VTS assignment #3

"Does the art making problem extend beyond cleverness and novelty? Does the art making problem  originate with a big idea? Does the art making problem include divergent elements that provoke meaning beyond its apparent and obvious aspects? Is the art making problem directed towards meaning?" (Walker, p.70) 
     These are the questions that Sydney Walker is presenting to us as we examine our ability to teach students how to create meaningful artwork. These are tough questions to approach unless you have a plan. I feel like VTS is an exceptional tool to assist a teacher in achieving positive results in their curriculum driven by these questions. To create an assignment and expect students to dive in with the goal of creating meaningful artwork is certainly wishful thinking. However, taking students on a journey by allowing them to view inspired artwork through the vehicle of VTS before they begin, I believe students have a great chance of understanding the questions that are important for artists to consider in the creation process. Students are drawn to logos and pop-culture figures. They will simply recreate these in their work if our direction and instruction is not fine-tuned and gripping. In my opinion, VTS is a great way to help kids take a good look at art and realize the millions of important decisions that go into creating something of value. When they have gained an appreciation for what they see and are inspired by something that relates to them, then they are heading into the direction that we want them to go. Presenting a good art making challenge is important, and i feel that VTS is a great way to draw students in so that they will understand the challenge and accept it with vigor. 


     In response to A Brief Guide to Developmental Theory and Aesthetic Development (DeSantis & Housen), my thoughts seem much more clear as to why the phenomenon of VTS seems to be so successful on so many levels. "According to developmental theory, learning occurs when individuals interact with their environments (which include people and how they behave, objects and phenomena encountered in the world) and then reflect on that interaction." The environment we create when we ask students to examine a piece of artwork together and discuss their understanding seems to be the ideal place for development to happen in regards to a mind in tune with artistic things. In my opinion, we are created to be in relationship with others and when we facilitate relationships to be structured around a problem, the problem is usually dealt with in a much more efficient and accurate way. Students build thoughts and gain confidence as they hear other students speak about similar things to what they are thinking or feeling. Students thoughts are reinforced and solidified, allowing them to develop towards new ideas and ways of thinking. We are refined when we operate and open up in the context of others.

VTS image #1

Was it an appropriate choice for your students, considering their age, stage, interests, and abilities?  I think that it was an appropriate choice in the fact that it was rich in narrative and that it presented a topic that they were very interested in. They were glued to the image as each student shared more information that they knew about the subject and period being investigated in the piece. It is an image of action and ferocity yet it does not contain anything too graphic or violent. 
Did this image motivate rigorous & engaging discussion for students? A few students had interesting facts to share about gladiators and how events like these were conducted. The younger students were amazed and wanted to know more. We had a great discussion and students were excited to create. Many students got caught up in the moment and wanted to share how they would battle the lion. I think that was an indication that the students were totally involved with the details of the piece.
Did this image satisfactorily introduce the BIG IDEA, CONCEPTS, and/or ESSENTIAL QUESTIONS of your unit? Our hope was to set the young boys imaginations free as they learned about and create beasts of their own. I think this image helps to put the boys directly in front of the threat of a beast and helps them to think about the details that make a beast so beastly. If they are asked to put themselves in the shoes of someone encountering a beast, the situation is much more inspiring. 
Was the image rich enough to encourage continued discussion and/or independent student investigation? We certainly ran out of time as the boys continued to want to add their own comments or tactics as to how the situation had unfolded or how they would react in the situation of the gladiator. The comments kept coming even some boys tended to repeat what others in the group had already said. I think that is to be expected of a group of boys of this age.
Would you use this image again to introduce the BIG IDEA?  If so, why? I think that I would use it again  for the fact that it help to put the boys right at the feet of a giant beastly creature with the inclusion of the gladiator. The boys liked the idea of imagining themselves as gladiators and thinking about the fears, strategies and dangers that they would encounter in that situation. This was exactly what we wanted them to think about and describe in their artwork/writing.