NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED568850
Record Type: Non-Journal
Publication Date: 2013-Oct
Pages: 208
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-61250-610-4
ISSN: N/A
Visual Thinking Strategies: Using Art to Deepen Learning across School Disciplines
Yenawine, Philip
Harvard Education Press
"What's going on in this picture?" With this one question and a carefully chosen work of art, teachers can start their students down a path toward deeper learning and other skills now encouraged by the Common Core State Standards. The Visual Thinking Strategies (VTS) teaching method has been successfully implemented in schools, districts, and cultural institutions nationwide, including bilingual schools in California, West Orange Public Schools in New Jersey, and the San Francisco Museum of Modern Art. It provides for open-ended yet highly structured discussions of visual art, and significantly increases students' critical thinking, language, and literacy skills along the way. Philip Yenawine, former education director of New York's Museum of Modern Art and cocreator of the VTS curriculum, writes engagingly about his years of experience with elementary school students in the classroom. He reveals how VTS was developed and demonstrates how teachers are using art--as well as poems, primary documents, and other visual artifacts--to increase a variety of skills, including writing, listening, and speaking, across a range of subjects. The book shows how VTS can be easily and effectively integrated into elementary classroom lessons in just ten hours of a school year to create learner-centered environments where students at all levels are involved in rich, absorbing discussions. An index is included.
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Publication Type: Books; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard University, Graduate School of Education
Identifiers - Location: California; New Jersey; New York