Summative Reflection Project

VTS Student Mosaic:

Closer view of a section in the VTS Student Mosaic:

(created using AndreaMosaic)

Artist’s Statement:

When I began this course, I had one experience as a participant in the discussion process, which resonated with me to the point of wanting to learn more.  The three prescribed questions seemed effective, the gesturing and paraphrasing was helpful in focusing my ideas and linking them to others’, and the facilitator’s neutrality encouraged me to contribute.  All of these aspects of VTS were interesting, but what intrigued me most about VTS was the level of engagement I felt as a participant.  I enjoyed looking at the image, I wanted to share my ideas, and new ideas came to me as I listened to others share.  I thought about the image long after the discussion, and I still recall details about the image and the discussion, which took place over six months ago.  When I am interested - I seek to learn more, and when I learn more- I want to share with others. 

Although I was enthusiastic about sharing the VTS experience with my students, I was admittedly skeptical.  So many times throughout my career I have learned an amazing teaching strategy that immediately fell flat when I brought it to my classroom.  What if my students were bored?  What if they questioned the use of images in Language Arts class?  What if they didn’t take it seriously?  And worst of all- what if it proved to be a waste of valuable instructional time?  Fortunately, all of these “what ifs” were dismissed during the first session with my students.

My students responded to their first VTS experience in much the same way as I did.  They were engaged, they shared ideas, listened to others, and then shared more ideas.  At first their observations were fairly simple, and I found myself asking, “What do you see that makes you say…” in response to fairly obvious interpretations.  By the second discussion, they were forming narratives collectively and occasionally, respectfully disagreeing with each other.  All students were engaged in viewing, but not all students participated in the discussions at first.  I noticed the inferences gradually became more detailed and had more depth.   I noticed I asked, “What do you see that makes you say…” fewer times because anticipated the question and began providing evidence without being prompted. This challenged me to look for areas to uncover and provide opportunities for students to dig deeper.   I was thrilled to see my students grow, and wonder, and collaborate, and be genuinely engaged in thinking about an image.

My greatest challenge with VTS was figuring out how to navigate the inclusion of a struggling student who withdraws from classroom discussions.  I hoped VTS would help cultivate a positive classroom environment through which he would be encouraged to participate.   Although he never chose to share his ideas during discussions, he gradually began participating in every VTS by joining the group.  He has made tremendous progress both academically and socially this semester.  The classroom is no longer intimidating, and he participates in group activities for the first time.  The only strategy I used with him was implementing VTS in Advisory.  My goal was for him to participate in the discussions, but I feel like he has accomplished even more.  VTS seems to have provided an opening for him to feel included and valued, and to build a positive relationship with his peers and with me. 

In reflecting on this process and experience, I wanted to create a visual piece to symbolize this VTS experience I have shared with my students.  My idea was to create something from the visual perspective of the image- as the image views the students.  Feeling limited by my knowledge of materials and process, I moved to focusing on the layers and metaphors I could use to communicate my ideas.  I am most comfortable creating collages, and since much of my VTS experience required the use of technology through online learning and the VTS website, I thought a digital collage could best represent these aspects.  I chose to use the image sets recommended for middle school grades since many of these images are ones my students and I viewed together.  Although my original intention was to create an abstract piece, I had a breakthrough idea during one of our VTS discussions.  As students sat with their hands raised, I realized how I could represent my experience as facilitator and incorporate my students into the piece.  This mosaic was created layering the images students view to create the larger image of a student viewing. I experimented with AndreaMosaic, which I had not used before, until I finally achieved the feeling I wanted to convey. For me, this image is a metaphor about the shared VTS experience with the layered images collaborating with the image of a student.  This piece is meant to represent the culmination of viewing art, creating art, sharing ideas, learning, and finding more- which encapsulates my VTS experience.