The document discusses various ways that the arts can be used as a lens to explore the world. It describes exploring artworks historically, critically, and aesthetically. It also discusses making art and moving from just being exposed to art to becoming engaged with it. Several teaching methods are outlined, including Visual Thinking Strategies (VTS), which uses open-ended questions to facilitate discussions about art. Token Response is presented as an interactive game to discuss art. Project-based learning using "big ideas" and driving questions is also mentioned. Finally, some benefits of visual arts education are discussed.

1. The Arts as a Lens
on the World
Larry Hurt
Friday, July 10, 2009

2. How I Spent My
Summer Vacation
Exploring works historically
Who made this? When? Where? Significance?

3. How I Spent My
Summer Vacation
Exploring works critically
Is this good art? Why? Who says that it is good?

4. How I Spent My
Summer Vacation
Exploring works aesthetically
Is this art? What is this object worth? Why is this beautiful?

5. How I Spent My
Summer Vacation
Making art
What arrangement? How will I create this effect? What else?

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. 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. 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?

11. 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

12. 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)

13. 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.

14. Project-Based Learning
The Driving Question:
Can artists communicate the challenges, the
impact, and the significance of homelessness
through the creation of art objects?

19. Project-Based Learning

20. 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.

21. 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

22. 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.”

23. Keeping in Touch
3 Lhurt@indy.net