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.
First let me say that I take FULL responsibility for my lack of diligence on Saturday. I should have referred to the list I had in hand as we moved throughout the museum or at the VERY least asked if anyone had not had a turn yet before I dismissed the group and I regret it terribly! A mere apology seems insufficient, but I am truly, truly sorry. I take full responsibility. My oversight is inexcusable and for not calling the group back together when it was brought to my attention is even worse. Unfortunately, I can't have a "do-over," but I hope you will give me a chance to make it up to you in November.
ReplyDeleteYour description of the VTS experience as "layers" is a very insightful one and has given me a new visual and metaphor to ponder when considering our next museum experience. I tend to get so immersed in the discussion that I loose all concept of time or anything else outside the discussion itself. I'll have to go back to the videos now to examine those observers that you spoke of. This commentary shows that you clearly understand VTS as more than three simple questions.
I liked your comparison of the museum experience to the formality of church and then, contrasting it with the more neutral, relaxed environment of the classroom. Your comment about the less controlled makeup of the "class" has made me wonder (and something we might try to ask "drop ins" on November 19th) if strangers felt they could join the discussion without us pausing to offer a verbal invitation? I wonder how we might be able to encourage that in the future. I don't recall any observers joining in. (VTSing at the Met during one of my trainings, there was an observer who stepped in to our discussion and corrected our misinterpretations! I imagine from the outside and with no knowledge of what the discussions are about, it must seem truly horrid to museum visitors who know and love the works represented there!
Field trip and new learning environment excitability for children? Spoken from the lips of experience! Great observations, Beth. Thank you for posting and for your honesty about my unexcusable oversight on Saturday. Again, I am very, very sorry.
Mary