Blog Topic #9 - Comparing VTS to Study

I chose to cut my reading and reflection short, as I found myself comparing and contrasting my personal experiences to the article.

VTS is by far the most revolutionary asset that I have gained knowledge of in my few years as an art teacher.  The VTS Unit implementation among my students this semester has greatly enhanced the learning environment, caused great challenges for me, as a teacher and writer of Unit plans, and has built a sense of unity within my group of advanced graphic designers.  Adequate planning is the key to VTS and careful selection of images and curriculum can only enhance its wonderful flavors and ask for a great experience.

As a new teacher, I have always struggled with classroom management.  One of the aspects that I constantly battle is the student's knowledge that my class is NOT considered a CORE class in reference to admittance into college or University, and Core GPA.  I find that the majority of students tend to focus less on courses such as mine, and are less likely to produce the quality of work desired, as their main focus is incumbent upon their CORE curriculum.  I feel that this creates barriers at times.  Keep in mind that there are students who desire a great deal to become graphic artists and place much emphasis on their success in my course.  Also we must consider that Good facilitation acts as a great filter in the scheme of the learning environment.

I have used VTS as a way to gain classroom control, and have found it to be a wonderful warm up tool in introducing project-based coursework.  For example, I have chosen to VTS the Beatles' Yesterday and Today album with each of my introduction courses prior to introducing them to the Album cover project.  I feel that VTS is a great too that I can use to further drive home the design process.

VTS (as with all assignments) requires a carefully place time in the learning environment.  I have learned that VTSing late in the class, often calls for less participation, as students are preparing to leave (or may have already mentally left the building).  VTSing in the afternoon has less impact on their abilities as early in the morning.  It is little "trial and error" instances that makes us a better facilitator.

Image selection and open discussion are key factors as well.  Students should feel comfortable discussing their works,  and the works of others, and I feel that VTS is a great way to bring them into that comfort zone of open discussion.  All in all, I feel that VTS and Hadjoannou's studies work hand in hand in adding educational excitement and openness to the learning environment.  I still have mountains to climb, in overcoming time constraints due to standards. but will use this study as a means of opening new ideas for open curriculum in my future courses.  Thanks for the article and insight!

Reading & Reflecting Environments of Authentic Discussions

This is an interesting study focused on the learning environment.  My dream class!  I cannot seem to get over the idea of standards when reading articles such as this.  Am I skewed?  I know that I can learn a lot from Mrs. Ethnis and her view on testing, but with the standards that have been put into place in my curriculum, I tend to find it impossible to have a class based on these ideologies in which the curriculum is covered thorough enough in order to pass students on a standardized test.

A wise person once said that it is upon boundaries that creativity is formed (or something like that), and I cannot seem to grasp how an open discussion forum allows for standardized learning.  I personally believe that classroom standardization plays a major role in the reason that these classes are virtually non-existent.  The theory is solid, the ability is hazy to me.  Any offered insight as to how to make this work would be GLADLY accepted.

I did gain some confidence after referencing the seven descriptors listed on page 374 of the reading.  I have found that group discussions of collaborative assignments promote learning, but I have also found that group involvement tends to get unruly, and one student ends up doing the work while others socialize.  Not in every case, of course.

I have found that exuding a comfort level in the class does help with a students willingness to learn.  My biggest surprise in the article came with the study of Mrs. Enthis' take on testing. This It gave great insight as to how to approach the testing and standards in the classroom.  I DO FEEL as though every moment spent not covering test curriculum is a moment wasted.  I also feel that VTS is an educational way to divert form the standards, and have had a wonderful time trying to tie it into curriculum that works with my standards.  It is a practice that will continue well beyond this coursework.

Blog Topic #8 - Semester Reflecting

It has been another GRUELING Semester in the post-tornado era of Catoosa County, GA.  I have often wished that, like Dorothy, I was whisked away to a wonderful, colorful land, of exciting new adventures in which teaching were of normal hours and workload was limited to the norm.  Workload has tripled in school, as we have played catch up from last year's devastations and played the role of double time instructor super hero to students who lost 6 weeks of curriculum multiplied by the enormous responsibilities of revised standards across my curriculum.  Also enter into OZ, the despicable idea of Standardized testing in the Graphic Art field.  It is because of these unreasonable requests that I have been forced (almost) to create a curriculum based nut that stretches across core classes, and ties back into a standardized way of life that I feel limits my abilities as an art instructor.  I have made a good go at it, however!

VTS is amazing!!!  I have been so inspired because of this wonderful addition to the field of art.  There are so many possibilities that can be implemented, given time and thought.  Hence, my biggest challenge this year...TIME.  I am a coach, a lead advisor, soon to be father, and catch up guru superhero pursuing a Master's Degree.  I have truly been overwhelmed at the amount of work that has been placed on my plate this year.  VTS has been the escape that I so desperately have needed ( I feel the students have benefited dearly as well).  VTS has given my students a chance to receive art, interpret art, and appreciate what it has to offer, if only for a short time before we start pounding out lessons on type, page layout, print and the works.  This semester I have found a way to make VTS a Savior of sorts to the guys.

I have found myself a more educated art viewer as a result of VTS, and also fell that my students are taking the curriculum well.  I wanted to challenge myself in the realm by tying more research driven projects as a means of building upon the design process, and also keep to the standards.  The projects derived from my unit (although tough to accomplish for students), have proven to be successful and the Unit has moved along in a timely and educational manner, much to my surprise.

The frustration for me comes with the limitations placed upon my class due to standards and standardized testing.  It is a complete distraction for the students to have to continuously move forward and become engulfed with 2 separate projects going on at once...If only there were more time.....

Reading & Reflecting Barrett's Dialogue About Art

Dr. Barrett tends to hit home with me when reading and reflecting.  It seems that the topics discussed always point out something that I tend to be struggling with or that I have had concerns about.  Dr. Barrett makes reference to young adults in this article which, for the first time that I can recall makes a true statement that I feel is easily overlooked.  "Learners of middle-school age and older tend NOT TO WANT to describe what they see because they fear that they are stating the obvious and do not want to appear foolish, especially in front of their peers. "  This is a struggle that I have dealt with since implementing VTS in my classroom.

Dr. Barrett gives wonderful insight on how to approach this problem, and also how tot encourage active participation.  I have so many times heard similar statements as described "He/She already said what I was going to say."  When I hear these words, I find myself consistently moving on to another student in order to encourage longer VTS sessions.  I am appreciative of the helpful advice offered in this article in that it helps guide a High School facilitator into encouraging vocal expression in THEIR OWN WORDS.  We so often overlook the obvious when in the middle of a session, I feel (at least  I do).

In Dr. Barrett's reference to communal vs. personal meaning, it is essential that one recognizes that teens tend to "go with the group."  They are less likely to speak if their interpretation is different than that of the group.  I feel that understanding better the reasons why, i.e. FEAR, will only help me become a better VTS facilitator.  Thanks Dr. Barrett!

Blog Topic #7 - VTS Image 3

Signing of the Declaration of Independence, John Trumbull

I chose this VTS as part of Lesson 3 of my BIG IDEA - Early American Art

This image, in comparison to the introductory image is of less similarity.  It is safe to say that this image selection was an "out on a limb" one.  There is little to be said about the image, as it portrays a moment in time that MOST of us are familiar with (I hope).  This was a Lesson within my unit that I considered dropping due to its obvious historical nature.  I liked my ideas for the project, therefore I chose to go ahead and VTS this image in efforts to open the project.  

In terms of complexity and details, this image offered little.  Again, I was aware of this going into the VTS.  THere are minute details such as raised hands and witnesses, and little action.  

In terms of ambiguity and meaning, this painting offers a lot.  It offers a significant moment in history, but may have offered too much meaning and too much information for the viewing students.  In other words, they were perfectly able to figure out what was going on, and offered little insight to the painting's overall appearance. 

There is little diversity, historically, but in retrospect, it offers a great deal of value.  It opened the door for America, and officially declared independence from Britian.

The style is appropriate for its time and is Fine Art, as all of my images are.  These images were chosen for the purpose of research and data collection. 

I feel as though I also chose an inappropriate time to offer this image, as the students had just returned from a week long break, and it was my 1st Block that were chosen to VTS.  I fell that this could have played a part in the lack of participation that was presented.  I feel that the students were not motivated to be in school, much less motivated to actively engage in a VTS.  This was a learning lesson that I got a lot out of.

Reading & Reflecting Barrett's 17 Principles

I found that the reading and reflecting of this particular article ties closely to the (what I consider) demise of my 3rd VTS in my Unit concerning U.S. History.  Barrett makes a connotation involving becoming "too personal" with a work of art in regards to its interpretation.  I knew that this would be a fine line in my venture in trying to Fine Art with U.S. History while sticking to my Standards, and promoting more research driven pieces of work in my design classes.

Barrett states that " An interpretation that is too personal is one that does not shed any light on the subject that is being interpreted."   This is the part of the reading that captured my attention the most, as it has applied to my "fine line."  While implementing my 3rd VTS, I chose the Signing of the Declaration of Independence by John Trumbull.  The piece is exactly as it states: Our forefathers signing the Declaration of Independence.

There are things going on in the picture such as, hands being raised, a main figure, delegation, and conversation, but there is little to be interpreted.  It caused for a short VTS with little comment and raised very little enthusiasm.  I planned on potentially omitting this Lesson as a whole, but felt it necessary in order to tie standard driven curriculum into my BIG IDEA.

I discovered that by giving less obvious images involving history, that I have gotten much better results.  I believe it is a fact that students who can relate to an event more accurately tend to be less involved with an interpretation.  Barrett states that artworks attract multiple interpretations, and I believe this to be true, so long as the intent is quite obvious.  Disappointing, but accurate article for this VTSer at this juncture.

Blog Topic #6 - The Beattie Chapters

I think in retrospect to the Beattie chapters, my evaluations would be based upon performance assessment strategies.  


I believe that art (especially Graphic Design), is a performance-based profession as a whole. It is evident that artists and designers make a living based on their performance.  


I would focus on certain criteria such as:

• Presentation
• Participation
• Overall Appearence
• Creativity
• Quality of Work

Because I am focusing my BIG IDEA as Historical Art of the Early Americas, I am already expecting students to be able to relate to the Fine Art piece and make an assumption of the particular part of history that is taking place. 

I have found (in my four years of teaching), that students who create designs fail to appropriately research the criteria prior to creating a piece of work.  That is one of the defining factors in my decision to utilize History as a topic for VTS.  I feel that it forces them to reflect and research a specific historical topic in order to create a piece of work comparible to the era of time.  Research, either self or group is vital to the success of any piece and is an intregal part of the Design process.  

Curriculum in my unit calls for open-ended instruction, that has to be tied in with closed, signed and sealed standards that follow state standards.  I must reinforce the design process with kids as per my standards and encourage research-driven designs.  I feel as though this may "hinder" my ability to completely open the VTS realm to my guys, but it works.

If my summative evaluations are performance based (please reference bullets above), I feel like I could potentially highlight all areas of the design process and keep the VTS open-ended for proper discussion and thinking strategies.

Reading & Reflecting Zander

I found the article by Zander especially interesting, as it encompasses many wonderful insights into fulfilling the ideas of a dialogical classroom.

I feel as though Housen and Yenawing both would take the presentation of Zander quite seriously, and potentially utilize the opportunity to build curriculum based on the ideology of a dialogical classroom.

I believe that the reason dialogical classes are scarce in the learning environment is strictly related to the lack of knowledge and efforts put forth from the teacher.  Mostly, I feel that we, as teachers, feel the need to control conversation, as it is a way of keeping classroom discipline at bay.  We tend to lose sight of the positive annotations (like learning something from a student, or covering uncharted ground with a subject), while opening a topic for dialogue.

I feel another reason that is hurting the concept f a dialogue-driven classroom is standardized testing, which may end up being the downfall of education (for both students and teachers) all together, as it limits what can/cannot be taught or discussed in the classroom.

Blog Topic #5 - VTS2 - Lesson 2

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

Reading & Reflecting - Week 5

What opportunities does ambiguity in works of visual art offer students in the visual art classroom?  

There are obviously many opportunities that ambiguity can offer when in the classroom.  I will highlight what I feel is the most important.  The single most important opportunity that ambiguity can offer is that it allows students to learn through other's experiences.  It is stated in the article that individuals can draw different interpretations from viewing art based on their own personal experiences.  I feel that student and instructors alike can gain experience when viewing art based on the feedback and vocal interpretations from one another when viewing.

How might VTS methodology unlock these opportunities?

I feel that VTS can help unlock methodological opportunities as it allows for individual vocal interpretation, which allows others to draw from those interpretations and add their interpretations.

Do one or more images in your VTS Unit Curiculum contain ambiguity that can enhance individual and group meaning-making?  

I feel as though it does...Especially in the section concerning slavery.  We, as southerners have many different interpretations of the south as a culture, and by viewing images such as the Underground Railroad, I feel many different interpretations will become prevalent.