Visual Thinking Strategies

The time has now come to turn to another topic of discussion for this independent study: Visual Thinking Strategies. The following blog posts will revolve around a series of articles found at http://www.vtshome.org/pages/vts-downloads.

Article in Review: “Introduction to Visual Thinking Strategies” by VUE staff

Visual Thinking Strategies, commonly known simply as VTS, is a visual arts program that is “founded on the premise that finding meaning in works of visual art involves a rich range of thinking skills” (1). Learning occurs through the process of self-discovery within the framework of a facilitated discussion through which a myriad of cognitive functions become activated. Ideally, over time students become “thorough, probing, reflective interpreters” as opposed to casual viewers of various works of art, which translates into them heightening their visual fluency of their surroundings on a day to day basis (2). Ultimately, students dictate the course of their learning as well as the knowledge absorbed within this context.

Some of my personal favorite elements that VTS encourages are the following:

1) To create a personal connection between a student and a work of art.
2) To gain confidence in constructing one’s own meaning from a work of art.
3) To have active discussions.

These three particular goals stuck a cord with me because of the implication that students contain the power to designate and act on the pathway of knowledge they deem worthy of their time. Goal number one seeks to create an inclusive environment in which the student and the artwork join together in the construction of knowledge. Goal number two formally hands over the power of creating meaning to the viewer/student. Goal number three provides the way for the previous two goals to occur. The value placed upon an individual novice’s ability to contribute to their own learning process is entirely too attractive to pass up in a field that unfortunately can be dominated by the oppressive opinions of “experts.”

For some time now I have been aware of the existence of VTS, but have not formally educated myself in its proper techniques or investigated the pros and cons of this type of visual learning. Only recently have I personally become aware of the benefit of using visual stimuli to generate conversations of interesting with visitors to the Denver Art Museum. One of the core features of the education department at the DAM is its focus on creating opportunities for the visitor to respond to the information they are taking in visually. For many of the pieces of art on display, Master Teachers in various areas of art history (appointed members of the education staff) have written what are called "Taking with Visitors Papers" that serve as materials for docents. These documents place great emphasis on revealing possible meanings for a work through its visual components. In essence, the visuals act as catalysts for conversations that inevitably trace back to questions revolving around the meaning of the piece. By using these as instruments to guide tours, docents become facilitators of the conversations the visitors begin by calling attention to what they see. Brilliant.

So, although at the moment I know very little about VTS, the idea of using visuals to generate conversations of value is obviously of substantial worth to us as museum educators. Why is that? I would say because visuals are accessible to all, they provide a common entryway into a piece, and because of that they seem to be nonthreatening ways to analyze a work. Here the visitor takes center stage in the construction of knowledge without too much anxiety that they are giving the "wrong answer." In a sense, what they see is always correct.