"What Happened Before?" "What Happened After?" The Value and Process of Visual Thinking Strategies

Autor/inn/en	Williams, Heidi; Burns, Claudia; Daisey, Peggy
Titel	"What Happened Before?" "What Happened After?" The Value and Process of Visual Thinking Strategies
Quelle	(2016), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Visual Literacy; Learning Strategies; Thinking Skills; Middle School Students; Language Arts; Educational Practices; Assignments; Reflection; Inferences; Generalization; Critical Thinking; Creative Activities; Descriptive Writing; Prediction; Art Activities; Art Expression; Teaching Methods; Painting (Visual Arts); Michigan + Suchen Sie Ihr Suchwort? Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sprachkultur; Bildungspraxis; Assignment; Auftrag; Zuweisung; Inference; Inferenz; Kritisches Denken; Vorhersage; Künstlerische Tätigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Malerei
Abstract	(Purpose) The purpose of this paper is to describe visual literacy and an adapted version of Visual Thinking Strategy (VTS) and its value to enhance students' inferential thinking. (Methodology) An example of a middle school VTS, art-integrated lesson is described as well as reflections of a middle school language arts teacher about what she learned about her students as thinkers, writers, and painters. Students were shown Winslow Homer's painting, The Gulf Stream and were asked literal, inferential, and generalization questions about it. They were asked to write a paragraph of what they inferred happened before or after the scene. Students also wrote justifications for their inferences. They passed their paragraph to their neighbor who painted the scene based on details provided. (Results) Students were motivated to voice and justify their inference when asked to describe what happened before and after the scene depicted in Winslow Homer's painting. They learned that specific details in their descriptive writing about their prediction of what happened before and after were needed, to help their classmate paint a scene that accurately portrayed their classmate's thinking. (Conclusions) Viewing art and painting helped students understand the process of how to think inferentially. (Recommendations) Teachers are encouraged to include the Visual Thinking Strategy into content area art-integrated lessons. (Additional data) Contains 9 Figures and 43 References. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01