I thought that the article, “A Brief Guide to Developmental Theory & Aesthetic Development” (DeSantis & Housen), gave wonderful insight to the introductory theories of Housen's wonderful discovery. It is always exciting to learn about theories that can, through study, generate such wonderful discoveries. Learning about the different stages that a Viewer goes through when looking at art gives me a great insight on how to become a better viewer and learner myself. My biggest difficulty with VTS has been struggling with being a facilitator and being a Level 1 myself.
My question would be as follows: How effective am I as a facilitator at a Level 1 viewing stage? I struggled with this for some time while initially beginning the phases of VTS.
I am now a bit more in tune with VTS which makes me a bit better I suppose. But as I reflect on practice, I still have a long way to go to achieve Jedi Level. The quest continues....
Prethinking / Summative Project
10 years ago
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1 comments:
It is interesting that you should address the idea of facilitator (teacher) aesthetic growth. One of the research findings and subsequent training provisions is related to this. As your reading has indicated, VTS was designed originally for regular classroom teachers, not art specialists. That means that the average VTS facilitator, early on, was at the same developmental stage as his/her students. Teachers who facilitated VTs discussions for their students regularly were seing stage growth in thier students. However, THEIR stage was remaining the same and this was attributed to the fact that they were simply facilitating, not participating. Teacher training, therefore, requires that teachers be given regular opportunities to participate in VTS as students. This is one of the reasons we designed the VTS I and VTS II classes to require 3 face-to-face campus visits. Your comment has made me realize that I need to work harder to make Skype available for those sessions that you far distance students cannot attend. Thanks for the heads-up!
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