A. Burr Blind Man's Bluff
How does it compare to the introductory image for your unit?
In terms of complexity and detail?
I think this image is about the same when compared with Homer’s Snap the Whip, but more complex then the sculpture. The major difference for me would be the sense of space. Homer’s painting curves from the right side, moves parallel to the viewer, and then goes way back. Burr’s painting moves in a circular way in the confines of a room in which the viewer is positioned. I mention this because my focus class seems to still figuring out how to visually move in pictorial space.
In terms of ambiguity and meaning?
Both paintings lent to a variety of student narratives.
In terms of cultural and historic diversity?
Both paintings are similar in terms of 19th century genre. But since my focus group has a kindergarten sense of place and time, I don’t think they noticed a marked difference between their culture and time and those displayed in the artworks.
In terms of style and medium?
There was not a big difference in the style and medium of the images. Both are narrative paintings. Both are 19th century genre.
Were responses to Image #3 qualitatively or quantitatively different in any way?
The number of responses was about the same. One difference is that with image 3, two students offered evidence with their interpretations. Another difference is the reduction of “listing” responses. Student responses to Image 1 were more narrative than responses from the previous semester, and I noticed a sharp reduction in “listing” and “matching” responses. I noticed a lot of cause and effect narratives along with the idiosyncratic stories. With image 3, only one student answered by listing observations. The rest of the answers were interpretations – some idiosyncratic, some based on personal associations, some based on evidence in the artwork.
Has the integration of VTS discussions into this curriculum unit impacted the student art products in any way?
The answer is no. I still have not developed a curriculum unit yet. I can’t see the forest through the trees. Developing a unit at the beginning of the semester seemed to be too much frontloading. I am still trying to distill our semester readings down to the early elementary level and figure out how to help my youngest students create meaning while at the same time teaching basic art skills. A big shift has also occurred in their responses that have allowed me to tweak the images I pick – we can move on from describing objects to creating narratives.
*One thing I have noticed that kindergarteners are asked to identify beginning, middle, and ends of stories in their classrooms. I think the teaching they receive in the regular classroom affects the way they respond to the art.
Has the integration of VTS discussions into this curriculum unit affected student attitudes or motivation in any way?
I haven’t noticed a difference. A couple have asked, “When are we going to make something?” when they come to art and see the dots on the floor, and the lights dimmed. Most students come to art to “do.” It is terrible important that they learn to speak about art, and because of that I know I have to work hard ant making sure our discussions are valid and motivating to them.
When you said,"Both paintings are similar in terms of 19th century genre. But since my focus group has a kindergarten sense of place and time, I don’t think they noticed a marked difference between their culture and time and those displayed in the artworks." That tells me that you've done a great job selecting images with universal themes. These kindergarteners seem to be able to enter the narratives despite the historical context of the works. Great job!
ReplyDeleteI also see that there is growth occurring for these students, whom you describe as doing less list-making and more interpreting lately. YEAH! I think it's pretty fascinating, too, that they are transferring the beginning, middle, and end aspects of narrative that they are learning in their regular classroom into their art viewing. Transferring from content to content and context to context is higher order thinking!Love it!
I did sense frustration in your answer to the final prompt for this post. Perhaps only two images would be appropriate per unit for kindergarten; one to introduce a topic and medium or art form simultaneously and one to evaluate summatively. This is certainly where action research comes in and your professional judgment is the ultimate determinant; only you will know as you watch these little ones week to week, what is best for them. I certainly don't want their art making to suffer or their attitudes to slump for VTS. It should enhance their art experiences and, therefore, requires that it be used judiciously. Feel free to email me or blog about your frustrations and concerns so that your peers can support you as you search for these answers. It's far better to create something that works and that you will continue to use than frustrate your students with a cumbersome unit whose formula is better suited to older students.