This document discusses how Visual Thinking Strategies (VTS), a student-centered art viewing curriculum, aligns with and supports the Common Core State Standards for English Language Arts. VTS uses open-ended questioning to prompt students to carefully examine works of art and discuss what they observe, backed by evidence from the image. This helps develop evidence-based reasoning skills and aligns with CCSS standards requiring students to use evidence from texts to justify their views. The document also outlines how VTS speaking and listening activities provide opportunities for students, including English Language Learners, to interact with peers and build academic language.

1. Visual Thinking Strategies and the
Common Core State Standards
Cara Goger
M A R I P O S A C O U N T Y A R T S C O U N C I L
info@arts-mariposa.org

2. Larry Fink
What is going on in this photograph?

3. Visual Thinking Strategies
Visual Thinking Strategies (VTS) is a
student-centered curriculum in which the
student examines and discusses works of
art, prompted by questions selected to
support careful, evidentiary looking.
VTS questions are:
1. What is going on in this picture?
2. What do you see that makes you say
that?
3. What more can we find?
Imogen Cunningham

4. Visual Thinking Strategies
3 Facilitation Techniques:
•Paraphrase comments neutrally
•Point at the area being discussed
•Linking and framing student
comments
Jerry Uelsmann

5. Visual Thinking Strategies
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
Danny Lyons

6. Visual Thinking Strategies and the Common
Core State Standards
One of the major shifts in the Common
Core State Standards for English
Language Arts demands that students
"produce and use evidence in a text to
justify their views" (Santos, Darling-
Hammond & Cheuk, 2012).
By using the VTS method on a regular
basis, teachers can develop evidence-
based reasoning habits in their
students.
Alexander Rodchenko

7. Visual Thinking Strategies and
CCSS ELA Anchor Standards
Reading
Anchor Standard 7: Integrate and evaluate
content presented in diverse media and
formats, including visually and quantitatively, as
well as in words.
Anchor Standard 6: Assess how point of view
or purpose shapes the content and style of a
text.
Sebastiao Selgado

8. Visual Thinking Strategies and
CCSS ELA Anchor Standards
Writing
Anchor Standard 1: Write arguments to support claims in an analysis of
substantive topics or text, using valid reasoning and relevant and sufficient
evidence.
Elliott Erwitt

9. Visual Thinking Strategies and
CCSS ELA Anchor Standards
Speaking and Listening
Anchor Standard 1: Prepare for and participate effectively in a
range of conversations and collaborations with diverse
partners, building on other’s ideas and expressing their own
clearly and persuasively.
Anchor Standard 2: Integrate and evaluate information
presented in diverse media and formats, including visually,
quantitatively, and orally.
Anchor Standard 3: Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.
Anchor Standard 4: Present information, findings, and
supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
Phillipe Halsman

10. Visual Thinking Strategies and
CCSS ELA Anchor Standards
Language Standards
Anchor Standard 5: Demonstrate
understanding of word relationships and
nuances in word meanings.
Alex Webb

11. Visual Thinking Strategies and
English Language Learners
The CCSS guidelines for working with English
Language Learners explicitly states that
teachers should:
•Provide opportunities for ELLs to interact
with proficient English speakers
•Provide opportunities for classroom
interactions (both listening and speaking)
that develop concepts and academic
language in the disciplines.
•Provide opportunities for ELLs to build on
their strengths, prior experiences, and
background knowledge.
Harold Eugene Edgerton

12. SOURCES
Coleman and Goldenburg. (2012) The Common Core Challenge for English Language Learners. Principle
Leadership (pp. 46-51).
DeSantis and Housen. (2007) Aesthetic Development and Creative and Critical Thinking Skills Study. Visual
Understanding in English.
Housen. (2001-2001) Aesthetic Thought, Critical Thinking and Transfer. Arts and Learning Research Journal,
Vol. 18, No.1 (pp. 99-132)
Housen. (1999) Eye of the Beholder: Research, Theory and Practice. Presented at the conference of “Aesthetic
and Art Education: a Transdisciplinary Approach. Lisbon, Portugal
Santos, Darling-Hammond, Cheuk. (2012) Teacher Development to Support English Language Learners in the
Context of Common Core State Standards. Understanding Language | Language, Literacy, and Learning in the
Content Areas.
Thinking Through Art Isabella Stewart Gardner Museum School Partnership Program Summary Final Research
Results (2007). Institute for Learning Innovation, Annapolis, MD
RESOURCES
Visual Understanding in Education (VTS) webpage:
www.vue.org
Understanding Language | Language, Literacy, and Learning in the Content Area – Stanford University
http://ell.stanford.edu