Class: Intro to Art (grades 9-12)Assessing Student Engagement & Learning
The student engagement in the Lesson 1 discussion seemed a little low, unfortunately. I'm not sure if the students were tired because it was first hour, if they were uninterested in the image, or if they simply didn't feel like participating. There was about four students who provided multiple contributions, and the rest were quiet.
The students noticed:
- The image appears to take place in an older time period...because of the clothing
- The male figure could be an artist...because of the art on the well and in front of him
- The male figure could be wealthy...because of the size of the room
- The male figure could be the father of the two female figures
- The female figures could be maids/servants...because they appear to be assisting the male.
- The male figure blends into the background
- The females' clothes show modesty...because of their long length and high collars
The students' thinking seemed to surround mostly surface-level observations. The students did notice some important details, but I didn't feel like they attempted to make larger connections find deeper meaning.
There didn't seem to be much student interaction or collaboration to find more information about the image. Because of this, group meaning-making didn't occur as much as it could have.
I think the students learned that there are many things to discover in an artwork if they take the time to look. They students told me that most of them don't take time to look at art.
Reflecting on Practice:
The structure of the VTS discussion felt good, and I thought that I was able to implement the three questions successfully. I thought the paraphrasing was especially helpful because a lot of the students spoke softly, so when I re-stated their response, the rest of the class could hear their contribution.
Although I was able to use the questions and the teacher behaviors, asking "what more can we find"and waiting did not always seem to persuade the students to raise their hand and participate. Because of that, I was tempted to say more or ask them more guided questions, but I refrained.
If I omitted the second question "what do you see that makes you say that," I definitely don't think the students would've provided their own reasoning...so that was an important question.
I knew that VTSing with high school level students would be a bit of a challenge, but I was surprised that more people did not participate. I also was concerned that some student didn't even appear to be looking closely at the image...some were looking down or staring off into space.
Planning:
For my next discussion, I want to make sure that the image is interesting enough for this high school group. Because the VTS curriculum images are only k-8, I used the Lesson #1 for grade 8. I personally don't feel like the chosen image appealed to these students. Maybe this is something I can discuss with Mary and ask for guidance.
I think the students learned that there are many things to discover in an artwork if they take the time to look. They students told me that most of them don't take time to look at art.
Reflecting on Practice:
The structure of the VTS discussion felt good, and I thought that I was able to implement the three questions successfully. I thought the paraphrasing was especially helpful because a lot of the students spoke softly, so when I re-stated their response, the rest of the class could hear their contribution.
Although I was able to use the questions and the teacher behaviors, asking "what more can we find"and waiting did not always seem to persuade the students to raise their hand and participate. Because of that, I was tempted to say more or ask them more guided questions, but I refrained.
If I omitted the second question "what do you see that makes you say that," I definitely don't think the students would've provided their own reasoning...so that was an important question.
I knew that VTSing with high school level students would be a bit of a challenge, but I was surprised that more people did not participate. I also was concerned that some student didn't even appear to be looking closely at the image...some were looking down or staring off into space.
Planning:
For my next discussion, I want to make sure that the image is interesting enough for this high school group. Because the VTS curriculum images are only k-8, I used the Lesson #1 for grade 8. I personally don't feel like the chosen image appealed to these students. Maybe this is something I can discuss with Mary and ask for guidance.
Aw, I'm sorry it didn't feel up to par for you. Were your students really far away from your image/Smart Board? One thing I have noticed is that the closer students sit to the picture and me, the more participation I get from them. If they were sitting back a bit, you might try having them stand or sit closer to the image. I hope it goes better for you next week!
ReplyDeleteI agree with Sadara about having the students move closer. One thing I remember from student teaching would be that if I wanted answers from them, sometimes it was less scary for them to mention something if we were standing in a "huddle" around the smart board instead of having to speak out from your seat to the entire room. I agree that high school students need a more intriguing image, so hopefully Mary can hook you up!
ReplyDeleteKenzie, I do know how you feel, my class is at 8am and for a college student that’s the middle of the night. I think we just need to keep trying to the lessons to them. One day they are going to wake up and be able to understand what we are trying giving them. Just keep your head held high and a smile on your face, it will come.
ReplyDeleteI would suggest using a different image, but it sounds like that is in your plans for this week! It would be interesting if you could VTS a movie poster or album art, something that they would be more familiar with. I think the engagement would be a lot different!
ReplyDeleteI think you've hit the nail squarely on the head; it was a mismatch between image and audience. I'll send you a set of replacement images and we'll see if we can't charge them up a little bit. Nevertheless, it seems like it was a reasonable discussion and not a total stare-down. We might also look into giving these students choices about what the images they discuss. Don't give up! (And yes, high schools students are a rough crowd. They've had the "one right answer" mantra drilled into their heads!
ReplyDeletePeer Coaching #1
ReplyDeleteOne of my first thoughts was regarding Housen's ideas and stages. That regardless of age we could have stage I viewers due to experience and lack of this kind of thinking. I wonder if that plays a role. A big challenge for you is going up against their need to have the "right" answer as Mary mentioned, and a lack of wondering. I am curious to see how/if this will change in the future? If you move them closer to the board will that help? I know it helped with my little students.
The fact that you were able to get them to participate some, notice some things and answer the questions when you asked is great. It will be neat to see how different it will be when you have the image matched to the viewers. Hopefully you will be able to get them to the point where they can support their statements and and bounce ideas off of each other. You do have many challenges at the high school level and one of them is caring what others think and their level of self-consciousness. Do these students seem to know each-other already? Are many of them freshman or are they upperclassmen?
Very excited to hear about how the next one goes!
Danielle
Danielle, your comments are wise. I particularly liked your closing questions which address social status relationships in the class. I, too, would be interested in knowing about the social and heirarchical relationships that might exist with this group. Clearly, a better image match would also motivate a richer discussion. I also agree with bringing students up close to the image. It improves view and makes it harder for a student to daydream or drop out. Great coaching!
Delete