After observing the class and speaking with the teacher I'm partnering with, I have identified one boy in my class (I'll refer to him as Student A) whom I believe could benefit from VTS. He is a student in Intro to Art, and probably could be considered one taking the class "only for the fine art credit." During the first VTS discussion he did offer any contributions, his gaze was often away from the image, and he had his head laid on the desk at times. Student A could be shy, lack confidence, or simply be uninterested.
I believe that VTS could show Student A how artwork can be meaningful and interesting. The notion that wrong answers don't exist in VTS will hopefully encourage him to "wonder" and participate. However, I think this will only happen if the image is enticing enough. The sense of community and group effort that VTS fosters will hopefully give Student A more confidence.
To address Student A's needs, I think I will ask the group to gather closer to the image. Hopefully this will eliminate the temptation to stare off in another direction. Also, I will carefully choose an image that I feel the students' can relate too. Even with the help of VTS, I do think Student A (like many high schoolers) will be difficult to reach out to...but I am hopeful for a positive outcome.
Sounds like you've selected a challenging student for this assignment! I'm convinced, though, if you can hook him with an image he finds enticing, he'll rise to the occasion. I totally agree with having the student gather 'round the image; "up close" does a lot for kids who have a tendency to stray. Anxious to see how this unfolds!
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