Hurt: Arts as a Lens to the World


Published on

Ways to use artistic media as a way to introduce students to the world.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Hurt: Arts as a Lens to the World

  1. 1. The Arts as a Lens on the World Larry Hurt Friday, July 10, 2009
  2. 2. How I Spent My Summer Vacation Exploring works historically Who made this? When? Where? Significance?
  3. 3. How I Spent My Summer Vacation Exploring works critically Is this good art? Why? Who says that it is good?
  4. 4. How I Spent My Summer Vacation Exploring works aesthetically Is this art? What is this object worth? Why is this beautiful?
  5. 5. How I Spent My Summer Vacation Making art What arrangement? How will I create this effect? What else?
  6. 6. Moving from “Exposure” to “Engagement” • VTS- “Visual Thinking Strategies” • Token Response • Project-Based Learning -using big ideas & driving questions • The arts and global learning
  7. 7. Visual Thinking Strategies Based on the research of Abigail Housen & Phillip Yenowin What is VTS? Visual Thinking Strategies (VTS), is a school curriculum and teaching method that * Uses art to develop critical thinking, communication and visual literacy skills * Asks educators to facilitate learner-centered discussions of visual art * Engages learners in a rigorous process of examination and meaning-making through visual art * Measurably increases observation skills, evidential reasoning, and speculative abilities * Engenders the willingness and ability to find multiple solutions to complex problems * Uses facilitated discussion to enable students to practice respectful, democratic, collaborative problem solving skills that over time transfer to other classroom interactions, and beyond * Uses eager, thoughtful participation to nurture verbal language skills, and writing assignments to assist transfer from oral to written ability * Produces growth in all students, from challenged and non-English language learners to high achievers * Underscore connections to art and strengthens the role of museums as a valuable resource in students’ lives
  8. 8. VTS Facilitation 101: Visual Thinking Strategies uses art to foster students’ capacities to observe, think, listen and communicate. In VTS discussions teachers support student growth by facilitating discussions of carefully selected works of visual art. Teachers are asked to use three open-ended questions: * What’s going on in this picture? * What do you see that makes you say that? * What more can we find?
  9. 9. VTS Facilitation 101 continued: 3 Facilitation Techniques: * Paraphrase comments neutrally. * Point at the area being discussed. * Link contrasting and complementary comments. Students are asked to: * Look carefully at works of art. * Talk about what they observe. * Back up their ideas with evidence. * Listen to and consider the views of others. * Discuss many possible interpretations. 3 © 2009 Visual Understanding in Education
  10. 10. Token Response Mary Erickson, Ph.D. and Eldon Katter, Ph.D. Bilingual Learning to think clearly about art and discuss personal reactions to art comes easily when students play Token Response. Players of all ages can participate fully in this interactive game. Imagine the dynamic discussions students will have as they consider important questions and distinctions about art. The teacher's guide gives lots of pointers for dealing with very complex issues about the nature of art and the experience of viewing it. Token Response can be used again and again with different reproductions or works of art at museums. Your students will learn to: * Express their opinions effectively * Evaluate art with different criteria * Differentiate between preference and judgment * Respect differences of opinion about art * Appreciate the value of art * Value their own and others' responses to art Grades K to Adult (Crizmac, 2009)
  11. 11. Project-Based Learning “Big Ideas” for this Project 1. We have perceptions of community homelessness that may be based on bias or false information. 2. Artists frequently communicate big ideas about significant social themes. 3. Zines are a unique way to make connections. 4. Collaboration with other schools/artists adds richness to idea development.
  12. 12. Project-Based Learning The Driving Question: Can artists communicate the challenges, the impact, and the significance of homelessness through the creation of art objects?
  13. 13. Project-Based Learning
  14. 14. Some Final Thoughts: Studio art and the Real benefits of Visual Arts Education Hetland, L., Winner, E., Veenema, S. & Sheridan, K.M. (2007). Studio thinking: The real benefits of visual arts education. New York: Teacher’s College Press.
  15. 15. Eight Studio Habits of Mind Develop Craft Learning to use tools, materials, etc. Engage and persist Learning to embrace problems of relevance Envision Learning to picture what cannot be directly observed Express Learning to create works that convey ideas, feelings, or personal meaning Observe Learning to attend more than just look Reflect Learning to think & talk with others about work and process Stretch and Explore Learning to reach beyond one’s capacities Understand Art World Learning about art history and current practice
  16. 16. Parker Palmer “To teach is to create a space in which the community of truth is practiced.” “Truth is an eternal conversation about things that matter, conducted with passion and discipline.”
  17. 17. Keeping in Touch 3