started speculation and statements on whether the figure was a boy or girl. A student said the short hair meant the figure was a boy and not a girl. Some others agreed. Another student said the girl in the paining was a princess, I  prompted her to explain and she said it was because she was wearing a long dress and high heels. Upon further questioning of the student, the way the shoe is tilted made the student think the girl was wearing high heels. Someone pointed out that the figure had yellow hands. Another student found a match between the yellow on the ball and the hands. A boy argued that the figure could be a girl. He pointed out that even though the figure had short hair, there were bright red lips, a dress, and fancy shoes. He concluded that the person was a girl with short hair. Another person agreed that the figure was a girl because the eyelashes were visible. A student pointed out that boys do have eyelashes. I finished at that point and sent the students back to their tables because a few were getting antsy. A lot of listing and matching went on. This may be because they are using these strategies to organize their learning in the regular classroom.

The students didn't interact directly with eachother during this VTS session. There was only one girl who spoke directly to other students.  I think they communicated to each other and added information to the discussion by using me as their filter. Addressing the art teacher during the VTS sessions may be beneficial because they can be rude to each other in normal conversations. I think the students know I am going to repeat and summarize comments and use this strategy to communicate their observations with others.

I think the students are starting to ask questions/make comments on what they don't understand, instead of just giggling. For example, several students gave opinions and made observations about the identity of the figure, but didn't laugh at the girl with a boy haircut. They are also expanding on others' observations.


Reflecting on practice
This VTS session wasn't as conducive to conversation as the last one. I think it was because the image had shallow depth of field and  a limited number of objects. But on the other hand, I had a few students go beyond listing and matching and try to figure out the figure and it's identity.

I was able to use the questions comfortably, and occasionally add in the second question to ask the students to elaborate on their comments. I learned not to let the students off their stars to point out an object they can't describe. It starts a succession of students to touch the image, and restricts their use of verbal language. I also discovered the use of inflection when using the prescribed questions, like when we are listing the white objects for the sixth time, and have the students are losing interest in the picture.

There weren't any surprises. I do feel I am learning about my students on a different level. I get to hear some of their thinking, which is intelligent. This experience in particular leads me to think I do need a special seating chart for VTS, because they are so close to one another.

Planning
As I plan for future VTS lessons, I definitely need to learn all the students names. I also need to work on seating and spacing, and making sure mine or other bodies don't block the screen. My projector is stationary, and mounted in an odd spot in my room.  

Blog #3

Comparing VTS Lesson 1 with Visual Art and Student Centered Discussions by  Yenawine

After reflecting about implementing VTS Lesson, I found many observations that reinforced Phillip Yenawine's ideas, and little to contradict them. 

1. VTS students develop a rapport with art and expand participants’ ability to solve problems cooperatively: My kindergarten class has been at ease both times when looking at the VTS images, and were eager to talk about the image we VTSed today. Also, I have noticed a lack of competition when students talk about the art. When they are engaged in art making activities, I have to monitor to make sure they are sharing and taking turns. When VTSing, the same students are more well-mannered.
2. Stage I viewers make concrete observations which get woven into the narrative: The students make lots of concrete observations, then find relationships between the things they notice. They do point out objects that appear to be colored or juxtaposed in space in ways that look "wrong," but they don't equate those observations with lowering the value of the work. For example, one student pointed out the figure's yellow hands, but didn't say the artwork wasn't good because of that characteristic.
3. Viewers have many common traits and patterns, but individually remain idiosyncratic and Beginners take a visual inventory of the picture : As a whole, the class tends to point out things they can name, such as "a white bird," "a white dress," "white shoes," and "a ball." They then try to match like colors or objects. Individuality tends to be expressed when trying to give meaning to objects that are puzzling, such as the sash around the figure's dress. Students are surprising in the areas they look at, and the personal narratives they make based on individual experiences. A few students are capable of verbalizing meaning of the artwork as a whole, or in large chunks, based on what they see. 
4. Both the individual and the group are served when utilizing VTS: I expect that individual students will grow in language and concept acquisition during the semester. They are also learning to work cooperatively.
5. However, I am uneasy about this idea: The discussion among peers is a mechanism for growth. I do not disagree with the concept. However, the kindergartners are very teacher centered, and a teacher is not a peer. In the past two sessions, only one student addresses the other students directly. If the students have a differing opinion, the vocalization of the idea is directed to me. With such a young group, I feel that the function of teacher as not only a facilitator but as a filter should be included. I feel that some are utilizing my repeating, summarizing, and linking to communicate with others.