Reflect
on VTS experiences and VTS curriculum to date.
How
might VTS support "studio habits of mind" discussed by Winner?
What
insights, epiphanies, surprises, and questions did the Soep article elicit for
you as you prepare to employ VTS as a critique method with your students?
Overall,
I feel VTS has been a positive experience. I have been fretting recently over
the structural and behavioral breakdown that happens during VTS discussions
with my focus group. The students that are focused during work time stay
focused during VTS. The students who need to be engaged inn highly structured activities
start to disengage during our discussions. But most students are able to
complete assignments with an understanding of why they are doing them.
VTS
may support certain studio habits of mind such as observation, reflection,
envisioning, engage and persist, reflection, and expression. Students are asked
to gather information visually, as well as building meaning from peer
interactions. Students are asked to reflect in their language and
interpretations when called on to provide evidence. Students must be able to
see various scenarios in order to infer meanings in narrative artwork. VTS
helps students persist when facilitators allow students time to reflect and
form thoughts. It also allows a format for students to express
themselves.
The
Soep article seemed to define critique as a teacher moderated assessment
strategy that occurs when the students naturally start to evaluate shared
cooperative work. I think I will use this strategy when the students do a group
art project, conveniently taking place next week :)
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