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)
a. Tell students to use their thinking and their eyes to observe the painting.
The teacher initiated the activity by introducing a painting to her students. She
asked them to observe and notice details in the artwork using only their sense of
sight. The students had 30 seconds to take in the painting. She also had students
sit in an organized way so they could focus on who was speaking.

2.) What kinds of questions did she ask, how did she follow up? (3 points)
a. What did you notice.
b. What do you see that makes you think that.
c. What else can we find.
d. The teacher followed up by using a pointer to highlight the areas that the
students noticed, restated what they said to validate the students answer,
appreciated each answer that students gave, and helped make connections.

3.) What kinds of thinking strategies were practiced by the students? (3 points)
a. Using their sense of sight to notice details.
b. Make connections between prior knowledge and the painting such as when they
identified that the clouds looked like they were going to rain.
c. The students were able to verbalize their thinking and share their ideas with
others.
d. Problem solving
e. Predicting
f. Connecting
g. Communication
h. Collaboration
i. Wondering.
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)
a. In the Feldman Method of Art Criticism, we can focus on the describe phase
which asks us to describe what we see in the piece, what techniques were used,
or describe the texture and color. We can ask students to focus on specific
elements of art during this phase to make that connection. For example,
students can identify how color is used by describing the palette and how the
colors impact the overall mood, or students can discuss the texture of the
artwork and how the smoothness or roughness of a piece affects its feel. Also,
during the analysis phase students can discuss how concepts like contrast or
proportion can affect an artwork.

5.) What kinds of follow up or next step activities could we do after something like this? (5
points)
a. We could have students engage in a self-critique of their own artistic works using
the visual thinking strategies that we learned in class. This will give them a
chance to reflect on their own artwork and how they applied what they learned
about the elements and principles of art and reflect on where they can improve.

6.) Elementary Ed. how could this be used cross curricularly? Art Ed. how could this transfer
into a project? (5 points)
a. Visual thinking strategies can be used during social studies classes. When
learning the history of different cultures and their art, these strategies can be
used to critically think about how their art was made, what it was meant to
convey, and what emotions it was meant to evoke.