- a clear divide in classes (rich vs. poor) due to clothing and items characters held
- a theme of pain, suffering, waiting, and imprisonment
- repetition within the painting (boxes, groups of people)
- a neutral color palette
My students seem to surprise me every week. Sometimes their artmaking can really lack in critical thinking, and when the class participates in these discussions, I feel so impressed. They have such great vocabularies about art and seem to notice many deep details in the work. I think that my students artmaking abilities will really benefit from out VTS discussions because it gives them an opportunity to see how other artists create conceptual art.
Overall, the VTS felt really good to me. I don't seem to be having any issues using the prescribed lines much at all. My students seem to be getting used to having these discussions. as I have noticed that they are providing evidence for what they see without me having to ask them. While I know this is inherently good, it sometimes throws off my balance during the discussion because it makes me really think about what I need to say next.
In the future, I really want to work on transitioning more smoothly. A few of my students shouted out during the discussion without being called on, and I need to be able to better handle speaking to two students at once. It is really surprising me how much I am enjoying this class and I really hope that it continues to be beneficial to my kiddos.
Peer Coaching #2
ReplyDeleteSadara, just off the top, I want to say you are doing a good job. I know its hard to stay neutral and not join in with the discussion and give them all the answers, but you too are learning from your students and the way they see artwork.
Having your students see an artist twice helps reinforce that consensus of the artist and their work for them. Over time, I think, the students learn that to respect their fellow classmates is to respect themselves.
I’m so glad that your students are thinking critically and that their vocabulary is through out with your VTS lesson. Oh and yes, I see that they will be ready to take from these lessons and put them into their own artwork. A discussion with different types of artwork always helps students to see their own artwork in a new light. Feeling great about your student will also show in their work, if you are excited for them, they will perform better.
I’m also seeing that over time the students are getting better with each VTS lesson and how they interpret each artwork helps in providing further evidence that VST works. I understand the feeling of being self conscious, but over time that has to go away. I know you are having difficulties with the transitions; you might want to speak to each student and not about the artwork. You might consider your own thinking and what you would say if you where in their shoes.
Sadara, it might be time for you to start having them think on a deeper level by adding an artist to each of these artworks in your curriculum, after you VTS them. You could add just a poster of their artwork of, watch a video or just take about them. I think in time this will come to all of us. You know this will benefit your students in time. Think back to when you were in school, if a teacher put a little more effort in their class presentations it went a long way in helping students to more fully understand concepts being presented. Keep up the great work.
It was, indeed, a fun video to watch. I agree that their thinking is deep and rich; I was so impressed that so many of their comments were focused on meaning. Regular VTS can't help but encourage more conceptual art making and I think you see that it will enrich critiques and your one-on-one discussions with them about their work. Now that the questions are becoming comfortable, you can start focusing on really burrowing in to their anwers with Question #2. They're offering evidence for what they recognize and interpret. Use Q#2 to challenge assumptions and subtleties behind their answers. This can be used powerfully to develop critical literacy about biases, stereotypes, expectations, fears, and the like. Great job!
ReplyDelete