Baron’s concept of a good thinker begins with the uncertainty of a problem to solve and is guided by the belief that they will find a solution. The good thinker searches for solutions based on evidence. The parallel between Baron and Glotthorn and VTS is that when engaged in VTS, a beginning viewer uses observations, backed by evidence, to create meaning. The one disparity is that in VTS, the beginning viewer constructs meaning in a group setting, where Baron’s view of collective meaning making is not cited in Leshnoff’s article.
Ambiguity in a work of art allows students opportunities to apply their knowledge of formalist elements of perception in order to decipher artworks. Ambiguity also allows students to make meaning of an artwork for themselves. The students will make meaning based on their own life experiences. Ambiguity also allows students the chance to consider the opinions of others and develop collective meaning based on various perspectives. VTS methodology may foster the benefits of ambiguity by engaging the students in discussions of art that allows for meaning from a variety of personal experiences, the opinions of others, and evidence gathered from observations.
Many of my images so far are open to interpretation by my kindergartners. They have been able to create a variety of narratives based on the open endedness of the artworks. Our last example lent itself to multiple narratives. The range of interpretations ranged from playing to kidnapping to the kids woke up when Santa was in the house. Gestures were interpreted as sneaky, playful, and fearful.
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