VISUAL THINKING STRATEGIES Jessica Gaston

WHAT’S GOING ON IN THIS PICTURE?

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?  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)

RESEARCH  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)

RESEARCH  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?  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 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  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  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  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”)

REFERENCES  Kang-O'Higgins, Y. (Performer) (2012). Visual thinking strategies public seminar [Web]. Retrieved from  Robertson, K. (2006). Visual thinking strategies for improved comprehension. Retrieved from  Smith, F. (2008, October 08). The eyes have it: Potent visuals promote academic richness. Retrieved from  Thompson, J. (n.d.). Visual thinking strategies. Retrieved from  Visual thinking strategies. (n.d.). Retrieved from  Kang-O'Higgins, Y. (Performer) (2012). Visual thinking strategies public seminar [Web]. Retrieved from  Robertson, K. (2006). Visual thinking strategies for improved comprehension. Retrieved from  Smith, F. (2008, October 08). The eyes have it: Potent visuals promote academic richness. Retrieved from  Thompson, J. (n.d.). Visual thinking strategies. Retrieved from  Visual thinking strategies. (n.d.). Retrieved from