{"id":6068,"date":"2016-02-09T13:21:35","date_gmt":"2016-02-09T13:21:35","guid":{"rendered":"http:\/\/blog.museunacional.cat\/?p=6068"},"modified":"2020-07-03T12:55:38","modified_gmt":"2020-07-03T12:55:38","slug":"visual-thinking-strategies-looking-thinking-and-communicating-through-art","status":"publish","type":"post","link":"https:\/\/blog.museunacional.cat\/en\/visual-thinking-strategies-looking-thinking-and-communicating-through-art\/","title":{"rendered":"Visual Thinking Strategies: looking, thinking and communicating through art"},"content":{"rendered":"

\"4rt<\/a><\/p>\n

We are in the Escola Miquel Bleach, and we invite you to participate in a session of VTS<\/a><\/strong> (Visual Thinking Strategies), within the framework of the T\u00e0ndem Project<\/a> which is being carried out by this school with the Museu Nacional d\u2019Art de Catalunya.<\/p>\n

Everything is ready for the activity. They are 4th<\/sup> year Primary students.<\/p>\n

We listen to the polite and encouraging welcome of the teachers, some words to situate us and foster a suitable atmosphere for listening and creating interest in participating and\u2026<\/p>\n

Let\u2019s get going!
\nOne of the images that corresponds to the day\u2019s session is projected: surprised faces, filled with curiosity\u2026 a moment\u2019s silence to familiarise ourselves with the artwork\u2026<\/p>\n\n\n\n
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\"la<\/a>

_<\/span><\/p><\/div><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This is the moment to formulate the key question <\/strong>about the method so as to begin the observation and start the dialogue. What\u2019s happening in this image?<\/strong><\/p>\n

And then everything begins to flow<\/strong>: hands being raised, words that express ideas and feelings, hypotheses put forward which are discussed by making reference to the visual signs of the work, exchanges of different opinions about this, enigmas which are resolved, etc.<\/p>\n

And the dialogue leads to the debate<\/strong> which gradually takes on form with the interventions of everyone, with the stimulus of the question introduced by the teacher and with the application of the different methodological strategies.<\/p>\n

What can you see that makes you say that<\/strong>?<\/strong>
\n\u2013It seems to me that this boy is sad because his girlfriend has left him\u2026 he\u2019s looking through the window to see if she\u2019s returning…<\/p>\n

\u2013I would say that he\u2019s worried because he can\u2019t pay the household bills\u2026 I can see that the wall is very broken…<\/p>\n

\u2013I think he\u2019s waiting for it to stop raining so that he can go out for a walk\u2026 I can see that the window panes seem to be wet and that\u2019s why he hasn\u2019t gone out yet.<\/p>\n

What else can you find in this work?<\/strong>
\nAnd the discussion and the storytelling continue.<\/p>\n\n\n\n
\"alumnes\"<\/a><\/td>\n\"classe\"<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

What is VTS?<\/h3>\n

Visual Thinking Strategies, the VTS, is an educational methodology that makes use of art so as to learn to think. It emerged in the 1980s as the result of a collaboration between the cognitive psychologist Abigail Housen, from the Harvard Graduate School of Education, and Philip Yenawine, educator from the MoMa of New York. The intention was to create a resource that would facilitate the approaching of children, youths and various publics to the world of art, in the most significant way.<\/p>\n

The studies about its practice in schools and museums throughout the world, allows the habit to be fostered of exploring and talking about a work of art in a free and creative way, from their own references:<\/p>\n