I am sticking to the strategies of Walker. I feel like the sequencing of the unit can only help better develop useful Visual Thinking Strategies. My unit that I have developed is in line with History, as I have made known. In saying this, history runs in sequences itself, therefore it can only better suit my unit to follow the sequences discussed by Walker.
Conceptual Framework:
Students can VTS a particular work of art that is depicting a certain event within the specific historical timeframe, but cannot truly understand the projects without researching criteria based on the activity. It is essential that I keep all projects in line with the Graphic Design Standards that are state-implemented which I believe hinders my abilities to create true conceptual studio work, but I have found a way to keep my BIG IDEA interesting and structured toward visual learning. As I move through the images involved in each category, it is assumed that I will be delivering more powerful and intuitive images as we move through each section.
Prethinking / Summative Project
10 years ago
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1 comments:
Here's a thought (and perhaps, a far-fetched one). Would the National Archives have imagery and documents that you could VTS in addition to period paintings to make it more relevant to your course content? I think you can access their images online (and as a former employee of the U. S. Government, you may know for sure). I'm thinking photographs, pamplets, etc. We are doing research with a boys' writing club and a few weeks ago, the kids VTSed a Wanted poster. It was pretty fascinating. For sure, some of their evidence was based on printed words on the poster, but the poster itself was photographed; the photo contained a book, some gold nuggets, a pickax and other things that gave it a narrative quallity. Feel free to think outside the box when it comes to your image selections. Don't feel that you have to limit yourself to fine art.
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