Visual Thinking Strategies: Learning How to Teach With Art - Arts
Related Content William E. Strickland, Jr. Utne Reader visionary [Originally published as William E. Uncle Sam Speaks Spanish As recruitment numbers wane, the Pentagon targets young Latinos. Philip Yenawine, former education director of New York’s Museum of Modern Art and co-creator of the curriculum outlined in Visual Thinking Strategies (Harvard Education Press, 2013), writes engagingly about his years of experience with young students in the classroom. Permission to Wonder Like most kids at four and five, my granddaughter, Wyla, made full use of “why”—from “Why is that car stopped?” Sound familiar? If our answers didn’t satisfy her, why did she keep asking? Maybe posing the question is the point. A Little History When I was running education programs at New York’s Museum of Modern Art (MOMA), visitors also asked a lot of “why” questions about the complex, challenging, and often strange- looking art of the past hundred years or so. At MOMA, we needed a new strategy.
Research - Visual Thinking Strategies
History VTS has been molded and refined over the past 30 years based on ongoing research by VTS co-founder, Abigail Housen. Abigail first developed VTS as an effective teaching strategy based on her theory of aesthetic development. Abigail's theory describes the viewer's experience of the visual world, and specifically of visual art. Her work is based on over 4,000 subject interviews, as well as published, peer-reviewed research. Abigail's research has influenced every aspect of the VTS program which was developed to accommodate the strengths and needs of viewers at different aesthetic stages. Method Abigail developed rigorous research methods based on her work with VTS over several decades, informed by her studies over a wide range of settings and with diverse populations. Abigail chose to focus primarily on longitudinal studies looking at the impact of curricula and programs on aesthetic development, addressing the growth of aesthetic development over time. Data Results Ongoing Research
The Good Project
For more information, please visit The Good Project's website. The Good Project is a large-scale effort to identify individuals and institutions that exemplify good work—work that is excellent in quality, socially responsible, and meaningful to its practitioners—and to increase the incidence of good work in society. The project began as a social scientific investigation of how workers confront—or fail to confront—the ethical challenges that arise at a time of rapid change, powerful market forces, and few counter forces. From 1996 to 2006, the research team conducted over 1200 interviews with leading professionals in journalism, genetics, theater, philanthropy, law, business, medicine, pre-collegiate education, and higher education. While we continue to write and speak about good work, at present our attention is focused on the following fronts: Applications Good Collaboration Good Collaboration is a study on successful and unsuccessful collaborations in the field of non-profit education.
