VTS video analysis Name: Kelsey Athmann

Total:________/24 points

Answer the following questions while watching the video…

1.) How did she get started with the activity? (3points)
Set them up for their Art talk. She explained how they were going to use their eyes first and
see what we notice. She said we have lots of details in this picture to make them think more
than just one thought. Made sure everyone was quiet so others were not distracted. She let
them look for 30 seconds.

2.) What kinds of questions did she ask, how did she follow up? (3 points)
What do you notice? What do you see that makes you say or think that? What else can you
find? Helps train them how the process will go. She followed up by pointing to where things
were on the artwork that the students talked about to make sure everyone was on the same
page. She made them justify their answer. Connecting it to other students’ observations in the
artwork. She paraphrases or restates what the student says.

3.) What kinds of thinking strategies were practiced by the students? (3 points)
Verbalize their thinking and they can translate it into written words as well. Problem solving,
predicting, wonderings. Moving up their higher-level thinking. Share their thoughts and
translate that into oral words. Communication skills.

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)
You could ask them specific questions pertaining to the elements. “What colors do you
see? What shapes or lines can you find?” You could also use the academic language for the
elements after a student points out something, “Brady thinks these look like clouds because of
their color but I can also see how the artist used texture to give the clouds their fluffy
appearance.”
You could choose one principle a day to go over, depending on the artwork you choose.
If you choose contrast, you could start by asking what they notice about the colors in the
artwork and build up to telling them that this is contrast, a principle in art.

5.) What kinds of follow up or next step activities could we do after something like this? (5
points)
You could have students make their own artwork and then get together in groups to
practice the three questions she asks them in the whole group setting, to their individual pieces
of work. If you did focus on contrast, you could have them make their own examples of contrast
by mimicking the painting or coming up with their own idea of contrast and then hanging them
in the classroom or hallway after.
6.) Elementary Ed. how could this be used cross curricularly? Art Ed. how could this transfer
into a project? (5 points)
The students could use this art lesson and then use a Language Arts standard to explain
the first thing they noticed and why in a short writing assignment. They could also use it as a
collaborative discussion to discuss a question about the artwork like, “Why do you think the
author made this painting?” You could use it as a social studies lesson and learn about the
author that made it and from the time period it comes from.