Blog Post #7

Why not tell? 

Parts 1 & 2 of "VTS & Information" described the speculation some individuals have about VTS discussions not providing viewers with accurate facts about the artwork. More specifically, VTS has also been criticized for not correcting "false" interpretations provided by participants. In the reading, VTS supporters rebutted by describing the findings from museum educators. When given the background and facts about a work of art, students (of all ages) were able to take in the information, but not retain it. Many times, the audience's viewing level is below that of the artwork they are learning about. Rather than teaching specific facts about an image, VTS seeks to teach students how to read an image. Therefore, the purpose of viewing art is not to be able to regurgitate truths about it, but to be able to analyze visual texts and to make inferences based on evidence.

I would explain "not telling" to an administrator by focusing on the type of learning skills VTS fosters. By coming up with their own conclusions, students are being held accountable for their investigatory learning. They are problem solving in order to answer the open-ended questions that VTS asks. Problem solving is a 21st century skill that aligns with the Common Core, and thus serves a purpose in the class room. In addition, VTS discussions promotes teamwork and collaborative learning. By listening to peers' contributions, students are able to learn from one another and work together to reach a conclusion. Giving the students "right" answers does not allow them to consider multiple possibilities.