1. Analysis of a Visual Arts Curriculum Perspective. Programs: Visual Thinking Strategies (VTS) for Educators & Students Institution: Heide Museum of Modern Art

2. Content of VTS Programs at Heide: - One full day program for educators. - One one-hour session for students.

3. What is Visual thinking Strategies (VTS)? VTS is… …for educators a both methodology and a curriculum. …for students a pathway to linking perception with verbal expression.

4. As a curriculum VTS consists of a carefully selected series of artworks that are progressively matched in content and style to the sophistication levels of different school levels. This curriculum is set out for primary school age children from levels K-5 and is best introduced to younger students because their potential for and tendency toward free, unfettered speculation is typically greater than that of older children; though as a methodology VTS may be used with students of any age. Curricular Structure

5. Practical Breakdown: Teachers are asked to use three open-ended questions What's going on in this picture? What do you see that makes you say that? What more can we find? 3 Facilitation Techniques Paraphrase comments neutrally Point at the area being discussed Linking and framing student comments Students are asked to Look carefully at works of art Talk about what they observe Back up their ideas with evidence Listen to and consider the views of others Discuss many possible interpretations

6. Rationale of Presenting VTS at Heide: To increase the likelihood of the visitor leaving the museum with a greater level of understanding than when they arrived To provide a scaffolding methodology for teaching about art both within the museum and in the classroom

7. Aims and Objectives: The aim of VTS is not to teach the history of a work of art but rather, to encourage students to observe independently and to back up their comments with evidence through dialogue with their peers. The objective of this technique is to produce a lasting effect in students whereby through a process of sequential practice students come to approach the analysis of all artworks (and other images) that they encounter using the VTS enquiry learning method as demonstrated in classroom and museum sessions.

8. The Australian Curriculum: Visual Arts Seven General Capabilities: Literacy Numeracy Information and communication technology (ICT) capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding. Cross-curriculum Priorities: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability.

9. Educational Context: Classroom Relevant theorist: Maria Montessori

10. "Language explosions, as Dr Montessori describes them, are fuelled, in part, by the realization that words, spoken and written, open doors of discovery and that writing and reading enable communication."

11. Educational Context: Museum Hermeneutics Hermeneutics is the theory of text interpretation, especially the interpretation of biblical texts, wisdom literature, and philosophical texts. This field expands to other art, such as visual art, also. Hermes was in Greek mythology the messenger of the Gods.

12. Relevant theorist: Hans-Georg Gadamer “An encounter with a work of art has always been like a fruitful conversation”

13. Resources and Activities for the Classroom

14. Potential for Community Sustainability and Curriculum Change Ngayarta Kujarra, 2009, synthetic polymer paint on canvas 300.0 x 500.1 cm Yikartu Bumba Manyjilyjarra born (1940s), Jakayu Biljabu Manyjilyjarra born (c. 1937), Nyanjilpayi Nancy Chapman Manyjilyjarra born (c. 1941) May Chapman Manyjilyjarra born (1940s), Doreen Chapman Manyjilyjarra born (1970s), Linda James Manyjilyjarra born 1984 Mulyatingki Marney Manyjilyjarra born 1941, Reena Roger Manyjilyjarra born (1950s), Beatrice Simpson Manyjilyjarra born (c. 1966) Ronelle Simpson Manyjilyjarra born 1988Muntararr Rosie Williams Manyjilyjarra born (c. 1943)

15. Critique “The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.” (Elliot W. Eisner)