Summative Reflection Project

Permission to Wonder

For my Summative Reflection Project I chose to do a folk art style painting influenced by the styles of both Faith Ringgold and her story quilts and Grandma Moses with her primitive, flat, painting style.  My intent was to have this painting be a very visual example of students being given "the permission to wonder" during a VTS lesson.

The overall dimensions of the painting are 18x24 inches.  It is painted with acrylic paint on gesso board.  The border wraps around the edge so no frame is necessary.

I used my actual classroom as inspiration for this piece with a little "artistic license" thrown in for the composition's sake.  The words around the perimeter describe the VTS process in more detail if the viewer feels the need to know more.  I think the image stands alone without the words, but the words offer the "story" of VTS and answer the question "what's going on in this picture".

To test whether or not this painting really does tell the story of VTS I have asked a few people who are unfamiliar with the process the VTS questions and they seem to figure out my meaning and intent.  One of my favorite comments was when someone said, "I see a class of eager students".  That comment could sum up what I would like viewers to take away from this painting--that VTS engages students and they eagerly discuss and debate the images.  If it's true that "a picture is worth a thousand words", then I hope my painting visually explains the VTS method and encourages viewers to learn more.

Blog Topic #16: Pre and Post VTS Analysis

pre/post VTS scoring rubrics

In addition to "word count", I used "interpretations w/evidence", and "detailed observations" from the pre and post VTS scoring rubric.  I think I pretty much knew the word count would be significant and the detailed observations as well.  But I was curious to see if the more complex ideas using evidence would also be significant.  And, to my delight, all three categories resulted in significant results.  The word count was considered "extremely statistically significant";  detailed observations were considered to be "very statistically significant"; and interpretations w/evidence were considered to be just "statistically significant".  This just confirms my belief that VTS is an invaluable tool in the classroom.  In just a short time these particular students have improved their observation skills along with increased vocabulary and better written expression.  I'd just like to say "WOW"!

Blog Topic #15: Preliminary VTS findings

I was amazed at my students' post VTS writing samples!  All but one student increased their word count --and I mean significantly--like from 19 words to 245 words at one extreme.  Most at least doubled their word count.  And a few of the other categories were just as amazing--especially the detailed observations.  My students may still be Stage 1 viewers, but they are definitely noticing more and more about the images.  This doesn't really surprise me as I really believe that VTS is an unbelievable method of teaching students to think and write creatively.  Even Student #1, one of my "persons of interest", who lacks self confidence expressing himself, more than doubled his word count and quadrupled his simple observations! I'm sure their classroom work has contributed to this increase as well, but by using VTS I think we can really make a difference.  The students really seemed to have fun writing about the image!  Just imagine what a difference several years of VTS could have on a group of students!  I think my group of 3rd graders will continue to benefit from their VTS experience and eventually become insightful critical thinkers.  I know that I am much more aware of helping them get the most out of their VTS sessions and it has really been a joy to watch them as they answer the question:  "What's going on in this picture?"