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.