Topic 2 - The Meeting by Maria Bashkirtseff

At first site of this picture, my thoughts were as such:  curious.  I found that my eyes were immediately drawn to the young group and trying desperately to see what in the world the young man is holding.  It sort of gave me the same feeling of when John Travolta opened "the briefcase" in Pulp Fiction.  It absolutely drew me in and asked me to explore the painting for clues.  I really enjoyed seeing this new (to me) piece of art.  Here are the reactions of the VTS study I did with my advanced Graphic Design class:

Class Performance based on VTS/Post VTS Scoring Rubric

Observations

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.

Comprehension Strategies Used

I must admit that students I have taught at the High School level have had a difficult time purely visualizing things without being prompted.  Maybe this is because they have the internet to help them get a visual of just about every topic that could be introduced, so the first step of imagination is interrupted.  I have found, as mentioned that if a student is prompted and questioned in the right manner, they may be able to begin visualizing more effectively allowing me to make connections with them, and help in their efforts to move beyond their imaginary road blocks.  

I was unable to predict the outcome of such a project, especially one as new to them as this was.  We are not a class that focuses on writing so much (other than type itself...YEAH!!!!), but I do feel that the more of these I do, the more successful that I will become at facilitaing them, and they will become at giving me what I want to hear.  My overall reaction to VTS Project 1 with Class - Pass with a C.  I enjoyed the segment and time with the students assessing art.  

Thanks for listening...Ragster out.

Off to a Bluegrass Show!

Topic 1 - The Herring Net by Winslow Homer

My first reaction to this painting was somewhat unusual with this piece of art.   I had a sense of certainty that I had seen this painting before.  After racking my brain matter for quite some time, it hit me....Good Will Hunting, the movie!!!!  I was (in my scattered brains), certain that this was the paint by numbers piece that Robin Williams showed to Matt Damon in their first session together.  Needless to say, I was incorrect.  The painting was similar, but not the same, however, at first sight I got that same feeling.  A feeling of "lostness" and a sense of cold, uncomfortable, unsettlement.  Now on to what  "my experimental, fellow colleague, lab-peeps" felt when asked the following questions in reference to this wonderful piece of art...


1. Did your colleagues notice what you noticed in the painting?
In regards to content, my colleagues and I noticed much of the same thing, and were able to describe fairly thoroughly what was going on in the painting.  We described an older fisherman, along with a younger of the sort bringing a net full of fish onto their apparent rowboat.  Floating devices were being used, as there is one positioned in the left center front of the painting.  The water seems to bit a bit unsettled, as the older gentleman fights with the net in efforts to bring on board the "catch of the day."


2. Did they notice details or offer insights you had not considered? How did you respond to these?
There were a few things that my "studious pupils" noticed that I failed to recognize initially.  There were the larger ships in the background, that could have been placed in efforts to allow you to believe that our fishermen were in a smaller boat that had been detached from a larger boat that was potentially nearby.  Also there was the slight view of the net to the younger fisherman's left, allowing you to believe that he, too was playing a part in the capturing of the herring either by re-releasing the net back into the ocean, or by helping keep the fish inside the small boat.


3. How did you feel about facilitating this discussion and what did you learn from the experience?  
I felt comfortable in my choices of experimental colleagues.  There is a sense of camaraderie between my "chosen ones" and myself, making it comfortable to ask for assistance with this experiment.  I learned a great deal from this experience, as I was able to facilitate an assignment within a group of peers, versus a group of students.  Teachers of other subjects offer a wonderful array of ideas, and in some cases tend to stray away from the basic principles, theories, and rules that tend to wrap us artists up into looking beyond the basic content at times.

The Ragster Is Up & Running!

Hello all!  Man, it is safe to say that I have had a time getting up and running between the change of schedule, high-school starting back, the amazing wrong book shipment crisis, the SkillsUSA Leadership Conference in St. Simon's Island, my son's ear awesome double-ear infection while mommy's on business in Phoenix, 5 bluegrass festivals (in which I have had to play), and the icing on the cake, Jury Duty.

All is well, and I am excited about catching up with the blogs and getting on track!  I look forward to working with you all, and most importantly learning together and sharing ideas.  Please feel free to friend me or comment on any of my upcoming blogs.  I plan on being a very active cat on the VTS scene!  See you in cyberspace!

The Ragster