VTS video analysis Name:________________________

Total:________/24 points

Answer the following questions while watching the video…

1.) How did she get started with the activity? (3points)

- “Use your eyes and see what we notice in the picture.”

-Introduces what the picture is for after the students gathered on the floor in a large group.
-Restates that it’s quiet when they are looking at the picture
-Had them look at the picture for 30 seconds in a quiet manner

2.) What kinds of questions did she ask, how did she follow up? (3 points)

-What do you notice?

-Has the students come up and use the pointer to show what they see.
-She herself shows the students what is being noticed by showing them herself.
-Restate what the student said to make sure the whole class heard it.
-What do you see that makes you think that?
-Has students follow up with reasoning
-What else can we find?
-Has more students state what they notice.

3.) What kinds of thinking strategies were practiced by the students? (3 points)

-Visual learning
-Connecting ideas with what they said/think with what someone else said
-Problem solving
-Predicting
-Wondering and making connections

Now process what you just saw and discuss the following questions at your table…

4.) How could we connect this activity to the elements and principles? (5 points)

I would go over the elements and principles for my students and then have them look at a
painting for about 30 seconds. I will then ask them what principles and elements they
noticed. I would ask the students to explain themselves as to why they think that as they
answer my question.
5.) What kinds of follow up or next step activities could we do after something like this? (5
points)

I think I could have the students create a picture and have them incorporate as many elements
and principles as they can, making it a minimum of at least 5 being used. They had a chance to
see a painting that uses them, so they know it’s possible to use more than a few. This will help
solidify what they learned about the elements and principles as well as giving them freedom to
make pretty much whatever they want with a few requirements.

6.) Elementary Ed. how could this be used cross circularly? Art Ed. how could this transfer into a
project? (5 points)

During a math lesson, I could have students look at a painting and ask them what shapes they
see. This could help them notice different types of triangles and other shapes. I could also ask
them what kind of forms they see, such as cylinders, spheres, pyramids.