Proposed Title: Teaching Thinking: The Genesis of Literacy

Beginning in preschool, Visual Thinking Strategies (VTS) introduces discussions of art to

jumpstart the kinds of thinking and literacies required to prepare students for the
challenges of the 21stCentury. VTS begins with art to allow students a chance to use their
visual acuity to address problems of ambiguity and complexity. In the course of this, they
develop skillssuch as the habit of providing evidence to back up ideasthat easily
transfer to other lessons. The method of facilitation (a set of questions and various
response mechanisms) can be reapplied by teachers and used to provoke searching
examinations of other images and texts helping students deepen understanding in
subjects across the curriculum. Meanwhile, art is deeply embedded in childrens learning
experience.

The first day of this workshop will present some background information and theoretical
underpinnings of VTS, immediately followed by an interactive demonstration and analysis
of the method. Participants will then have opportunity to practice the method with
coaching. If possible, this practice will take place in at the Museu Picasso Barcelona. If
not, we shall used projected images to the same end. In conclusion, we will discuss video
clips of VTS in use in classrooms.

The second half-day will take place at the conference center and begin with discussions of
non-art images and text. Finally, the presentation will focus on data regarding VTS impact
on thinking and writing, and a chance for participants to think through why such learning
might occur. Questions will be entertained throughout.

The key learning activities

Participation in image and text discussions
The opportunity for at least six teachers to practice VTS discussions followed by
coaching, also a group exchange.
Discussions that interrogate the method and the data regarding learning nurtured
by VTS.

The Learning outcomes / essential questions / enduring understandings

Insights into the practice of VTS, some as the result of trying it
A sense of the usefulness of art in teaching
Awareness of the relationships between seeing, thinking and talking
The notion of the essential place of discussion in learning

Consideration of what is involved in implementing VTS in a classroom

I will need an excellent projector that is connected to a computer ideally with internet access, tho
the latter is not essential. If we go to the museum, its is possible that it will involve some charges
tho Ive not investigated them at this time. Participants might be encouraged to acquire the book,
Visual Thinking Strategies: Using Art to Deepen Learning Across School Disciplines. I will also ask
participants to download some information to which Ill send links.
In my communications with Liz, she also mentioned an address during the conference itself. If that
is still planned, here is also my description of what it could be:
Title: What Is Art For?

Frustrated when data revealed visitors learned little from the many educational
interventions offered by his talented staff at NYs Museum of Modern Art, Philip Yenawine
asked Abigail Housen to help create a new and effective means of teaching. The result,
after much research, was Visual Thinking Strategies, a teaching method used in many
museums and schools in the US and abroad as a means to teach visual literacy, thinking,
related language skills, and the social skills involved in collaboration. This presentation will
branch from philosophical (what is art for?) to practical (how to create empowered viewers
and effective thinkers.) A VTS discussion will help illuminate both topics. Questions will be
welcomed.