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| George Washington Crossing the Delaware, Emanuel Gottlieb Leutze, 1851 |
I chose this VTS as part of Lesson 2 of my BIG IDEA - Early American Art
Based on your growing knowledge
and experience, was IMAGE #2 an appropriate choice for your students,
considering their age, stage, interests, and abilities? Explain why or why not.
This image was suiting for the VTS 2 - Lesson - The Revolutionary War. Students at this level are able to understand the struggles that our forefathers endured while fighting for our freedom.
Did this image motivate rigorous & engaging
discussion for students Yes it did, a great deal.
If so,
what do you think made it successful?
The students were engaged because of the historical value and the ability to relate to the Revolutionary War. Also, the image has a lot going on. I have learned that images that portray a lot of action tend to get the best results for me.
If not,
what do you think made it less successful? NA
What did you observe that makes you say that?
The VTS image was discussed for more than 15 minutes. The students asked questions, followed suit with one another, and were extremely involved in discussions with one another. I think that the students have more to talk about when they can share with others their educational take as well as their visual take. It was really cool!
How might this image deepen or expand student
understanding of the BIG IDEA in your instructional unit?
This image gives a wonderful insight to the courage and the heroism displayed by our Revolutionary War veterans. It made the students extremely interested in what was actually going on. It made them want to be part of the fight They were enthused to discover George Washington in such a heroic pose.
Was Image #2 rich enough to
encourage continued discussion &/or independent student investigation? Yes
If so, how did you address or satisfy
students’ desire to continue examining/discussing the image or students’ desire
to know more about the work, the artist, the theme, etc.?
I was impressed with the length of the VTS without needing too much prompting for clues. That is always a good sign. My favorite portion of this VTS and lesson was that the students were prompted to research the image after the VTS and discovered that there were historical flaws in the painting. I thought that investigation beyond the viewing really showed that they were interested in the work, and its historical value.
Did Image #2 suggest
opportunities to explore the BIG IDEA through artmaking or expand artmaking
already in progress?
Yes, and also I was allowed to easily tie my standards into the project by having students create a poster advertising recruitment for the Revolutionary War. They were allowed to research freely. The project was a success.
Would you use this image again to
deepen/expand student investigations of the BIG IDEA? Yes
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2 comments:
I really sort of love they had to do additional research after the VTS. It ties in previous learning with your big idea and pulls in a myriad of other issues. Im curious if you revisited the image as a group later to process findings. Im also curious if having the prior knowledge of the revolutionary war, (is it a topic they are actively studying in school?) followed by additional research, may influence their approach to VTS? In other words, was there discussion about the differences of interpretation vs previous knowledge of the topic?
Look forward to more!
Thanks for your comments...I have found that it is quite interesting that they are so in tune with American History. It has caused a uinique approach to VTS, as sometimes they have been familiar with historical figures in the scenes. I do feel that this does affect the VTS. I do not feel that it has a negative effect, as they are still unsure of the creation of the artwork. That is why I have stuck to Fine Art as a means of exposing History to them....The VTS I did of the signing of the Constitution and also the ALamo have turned out wonderful.. One more to go...Slavery and the Underground Railroad.
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