Students were very eager to share while looking at this image. As I was going through my opening statements about the VTS activity, students all across the room had their hands up eager to share. I think that putting the image up to soon always distracts the students and they never quite listen to the instructions when they are already thinking about the picture. Luckily the students are familiar with the process. I think setting up a system to show the image where you can reveal form the front of the room after you are done talking is ideal. Then you can make your opening remarks and THEN reveal the image without having to go over to a computer or projector. The students are always very eager to share their thoughts at the beginning but then they get tired if they aren't called on within the first few students. They lose attention and forget what they were going to say. I think this is why it is so important to move quickly without rushing the students.
What did students notice about the artwork?
The students were very aware of the environment that the scene was taking place in. Some of them thought that maybe they were inside a volcano. Many of them were very interested in the make-up of the beast. they wondered what would happen when the lava solidified. Would the beast still be able to move or would he become a solid rock? They were also very interested in the weapon that the human was carrying. They didn't think it looked like a sword but thought that it was a blade of some kind. They were very concerned about how the person was going to get out of the cave/volcano. I think they were very concerned with the warm colors. They kept making comments about the heat and danger of being burned.
Did students list or interpret their observations?
The students that share first typically list things they see and it was no different during this session. They list many items they see and the elements making up the picture. However, after the main elements are listed, the group seems to adjust and move into the task of breaking down the meanings of the things that they have all noticed. Basically they need to list the items in the image and then move into a time of interpreting them. I try to stick to the question of "What is going on in this image?" Instead of "What do you see in this image?" to keep them on track and avoid lists. However, I think at this age, especially the younger ones, they really need to list the elements before they are ready to figure out their meanings.
Describe student interactions during the discussion. How did this impact group meaning-making?
When students are stuck searching for the right words to use, other students cannot help but chime in and help them out. I think that this is okay as long as another student doesn't take over the focus of the group while another student has the floor. They are ale to come up with definitions as a group and I think they all take more ownership of the discussion and the investigation they are all a part of trying to find the answers and keys to the image. I am very excited about the boys tendency to make statements such as "I agree/disagree with what so-and-so said because..." For the most part, they all use this phrase and are very respectful in the way they interact with each other. I think this has a lot to do with the environment that Mr. Tilley has created within the Boys Writing Club. He is always encouraging them to be respectful and be gentlemen.
How did the discussion conclude?
The discussion concluded with a lot of comments aimed at the weaponry being carried by the human in the image. Their main concern was if this figure was going to be able to defend himself and get out of the volcano. They were very eager to talk about movies or video games where hey had seen similar scenarios played out and what type of weapons would be needed. Their main concern was victory and survival for the human figure. I had to conclude the discussion as the conversation became a little more focused on who had the coolest games or had seen which movies instead of breaking down the image. I think this is usually my cue to wrap up the session and move into our artmaking session.
What do you think students learned form this discussion? What did you observe that makes you say that?
I think that the boys focused more on the surroundings and key elements that were taking place around the main figures this discussion more than in past sessions. The beast seems to be created by the environment in which he is in, so I think that this directs their focus more to the surroundings. In hind sight, I think that was a good reason to show this image. They were very concerned with the threat of being burned or boiled inside the volcano. They seemed to be burdened by the setting and wanting to find a way out. I think this is a different reaction than what we have had from other images in the past. At one point a student was talking a lot about volcanoes and lava. He seemed to have a great deal of knowledge about the topic. So I asked him to tell the class what lava was exactly. He gave a great description and the rest of the boys were very intrigued. I think that when students use a big word or say something that makes other students ask for a definition, this is a golden opportunity to ask the student to define it for the rest of the class. THis is usually impressive for the others and the information sticks with them. The rest of the class then wants to show what they know and it creates a good atmosphere for collective knowledge building.
I think that the boys focused more on the surroundings and key elements that were taking place around the main figures this discussion more than in past sessions. The beast seems to be created by the environment in which he is in, so I think that this directs their focus more to the surroundings. In hind sight, I think that was a good reason to show this image. They were very concerned with the threat of being burned or boiled inside the volcano. They seemed to be burdened by the setting and wanting to find a way out. I think this is a different reaction than what we have had from other images in the past. At one point a student was talking a lot about volcanoes and lava. He seemed to have a great deal of knowledge about the topic. So I asked him to tell the class what lava was exactly. He gave a great description and the rest of the boys were very intrigued. I think that when students use a big word or say something that makes other students ask for a definition, this is a golden opportunity to ask the student to define it for the rest of the class. THis is usually impressive for the others and the information sticks with them. The rest of the class then wants to show what they know and it creates a good atmosphere for collective knowledge building.
How did the VTS discussion feel and what did you learn by facilitating this lesson with your students?
This one felt great. I gained a new appreciation for the importance for scaffolding images from week to week and having a progression. Instead of showing similar images, try to challenge them with images that make them focus on different aspects of an image. The environment was a huge aspect in this photo and students spent more time trying to solve the dilemma that was presented by the setting. I also learned that it is good to challenge students to define terms that they use that may be unclear for the rest of the class. This is a great thing to do when you get the chance.
This one felt great. I gained a new appreciation for the importance for scaffolding images from week to week and having a progression. Instead of showing similar images, try to challenge them with images that make them focus on different aspects of an image. The environment was a huge aspect in this photo and students spent more time trying to solve the dilemma that was presented by the setting. I also learned that it is good to challenge students to define terms that they use that may be unclear for the rest of the class. This is a great thing to do when you get the chance.
Were you able to use the questions and prescribed teacher behaviors comfortably?
Were there any surprises? What do you want to work on for future VTS lessons?
I think I was able to use the questions pretty comfortably. I always struggle with asking "What is going on the image?" Instead of "what can we find in this image?" This encourages students to list and that seems to be what they want to do in the beginning. This probably has a lot to do with the way I begin the session. I was a bit surprised when a student asked me what VTS meant and I thought for a moment about describing the technical meaning of VTS and then I quickly decided against that and just said "VTS is a fancy word for looking at pictures." He seemed satisfied with that response.
I think I was able to use the questions pretty comfortably. I always struggle with asking "What is going on the image?" Instead of "what can we find in this image?" This encourages students to list and that seems to be what they want to do in the beginning. This probably has a lot to do with the way I begin the session. I was a bit surprised when a student asked me what VTS meant and I thought for a moment about describing the technical meaning of VTS and then I quickly decided against that and just said "VTS is a fancy word for looking at pictures." He seemed satisfied with that response.
It turned out to be appropriate for these guys. They were very engaged and had a lot of fun trying to imagine themselves in the setting and trying to figure a way out and defeat the beast.
Did this image motivate rigorous & engaging discussion for students? If so, what do you think made it successful? Would you use this image again?
I think that he success of this image came from the fact that it had an opportunity for rich narrative and allowed the boys to go on an adventure together. It inspired rich art making involvement. They responded to the task of creating Exquisite corpse beasts to trade with one another in a enthusiastic way. I think this image changed their perception of what a beast is. I think they wanted to think of a beast as being a large animal, but this allowed them to think a little bit more out of the box and create beasts out of other things such as rocks and lava. I would certainly use this image again!
This was a very insightful post. I agree with so much that you said! For example, you were able to determine from experience that projecting the image too soon has its drawbacks.
ReplyDeleteThis statement made me cheer really! You said, "I gained a new appreciation for the importance for scaffolding images from week to week and having a progression. Instead of showing similar images, try to challenge them with images that make them focus on different aspects of an image." Yeah! This is the essence of image selection. VTS is student-centered, but through image selection, the teacher can determine the direction the bus is going, even if not the exact route!
You did a superb job analyzing your practice with this entry. One of the neat things about VTS is the way it gives the teacher instant feedback. For example, when you don't word a question as prescribed, the students' performance lets you know immediately so you can adjust your wording. If you see that they are doing a lot of listing, you you know in the moment to revisit question #1. VTS has built in reflection. Pretty amazing.
Over the past 3 semesters working with the BWC you have become a terrific "VTSer." WE WILL ALL MISS YOU!! I hope you'll use VTS often with your high school students next year. Lindsay and Rusty, our far distance classmates,have found that high schoolers are a little slower to warm up to VTS (I think they are so used to being told about images; figuring things out is unsettling at first), but once they "get it," they fly with it as well. Great job!