VISUAL THINKING STRATEGIES

VISUAL THINKING STRATEGIES

Jessica GastonJessica Gaston

WHAT’S GOING ON IN THIS PICTURE?WHAT’S GOING ON IN THIS PICTURE?

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WHAT IS IT?WHAT IS IT?

Method of learning for students that uses art as a catalyst for discussion. Increases:

critical thinking skills Visual literacy Language skills

(“Visual Thinking Strategies”)

Method of learning for students that uses art as a catalyst for discussion. Increases:

critical thinking skills Visual literacy Language skills

(“Visual Thinking Strategies”)

WHAT IS IT?WHAT IS IT?

Teachers use artworks and imagery to start a dialogue.

Teachers facilitate discussion amongst students being neutral and unbiased.

Students lead discussions. VTS fosters a respectful, safe environment to

express opinions and ideas. (Smith, 2008)

Teachers use artworks and imagery to start a dialogue.

Teachers facilitate discussion amongst students being neutral and unbiased.

Students lead discussions. VTS fosters a respectful, safe environment to

express opinions and ideas. (Smith, 2008)

RESEARCHRESEARCH

Created and researched by Abigail Housen and Phillip Yenawine

Began research in 1988 (Thompson)

Created and researched by Abigail Housen and Phillip Yenawine

Began research in 1988 (Thompson)

RESEARCHRESEARCH

Aesthetic Development Interview (ADI) utilized to study over 4,000 subjects

Subject is shown various artworks Interviewer does not ask guiding questions, only invites

subject to talk Interview is recorded, then dissected, then categorized into

domains

- Secondary information like portfolios and journals also used

(“Visual Thinking Strategies”)

Aesthetic Development Interview (ADI) utilized to study over 4,000 subjects

Subject is shown various artworks Interviewer does not ask guiding questions, only invites

subject to talk Interview is recorded, then dissected, then categorized into

domains

- Secondary information like portfolios and journals also used

(“Visual Thinking Strategies”)

WHY ART?WHY ART?

Art's subjects cover age-old stories often addressing universal human concerns and conditions.

Art's subjects transcend economic and cultural boundaries.

Art is intentionally ambiguous, open to a variety of interpretations.

Feelings are embedded in art along with information, triggering a full range of expression from those who look at it thoughtfully.

Layers of meaning, symbols and metaphor encourage probing and reflecting in young people, as they do in adults.

(“Visual Thinking Strategies”)

Art's subjects cover age-old stories often addressing universal human concerns and conditions.

Art's subjects transcend economic and cultural boundaries.

Art is intentionally ambiguous, open to a variety of interpretations.

Feelings are embedded in art along with information, triggering a full range of expression from those who look at it thoughtfully.

Layers of meaning, symbols and metaphor encourage probing and reflecting in young people, as they do in adults.

(“Visual Thinking Strategies”)

5 STAGES - STAGE THEORY5 STAGES - STAGE THEORY

Stage 1 - Accountive Stage 2 - Constructive Stage 3 - Classifying Stage 4 - Interpretive Stage 5 - Re-Creative

Stage 1 - Accountive Stage 2 - Constructive Stage 3 - Classifying Stage 4 - Interpretive Stage 5 - Re-Creative

CLASSROOM IMPLEMENTATION

CLASSROOM IMPLEMENTATION

Teachers ask three questions: “What's going on in this picture? What do you see that makes you say that? What more can we find?”

(“Visual Thinking Strategies”)

Teachers ask three questions: “What's going on in this picture? What do you see that makes you say that? What more can we find?”

(“Visual Thinking Strategies”)

CLASSROOM IMPLEMENTATION

CLASSROOM IMPLEMENTATION

Teachers use three techniques while students discuss:

1) Paraphrase 2) Connect 3) Focus

(“Visual Thinking Strategies”)

Teachers use three techniques while students discuss:

1) Paraphrase 2) Connect 3) Focus

(“Visual Thinking Strategies”)

CLASSROOM IMPLEMENTATION

CLASSROOM IMPLEMENTATION

Students will: 1) Observe 2) Discuss 3) Defend 4) Listen 5) Accept diverse viewpoints

(“Visual Thinking Strategies”)

Students will: 1) Observe 2) Discuss 3) Defend 4) Listen 5) Accept diverse viewpoints

(“Visual Thinking Strategies”)

REFERENCESREFERENCES

Kang-O'Higgins, Y. (Performer) (2012). Visual thinking strategies public seminar [Web].

Retrieved from http://www.youtube.com/watch?v=48JVXb2PCrM

Robertson, K. (2006). Visual thinking strategies for improved comprehension. Retrieved

from http://www.colorincolorado.org/article/13279/

Smith, F. (2008, October 08). The eyes have it: Potent visuals promote academic

richness. Retrieved from http://www.edutopia.org/visual-thinking-strategies-art-curriculum

Thompson, J. (n.d.). Visual thinking strategies. Retrieved from

http://contemporaryartscenter.org/visual-thinking-strategies

Visual thinking strategies. (n.d.). Retrieved from http://vtshome.org/

Kang-O'Higgins, Y. (Performer) (2012). Visual thinking strategies public seminar [Web].

Retrieved from http://www.youtube.com/watch?v=48JVXb2PCrM

Robertson, K. (2006). Visual thinking strategies for improved comprehension. Retrieved

from http://www.colorincolorado.org/article/13279/

Smith, F. (2008, October 08). The eyes have it: Potent visuals promote academic

richness. Retrieved from http://www.edutopia.org/visual-thinking-strategies-art-curriculum

Thompson, J. (n.d.). Visual thinking strategies. Retrieved from

http://contemporaryartscenter.org/visual-thinking-strategies

Visual thinking strategies. (n.d.). Retrieved from http://vtshome.org/