Visual Thinking Strategies

Charlemae Rollins President's Program: Think with Your Eyes!

Presented by:  Bryan Wunar, Director of Community Initiatives in the Center for the Advancement of Science, Museum of Science and Industry
Elizabeth McChesney, Director of System Wide Children and Young Adult Services, Chicago Public Library
Mary Erbach, Assistant Director of Museum Education, Art Institute of Chicago
Oren Slozberg, Senior Trainer/Recent Executive Director, Visual Thinking Stategies
Pat Bilquez, Teacher/Librarian, Roxhill Elementary School

http://www.ala.org/alsc/sites/ala.org.alsc/files/content/confevents/alscannual/AC13%20Presidents%20Program%20Resources%20Final.pdf for more detailed information and links to many related websites.

For videos, information, studies and findings of using this approach with children, see the Visual Thinking Strategies website http://www.vtshome.org/ and also
http://vimeo.com/vtsvimeo

A synopsis of research findings: http://www.vtshome.org/research/research-studies

Succinct description of VTS: http://suite101.com/article/art-appreciation-for-children-visual-thinking-strategies-vts-a296711

Children’s books help us to think with our eyes.

A study several years ago showed that people weren’t learning what the museum of art in New York what it thought it was teaching. They wanted to find out how people make meaning of what they see. VTS was originally for museums to create access for visitors. Then educators started to use it.

Children are encouraged to comment on a painting. As children tell what they see, others build on it; it is like scaffolding. “I See” becomes “I think.”

The moderator shows the picture for, allowing participants to view it for a short period of time; then she  asks three questions:

“What’s going on here?” (NOT, “What do you see?”) Very young children may list what they see, but this question goes beyond to what they think, wonder, feel.

“What makes you say that?” or, “What do you see that makes you say that?”  (Ask for evidence. Children can state innovative and surprising ideas, but they need to back them up.”)

“What more can you/we find?”

The moderator paraphrases what the student says. Paraphrased comments invite the child to look again. It also validates what the child has said and shows you are listening and understanding what he or she says. The teacher listens carefully and keeps her voice neutral when paraphrasing. The instructor does not tell students what she knows about the picture—the title or artist, etc.

The approach is nonjudgmental. It provides a space for many right answers. It encourages everyone to participate.

Selection of the image is critical. Children must be able to associate with what they see. Something should be familiar or recognizable. Children should be able to tell story from what they see. Other selection parameters are available on the VTS sight: http://www.vtshome.org/research/research-studies.

The second question fits right into STEM. It is evidentiary reasoning, what scientists and archeologists do.

VTS provides insight into what the students are thinking and what their experiences are; listen to their interpretation of images as symbols.

VTS encourages the kind of thinking that helps creativity and innovative thinking develop. The opposite of VTS is one answer for everything.

VTS teaches higher order thinking skills; cognition; acceptance. Children are given permission to look at art and comment without fear. They are learning about each other and each other’s perspectives. They a re also learning from each other. They are conscious that they may think differently than another student, but that is ok. They learn from each other. As they hear what others say, they build on what they were thinking—or change their mind. They become self aware and self critical—“Oh, I didn’t think of that.” They become aware of their own thinking, which is metacognition, a higher order thinking that has to be taught. This is the opposite of group think—each individual thinks his idea is the best. VTS teaches visual constructivism—each person brings an idea and everyone can build on each other’s ideas. It is true noncompetitive learning, truly collaborative. The child learns to understand what others say. They don’t have to agree.  VTS is suitable for multiple age groups. It is a format for civilized discourse. In fact, it has been used at staff meetings because it is a great way to bring staff together. It provides a format for civilized discourse.

Using Caldecotts with VTS: (for a list of winners--http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecottwinners/caldecottmedal )

Recent winners are very good to use. Many older titles work well, too, such as Mei Li by Thomas Handforth . Recent titles to use with VTS include This Is Not My Hat by Jon Klassen, and The Lion and theMouse by Jerry Pinkney, especially the image near the end. Other recommended books included To Everything There Is a Season by Leo Dillon, SaintGeorge and the Dragon by Margaret Hodges, The Hunter, A Chinese Folktale by Mary Casanova.

Pictures and words both communicate with marks on a page. Reading is ‘art-rageous’.

End the VTS session with hands-on experiential learning. For example after sharing Click Clack Moo students made a cow hat and paper plate typewriter.

See Chicago Public Library’s STEAM summer reading program: http://www.chipublib.org/eventsprog/programs/kids_sumread.php

Importance of summer programs to children’s academic learning and performance: http://www.nmefoundation.org/getmedia/17ce8652-b952-4706-851b-bf8458cec62e/Learning-Season-ES?ext=.pdf

Warm Up with Learning are icebreaker-type activities that prepare students for the lesson. Google it for examples. A good one is http://writing.colostate.edu/guides/teaching/esl/warmups.cfm.

Involve parents. Create a summer of learning. Learn by doing, discovering, creating. Encourage children to keep a discovery log. Have a tackle box of literary challenges.

For Summer Brain Games downloadable activities: http://www.msichicago.org/programs/summer-brain-games. This project is a result of a collaborative project among the Chicago Public Library, The Art Institute and the Museum of Science and Industry.

Learning is about social interaction, not about right answers. Emphasize science and engineering thinking.