Looking Back/Moving Forward

Looking back, I feel like I have come so far as a VTS facilitator.  I REALLY struggled at first getting the students active in participating.  It was so frustrating hat I was beginning to try and figure out if this was going to be an effective way of looking at art.  It sounds bad, I know.  After reflection, I realize that the students were probably not participating effectively because I was not facilitating correctly.  I do believe that success comes with practice and repetition with VTS.

I am anxious (as a VTS journeyman), to see what next semester will hold.  After practice, GREAT COACHING from the she master, Lindsay Wells, I feel like I can only improve.  Also, Mrs. Franco has really helped me along in the process and offered sound advice that has caused improvement time and time again.  I hope to truly "get it" next semester, and gain the Jedi knowledge of VTS.

Have a Merry Christmas everyone!

Rusty

Summative Reflection Project - My Great VTS

Hello Blogsters!

Well, it is the close of the Semester, and man has it flown!  It has been an extremely busy one for me, as I have been assigned many new tasks at school, and have recently found out about a new addition to my family.  My wife, Mandy and I are expecting.  It is an exciting, yet tiring time here at the Torbett household, however, I have managed to stay in the Christmas spirit despite my overwhelming life at the moment.

To introduce my summative reflection project, I feel it necessary to explain why I chose the piece that I am submitting.  I feel as though change is overwhelming at times, and I am knee deep in it as we speak.   I chose to do a transitional piece in hopes to capture these changes as they take place in my life.  From school, to a new baby, from Fall to Winter, from a teacher to a VTS facilitator, all things are changing with me at this time.

I chose to relate my VTS reflection piece to my favorite past time, bluegrass music.  No matter how busy things get, I always seem to discover myself through the natural progressions of bluegrass and art.  I designed 5 separate pieces of art, each carrying the comparison of VTS and music.  I felt as though each individual instrument in bluegrass can relate to a certain aspect of  VTS.  It takes a unit of instruments to make both a success.

I attempted to capture and translate my feelings to you guys through a visual movie.  I have posted below each individual piece of art, as they were cut off during the conversion.  Also, I wrote a short poem (in the spirit and rhythm of "Twas the Night Before Christmas" to accompany the work.  I hope you, too can relate, and also enjoy what a wonderful "unit" the entire VTS experience is.  Merry Christmas everyone!

Now for My Summative Reflection piece...

You can watch on YouTube as well:  http://www.youtube.com/watch?v=z1IFtXXrKZs

Blog Topic # 14 - Pre/Post Test Analysis

The Meeting, Maria Bashkertseff

Summarization

Previous Post of Subject

I felt the class as a whole scored very well in certain areas (based on cumulitive averages).  The overall class average was 48 words per question.  I found that I had to really push them to get a sound and solid result using a thorough regiment of adjectives.  The class average was around 10 per question.  I found that the assertions with and without evidence were much more excusable than that of conditional language, as my class did not write very structured answers, but mainly focused on a more descriptive approach.  Upon discussing the artwork, the students began to have more revisions of thought, and really began to develop multiple interpretations of the piece.

Current Data Comparison

I was really skeptical of presenting the same piece of art to the students, as I was worried that writing would hinder the VTS capability (because we all know students today dislike to write).  My initial skepticism was abolished after reading the content following the VTS.  Word counts increased by almost 30 words per answer!  Almost every student gave much more detailed responses and wrote entirely in paragraph form.  This was  my big surprise of the VTS!  Adjectives increased to almost 16 per answer on average, and the conditional language was much more thorough.  I found the most exciting portion was the use of various possibilities being suggested.  The students seemed much more acute in their observations, and used wonderful suggestions such as "It looks like," or "Maybe they are,"  and my favorite, "If I were a betting man, I'd bet that."  Much more detail was explained in reference to the area in which the children are situated, and many more questions about where they were seemed answered this particular time.  Basing my findings on the rubric the improvement level was nothing short of wonderful!  I really feel that practice makes a better VTS!

Out of the Ordinary

I found it out of the ordinary that students wrote so descriptively about the subject.  They seemed more prepared on what to look for and what to write about.  They led themselves without being prompted or pushed, and they seemed to be very aware of the subject, unlike the previous initial VTS of this work of art.  I think that they are beginning to know what things to look for upon the initial viewing of art.  I would have loved to learn this tactic before taking Art Appreciation in college :0)  As mentioned before, the biggest surprise for me came with the increase of vocabulary and word usage.  I was a skeptic, and was transformed. Another surprise could be the continuous discussion and attention to the fence in the work.  Most every student made mention, or went into detail about the fence, which to me seems less significant compared to the actual subject matter.  

Blog Topic # 13 - After The VTS

Pieter at the Gallows in Mechelen, Piet Mondrian, 1896

Critically evaluate the work of art you selected

The work of art served its purpose.  It prompted many thought and conversation, as planned.  I felt that the VTS mood was effected by the colorless scheme as well as the subject matter.

Reflecting on Yenawine’s article on image selection, was it an appropriate choice for your students, considering their age, stage, interests, and abilities? Explain why or why not.

I feel that the image was appropriate base on my readings.  Listening to the terms being used to describe the work of art, I was able to determine that the subject matter was age appropriate.

In what ways did it challenge them?  Was the challenge too great, too little, just right?

As I predicted, I feel that the students were challenged because they were shown a less busy work of art.  I feel as though they had to really dig deep in order to both describe and reflect on the material.  I feel as though the challenge was neither too great, or too little.  It was just right. I believe that this may come for more experience from VTSing, or from getting to know my students at the VTS level.

What features/aspects of the work of art and its narrative did the students notice? What intrigued them?

The students noticed all of the features that I predicted.  There were also features that were noticed that I did not predict.  Some examples were the crookedness in the tree, the texture of the illustration, one student even made reference to the sticks below and suggested that they may be prepared to burn the body afterwards.  It was cool!

Were there any surprises?

I was surprised to get responses from students who normally do not speak up.  It was as if they, too were being grabbed and pulled by the power of VTS!

Would you use this image again with a similar class of students?  Explain.

I would definitely use this image again, as it brought on a sound conversation and wonderful links.  I do believe that it would have to be shown at the right time, though.  I feel that if this VTS were shown early, that it may have less effect, but if shown following a string of action photos or "happy jubilee" photos, then its effect will be sound.  Also, i feel like a student should be comfortable with VTS prior to assessing an image such as this.. 

Blog Topic # 12 - Pre VTS Image

Pieter Panis at the Gallows in Mechelen, Piet Mondrian, 1896

Why did I select this work of art?

I selected this work of art as a way of changing the mood.  I have been showing action based works that have gleefully showed celebrations in the making.  I chose this morbid image of little action in hopes to spark a different mood prior to the VTS, and also bring forth the same lengthy conversations.  

Why do you believe it is appropriate for your students, considering their age, stage, interests, and abilities?

I feel that gripping images such as this are plenty appropriate for High School students.  I also feel that this image can help portray the true savagery of the situation at hand.

In what way do you believe it will challenge your students? 

As I stated previously, I believe that the transition from celebratory images to a dark morbid image of death may challenge to student by making less room for conversation.  Action portraits have been wonderful to discuss, so lets see how relaxed and willing the student is upon seeing this gruesome image.

What features/aspects of the work of art and its narrative do you believe students will notice?  What might intrigue them?

I feel that students will notice the man being hanged.  I also feel like the students will notice the observers.  Also, the colors of black and white and grey will capture their attention.  I feel they will reference the ravens, but I am curious as to what they will say about them.  I think they will be intrigued by the whole image.  Definitely Mr. Panis!

Blog Topic # 11 - The Bean King

The Bean King, Jacob Jordaens, 1638

Assessing Engagement Learning 

 It has come to my attention that the VTS experience is a powerful one for both myself and to the students.  I took some SOUND instructor advice and viewed, videotaped, and studied Ms. Wells as she conducted a VTS with my advanced class on a subject that I had previously VTSd, The Beatles Butcher Shop Album cover.  I learned so much from her coaching, and I am much more confident in the power of VTS!  I have conducted VTSs every day since, with every class.  This particular VTS of the Bean King I felt has been the most thorough thus far.  

The students were extremely willing to VTS this work of art.  I have found that action scenes really bring forth much discussion about the subject.  Also, I have noticed to comfortability that has taken place when preparing a VTS.  It ha become more "routine" if you will.  The students noticed a great deal about the work.  Descriptions were plentiful, and words such as "a celebration,"  were used.  One student said that it looked like everyone was "worshiping the king in the center,"and that the child in the bottom right was trying to "steal himself a bit of the spirits from the table."  There was much evidence to back up their descriptions as each student noticed how MOST of the figures were fixated on the main subject.  Students were linking their responses well, for example:  after the student made reference to the "worshiping of the king,"  another student chimed in saying that she felt as though they were "reaching for the picture of spirits."  This was a different observation of the focal point, but she was respectful in disagreeing, which brought more conversation forward.  I felt as though students learned the flow of the VTS patterns more accurately, and were able to elaborate more freely, in efforts to back up their observations.

Reflective Practice

The VTS experience is becoming a sound part of classroom activities.  In saying this, I am feeling that discussions are more fluent, more effective, and much more enjoyable.  I am learning so much each time.  For instance, I have learned that repeating what the student says back to them and pointing it out on the screen allows all student to relate to what the other student observes, and allows me to better interpret the work of art as we VTS (although I say or prompt nothing, of course).  I am still trying to find my way and develop a sound routine, so I did not or have not changed much since the VTSs have become more effective.  It is as if I am scared to change, as it is flowing so well. 

With this image, I think there was plenty to be surprised about.  I felt that the students were overwhelmed at all of the activities taking place in the image, and I was flattered to see how they noticed each and every detail, all the way down to the animals and how they are looking away from the subject as to make you wander what the message behind their looking away would reveal.   Big success with this one!

Planning For The Future

My next planning sessions will deal with taking them to the next level, without demanding change.  I want to put more focus on the individual in hopes to try and get more out of them individually.  This will come with repetition, and being less quick with calling on the next raised hand.  I have also found myself studying what the student says too much, or taking too long of a look at what they are saying.  I will move quicker through the questions and demonstrations in efforts to accommodate more free-form thought.

I heart VTS!!!!

Blog Topic # 9 - Video - Lesson 4

Le Moulin de Gillette - Renoir, 1876

Student Engagement Learning

I decided for the 2nd VTS, to attempt another famous painting.  I wanted to make room for discussion, so I chose t a painting of much action.  The students seemed less excited to "jump " to conversation at this piece, but quickly began using the microphone and VTSin the first question.  Some initial responses:

• "A special occasion."
• "A wedding."
• "A social gathering."

The students seemed to notice particularly, that there was an event occurring.  There seemed to be less initial reaction to the piece, which could have signified that they were observing more closely or that they were studying the piece a bit more thoroughly before answering.  Words such as "Maybe"  or "Might" were used in the VTS, which is an indicator that they were expressing their observations conditionally.

The students interacted quite well, although I noticed that I was trying too hard to "push them" and became to involved with the conversation (again).  I felt a sense of sarcasm in some of the reactions, as though some were trying to get a laugh during this VTS.  I found that it was somewhat difficult to facilitate this VTS as the conversation seemed sporadic at times.  

In Reflection

I made some key mistakes in this video.  I once again found myself introducing the title to the video, mistakingly revealing to the students.  This may have caused flawed influence on conversation.  I became too involved with the conversation while trying to push thjem to be more descriptive.  Also, when the student conversation was complete, I added input, which could skew their next response.

On a lighter note, VTS is beginning to make a bit more sense to me.  I have read the material, and began to understand its power.  I do feel blessed to be able to share ideas with Lindsay Wells.  We also are looking at doing some personal peer coaching and constructive feedback.  

Blog Topic #8 - Peer Coaching

The Beatles - Yesterday & Today Album Art

1966, photographer Robert Whitaker

VTS Source Choice

I am one to love controversy.  I think it is a wonderful way to get people to discuss.  Being a graphic designer, I felt that using a piece of art that referenced what a designer does would help the student to relate to what we "do" in my field of study.  What better controversial designs to unravel than the "kings of controversy" themselves, The Beatles.  This album, Yesterday And Today, was one of many covers chosen by The Beatles that brought about much discussion.  The Beatles were so popular during the year of 1966, that even their view or "opinion" on the Vietnam War was a valued one.  Everyone wanted to know what The Beatles had to say about the war.  Soon to follow was the coveted, "Butcher Shop Cover," in which The Beatles portrayed themselves on the cover as "Baby Killers."  They did so in efforts to reference America's involvement in the war, and their protest of the involvement.  Obviously this was a BOLD cover for 1966, and Americans were outraged.  Ironically, it is the only Beatles' album that lost money for Capital Records.  So, now you know the history.

The VTS

I chose to, once again, VTS my advanced class, as they seemed to be much more reactive than my other classes,  It was exciting!  After revealing the cover, you could hear the gasps!  There was almost no need to introduce the first question.  The students immediately responded to the first question, one after the next, offering plenty of informative adjectives such as "gory baby dolls," "Happy faces and Death mixed together."  "deathly carnage."  I found it quite simple (this time), to lead students without feeling as though I was forcing them.  As the matter of fact, I really needn't say anything.  

Upon the second question (What do you see that makes you say these things?), conversation was plentiful.  There was a brief discussion involving the happy expressions of The Beatles as they "sat in all around in death."  The guys were discussing curiosities as well, asking questions such as "Why are they in Butcher coats?"  I was pleased to hear the answer "Because they are trying to keep their clothes clean."  It was an extremely involved conversation, and I completely focused on staying out of the conversation.  It was by far the best VTS thus far.

Blog Topic #7 - The Student

I am a firm believer that students do, in fact, respond to art based on their experiences.  I have really enjoyed learning the thought processes that occur within each individual student.  I have been taken to find that the most active students in the classroom are the most reserved when orally communicating a piece of art.  I, in turn, find it appealing and exciting that the less social students in the classroom are the more interactive during sessions.  I have also concluded that the more we VTS, the more relaxed a student becomes and the more easy for them to reflect on the works.  This being said, I have had to adjust my VTS focus from student to facilitator.  I have come to the current decision that I should provide less effort in trying to get a student to engage, and provide add more energy in attempting to facilitate.

In the group setting, the students seem a bit more relaxed than myself (in reflection).  I have come to understand through trial and error that tit is much easier to VTS a small group rather than a larger group.  I believe that it naturally makes the environment more intimate, and I feel like it allows for a much more open discussion.

VTSing the student has become a normal part of my daily classroom exercises.  I am not sure that I am facilitating appropriately, but I am looking forward to observing a fellow teacher as she VTSs her class.  I definitely feel that there is room for improvement in the ways in which I facilitate.  My biggest challenge to overcome thus far seems to be that I tend to become too involved with the student conversations.  Also that I do not prompt enough or use proper emphasis in ways to lead the student.  I am also focused on an entire group speaking, when I should be focusing more on the individual student at hand.  I have mountains, oh mountains to climb!

Blog Topic # 6- Video 1- Lesson 2

Visage Of War, Salvador Dali

Assessing Student Engagement & Learning


This was my first VTS video that I accomplished.  It was a struggle for me, as I wanted to have a completely involved session for Mary Franco to effectively critique.  I felt as though there was a lot of pressure to make a sound audio and video experience as to draw the viewer into the session.  I chose the artwork, Visage of War by Salvador Dali, as I thought it would be an extreme visual piece that would encapsulate much conversation to the class.


Students seemed extremely willing to participate in this VTS, as the image seemed to frighten and grip their attention.  Being my first video, I was a bit nervous to be videoed, and I believe that may have caused some interruption, as I did not really know the boundaries with VTS and video.  The first student to speak was plainly trying to be silly, as he soon realized that the other students were engaged.  this brought me my first video dilemma, which was how to handle those situations as a facilitator.  Most of the initial responses were such as:  "I see a skull, with other skulls, and snakes, and dirt."  Finally, one of the students described the image as "death."  I felt that this was a GREAT summation of the image.  I feel as though the students were quite descriptive, but I also got the feeling that there was a sense of withholding information.  I was unsure how to handle this, so I continued to let the conversation continue.  One student made reference to the name of the painting as a way of describing it.  


I was still referencing the questions from a piece of paper, which I felt gave more reason to prompt the students, although I was making a conscious effort to avoid doing that.  


Reflecting On Practice


In reflection, I am beginning to realize my faults mostly.  I believe that the way in which I approached the video VTS may have hindered the ability of the students.  I tried using a microphone so that each student could be heard, and that may have caused a sense of uneasiness with their deliberations. 


 I also feel that I am struggling with actual facilitation.  I committed the cardinal sin of giving the title to the students (as a way of introducing the VTS to the instructor).  This may have limited the conversations.


As odd as it seems, the positives of the VTS came with the students reaction to the piece.  It gave them enough subject matter to continue a discussion for more than 10 minutes.  I consider this aspect a success.  


My final flaw was giving my thoughts on the piece of art.  I feel myself wanting to take part in the discussions and helping to steer the facilitations in efforts to prompt them further.  I will keep pressing, and improving thanks to the wonderful and constructive criticism.