1. North Carolina Museum of Art: summer 2014 Workshop: Harnessing the Power of the Visual Arts through DBQ (Part 1)

2. Seeing comes before words. The child looks and recognizes long before she can read. -

3. Reading images is a near- primal skill No matter what textual reading level your students may possess, they are likely ALL advanced visual learners; why not reach EVERY student, EVERY TIME, by way of using art and visuals?

5. History Students “READING” Art

6. Today, we will explore methods of enhancing visual and textual literacy skills necessary for student success: OUR AGENDA: 1. VTS: Visual Thinking Strategies, how to 2. Thinglink: a visual platform 3. What is the DBQ and its role in the AP Test crafting and teaching POV Analysis 4. ScreenCast presentations 5. Making students responsible for learning: VTS / Thinglink / Screencast / Educanon 6. Using NCMA images in comparison

7. HOW do you READ Visuals?

8. How do you use ART and visuals in your classroom?

10. TEACHERS can tell the students about the art …..and students become passive receivers of information. Disinterest may result:

11. Students can collaboratively “read” the art / image and tell what they see. The teacher selects the image and facilitates discussion. Results : LESS BORING and….engaged students share differing points of view.

12. "The most effective experiences for stimulating aesthetic development give the learner repeated opportunity to construct meaning from different points of view, take place in an environment that supports looking in new and meaningful ways, and are inspired by rich, varied, and carefully chosen works of art.” -Abigail Housen, from Art Viewing and Aesthetic DevelopmentArt Viewing and Aesthetic Development

13. 1. Give a minute to look 2. Ask: What’s going on here? 3. point, repeat, confirm, clarify 4. Ask: “What makes you say that?” 5. ASK: What more can we find?

14. Allow viewers about a minute to OBSERVE and LOOK at the image, quietly.

15. What’s going on here ?

16. As students share their observations Teacher should point, repeat to clarify, and confirm the student’s thoughts aloud DO NOT JUDGE The “TRUTH” of their response….

18. Asking students to back up their visual THOUGHTS with VISUAL EVIDENCE …reinforces the writing process

19. Give Time to look What’s going on here? (point, repeat, clarify, confirm) ask: What makes you say that? What more can we find?

20. CLICK HERE For For VTS in Action: 1. grade school Students 2. High School standard level class 3. High School -- honors level class

21. So when does the teacher share his or her knowledge about the history surrounding the image ? THINGLINK is a visual platform THINGLINK It is one way of bridging the gap between conducting a guided discussion to “teaching” historical relevance.