Thank you for a wonderful (and sometimes weird) 2019-20 school year. I can’t wait to see you soon!
This summer, I want all of you to continue to make art, but I also want you to look for public art (sculptures, murals, installations, paintings, whatever you see in your environment. Ask yourself…
1. What’s going on in this picture, sculpture, mural, etc.?
2. What do you see what makes you say that?
3. What more can we find?
Parents and Guardians:
These questions form the foundation of Visual Thinking Strategies, a very important way of engaging with both the art we make, and the art we see in our community.
What are VTS?
Visual Thinking Strategies (VTS) is a school curriculum and teaching
Uses art to develop critical thinking, communication and visual literacy skills
Asks educators to facilitate learner-centered discussions of visual art
Engages learners in a rigorous process of examination and meaning-making
through visual art
Measurably increases observation skills, evidential reasoning, and speculative
Engenders the willingness and ability to find multiple solutions to complex
Uses facilitated discussion to enable students to practice respectful, democratic,
collaborative problem solving skills that over time transfer to other classroom
interactions, and beyond
Uses eager, thoughtful participation to nurture verbal language skills, and writing
assignments to assist transfer from oral to written ability
Produces growth in all students, emphasizing inclusion of challenged and non-English language
Underscores connections to art and strengthens the role of museums and public art as valuable
resources in students’ lives.
Information courtesy www.vtshome.org
Abigail Housen and Philip Yenawine developed Visual Thinking Strategies (VTS) in
the late 1980’s. Today, VTS is a well-known program used in museums both locally and
internationally, as well as in schools, colleges and universities.