How have individual students grown/changed over the course of their
short VTS experience? Overall, my students have grown over the course of each
VTS lesson. At the beginning they were withdrawn and not sure of themselves. Now, they are all into it and want to talk
over each other and find evidence that helps support their fellow classmates.
My students did not show major growth over the semester, but they did show a
large improvement from the beginning of the semester.
How has your focus class grown/changed over the course of their short VTS
experience? They are ready to get right into the lesson the minute that I say
we are going to have a VTS lesson. I do think they could do this all by
themselves, but they are an older group that knows how to get things done. The
students that were not engaged in the first lesson on are some of my best
VTSers. They find evidence right out of the gate and kept it up throughout the
lesson. I could not be prouder. The level of satisfaction that they have given
me is beyond words.
How have you as a teacher and
your teaching practice grown/changed over the course of the semester? I am so
thankful to have had the opportunity to see each of my students grow over this
semester. Over this last semester, as a teacher, I have also grown; I now want
to engage each new student with seeing art in new ways. Have them finding
themselves in the art or finding ways to understand what art can be without
someone telling them what they think it is. I have had the opportunity to teach
college level students and watch them each develop from stage 1 to 3. They made
me want to be more than just that person in front of the classroom. The one
that helps them find a voice in the crowd, the one that sees them change over
time. I plan on adding VTS to my entire curriculum. I want to share and help my
students grow through VTS and helping them find a voice in viewing art.
Couldn't help but smile as I read your comments. Even though VTS was developed for elementary aged students, it is totally applicable (as you have discovered) with college students. I particularly liked your comment about giving them a voice. So often in college art classes, it's all about lecture. VTS offers the opportunity for free and genuine discussion, much like art critique. It's less threatening, too, because it is about someone else's work who is not in the room! Having said that, I also think VTS has much to offer students as a peer critique method. The nurturing and non-threatening venue could change the face of the dreaded critique for both experienced and inexperienced art makers!
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