Week 7

ü  Reflect on Barrett’s 17 principles of art interpretation through a VTS lens.

Blog about insights, epiphanies, surprises, questions in response to these principles.

Barrett’s article is about the principles of interpreting art in art education. “The meaning of an artwork should not be limited to what was intended by the artist. Its meaning might be much broader than even the artist knows.” Through my VTS training, I always find it is a really good and wide entrance for students to talk about art and interpret art. Some images are really controversial, so they might have opposite opinions. But it is art, there’s no one accurate answer as math, if the interpretations are reasonable, convincing and informative, it will be a better interpretation. VTS is a excellent opportunity for every viewer to show their own world view and broaden others at the same time.

ü  POST your Image #3 on your blog

·      Critically evaluate Image #3 that you have just presented to your students

·      Reflecting on Yenawine, was this image an appropriate choice for your students?

I think this image is appropriate for my students. As a story-teller, they can make some narratives based on the objects they are familiar with in their daily life, such as clocks, box, lake, mountain and some animals. Since they have some experience with VTS, I gave them a little challenge by using this image, because this artwork was not from realistic, it was more like imagination and dream.

·      Did this image motivate rigorous & engaging discussion for students?

I didn’t know they had seen this image before when I selected it. So maybe they would be more interested in if it was totally new for them. However, the image still attract them a lot.

·      Did this image satisfactorily support/expand Big Idea, Key Concepts, & Essential Questions for the unit?

Yes, I think the image exactly related to my big idea memory. Since the artist made so many clocks in this artwork, it would be easier for viewers make connection with time, and the sense of time is always a kind of memory.

·      Was the image rich enough to encourage continued discussion &/or independent student investigation? If so how might you provide for continued inquiry?

Yes. This image is very important in art history. There are so many elements here worth to be discussed. It also presents a way to use visual image to present time and memory.

·      Did this image invite opportunities to explore the BIG IDEA through artmaking? Explain.

As I mentioned before, this image presents a way to use visual image to express time and memory. It gives students new ideas and perspectives.

ü  REFLECT on Image #3 and the VTS discussion:

·      Would you use this image again to introduce the BIG IDEA?  If so, why?

Yes, I will use it to introduce my big idea memory. Actually during the discussion, my students claimed the statement that “There are so many clocks in this image, maybe because these times are very important to the artist.” I think they will discover the relationship between time and memory through this image.