Assignment 7: Research on Visual and Media Literacy - Visual Thinking Strategies
Research on Using Visual Thinking Strategies to Meet Learning Goals
Visual Thinking Strategies (VTS) is a teaching method created by Abigail Housen intended to increase thinking skills by analyzing art. Moeller, Cutler, Fiedler, and Weier (2013) found that when used with their 4th and 5th graders, VTS improved student writing, critical-thinking skills, and creativity. VTS involves showing an image and eliciting discussion around three questions:
- What’s going on in this picture?
- What do you see that makes you say that?
- What more can you find?
The teacher/facilitator trained in VTS remains neutral, but does repeat responses for clarification and invites further ideation thus developing conversational communication skills. In this paper, I will summarize the findings of three research studies that implemented VTS in different populations with different curricular goals.
Article 1
Franco, M. and Unrath, K. (2015). The Art of engaging young men as writers. Art Education, 68(3), 26-31.
Summary of the Review of Literature
Franco and Unrath (2015) had a unique opportunity to apply VTS to a boys writing club where boys were encouraged to write about beloved boy topics like “...dastardly demons, and mythical monsters” (page 27). They opted for this instructional method because of its claims to inspire students to “construct meaning based upon their observations, prior knowledge and experience, and the insights of their peers” (p. 27) all with the use of the teacher as facilitator who refrains from adding information to the conversation that might influence student thinking. Franco and Unrath (2015) were further convinced VTS would render the results they were after because of it’s use of dialogue among peers, where they draw on previous knowledge to construct new ideas. The authors also researched their population: K-5 male learners. In this review of the literature, they learned that their subjects are universally struggling in school at higher rates than in the past, especially in writing. The authors also noted recommendations for a boys’ writing club to be an emotionally safe, comfortable environment where the peers have a greater chance of acceptance and comprehension of each other's ideas and humor. The same study also suggested that including drawing within writing has a “calming, centering” (p. 28) effect. Based on their review, the authors found ample evidence to support their hope that using VTS would increase both quality and quantity of writing in young boys. Franco and Unrath (2015) were extremely thorough in providing justification of research as evidenced in literature throughout their reporting.
Analysis of Methodology
Referring to varying cognitive and developmental stages, Franco and Unrath (2015) report using intra group heterogeneity. In addition, the researchers describe the steps in weekly writing club agenda. First, the boys discuss, using the VTS procedure described in the opening of this paper, a piece of art projected on the screen that is chosen to appeal to young boys (warriors, mythology, etc.). Then, they created art based on the the 8-12 minute VTS discussion. The purpose of the art creation was to “visually capture and creatively elaborate upon ideas and narratives that had emerged during the dialogue” (p. 28). Finally, the session ended with various writing activities that were inspired by the discussion that transpired during VTS and art making. Franco and Unrath hypothesized that this multi-media approach to related tasks would dramatically affect student learning. The authors intended for this qualitative study to be a one-semester project, but it turned into five semesters. They captured data through video: the VTS sessions and informal interviews during the art making session. Franco and Unrath (2015) analyzed the data with the intent to establish themes. While so much of what is reported is rich with supporting information, the authors didn’t reveal any descriptive data in detail. For example, the reader is left not knowing how many students actually participated in the reading club and their ages.
Summary of Results
In spite of a lack of reporting of any statistical data, the authors did reveal two important themes that emerged: a) the boys exhibited a high degree of enthusiasm throughout the five semesters for the VTS dialogues and b) the behavior exhibited by the boys throughout the study showed strong evidence of active engagement. The enthusiastic and engaged participation confirmed for Franco and Unrath (2015) that they were successful in creating the safe, nurturing, and fun environment the boys needed to achieve maximum benefit from the writing club activities. The authors concluded that not only did these activities support the boys’ literacy education, they also “grew in all six language arts enumerated by the International Reading Association and the National Council of Teachers of English: reading, writing, speaking, listening, viewing, and visually representing.”
My Opinion and What I Learned
While I was disappointed in the absence of data supporting the results of this study, it does provide a wealth of information and motivation to increase visual literacy, communication skills, critical thinking and creativity through VTS. I was also introduced to two concepts: dialogic teaching and transmediational chain. Exactly as it sounds, the former is capitalizing on verbal discussions for learning. Echoing in my mind are teacher voices (mine included): “Shh...Stop talking!” Clearly, talking is a beloved pastime for children. We should all do as Franco and Unrath quote from another study and “harness[es] the power of talk” (2015, p. 27). The second, transmediational chain, provides the basis for the 3 tiered approach the authors used in creating the weekly writing club agenda. Similar to dual coding in visual literacy, transmediation refers to our enhanced ability to create new knowledge when we are stimulated by related information in different media forms such as through music, images, VTS dialogue, creating art or visual displays, writing, etc.
Article 2
Grohe, M. and Egan, S. (2015). School partnership program: 2010-14 Elementary longitudinal case study. Retrieved from http://www.gardnermuseum.org/FILE/6138.pdf
Summary of the Review of Literature
Grohe and Egan (2015) of the Gardner Museum in Boston, MA offer background information on the study being reported, however, there is no literature review suggesting the need for this study or supporting the theories being tested. The entire report is based on their extensive, long-term experience with VTS in the museum resulting in their own expertise with the method used in partnerships with local elementary schools. This report focuses on a study, Thinking Through Art, of a cohort of students at Tobin Elementary School from 2010-2014. VTS did not become a component until the third year after preliminary year two results indicated no improvement in the students’ abilities to recall artworks. Tobin was a focus since all teachers had received VTS training and most offered at least 8 VTS lessons per year in a variety of subjects. A third grader said, “In VTS, you need to use evidence. In reading, you need to use evidence to support your ideas and that’s basically what you do in VTS” (Grohe & Egan, 2015, p. 4).
Analysis of Methodology
Since this case study followed a cohort of students, it was met with the usual challenge of attrition. At the 2014 end of the study, only 11 students, all English Language Learners (ELL), remained from an all-time high of 23. Qualitative observed data was collected during museum visits of the cohort where different grade levels had different VTS lessons connected to a related art making activity. Quantitative data was collected through a student interview that was essentially a performance-based VTS assessment and was repeated in multiple years. In addition, the researchers collected writing samples of student responses to “What’s going on in this picture?” Grohe and Egan (2015) used this data to test Abigail Housen’s theory that “the main way for viewers to grow in their ability to make meaning with works of art is time spent with “eyes on canvas” (p. 6). In addition, the data contributed information to questions about critical thinking skills.
Summary of Results
Despite the continued lack of supporting statistical confidence, Grohe and Egan (2015) still reported several positive findings from the case study that ended with 11 students. They determined that a majority of students improved their aesthetic development skills over the course of the study. That is, they were gradually adding more and more detail to their description, as well as drawing upon prior knowledge, when shown new visuals. The researchers also indicate an increase in critical thinking skills, specifically elaborations, supported observations, and speculations, in students participating in the study. Grohe and Egan (2015) say their results show that “students need to look at and talk about art regularly for the critical thinking skills to stick and transfer to other contexts” (p. 10).
My Opinion and What I Learned
It is unfortunate that these two elementary school studies on applying VTS to learning were both weak in data analysis. However, like Franco and Unrath (2015), Grohe and Egan (2015) have presented a wealth of anecdotal evidence of the power of VTS. Enough so that one student-centered school, Tobin Elementary School, believes in the process. With all of the challenges in the American education system, it seems like VTS, a very low-overhead and relatively easy learning curve, should be on many educators priority lists. But sadly, the lack of research-based studies implies that it is not.
Article 3
Klugman, C., Peel, J., Beckmann-Mendez, D. (2011). Art rounds: Teaching interprofessional students visual thinking strategies at one school. Academic Medicine, 86(10), 1266-1271
Summary of the Review of Literature
Klugman, Peel, and Beckmann-Mendez (2011) looked at a sample of 32 medical and nursing students at the University of Texas Health Science Center in San Antonio, TX to determine if “VTS would improve their physical observation skills, increase tolerance for ambiguity, and increase interest in learning communication skills” (p. 1266). The researchers base their theory on a wide range of prior reports and studies. One such report specifically suggests medical schools need more innovative schools that actually teach in art museums. Other studies hone in on the importance of developing visual literacy skills in medical students to increase observation skills. They cited another study that VTS improved several critical skills in teams of medical students: ability to brainstorm with agreement, bond, listen and think analytically. Klugman et al. (2011) based their interest in ambiguity tolerance on reports that training with VTS can improvement a person’s tolerance for ambiguity.
Analysis of Methodology
Out of 765 nursing and 901 medical students, 32 accepted the incentive (membership to the McNay Art Museum) to participate. Randomly assigned into three groups, all students were given the same treatment: a 90-minute session divided into 20-25 minute sessions of VTS on a piece of art. Three of these 90-minute sessions were held during the study month for a total of nine different works of art per student. In order to determine effect, students were given pre-tests and post-tests that consisted of two standardized tests: one that measures one’s perception of an ambiguous scene as threatening and the other determines attitudes about the importance of communication skills in medical providers. An additional component of the pre- and post-test consisted of responses to “What do you see?” when shown photos of various visible medical conditions. These results were analyzed with paired t-tests and 95% confidence intervals.
Summary of Results
The 1.92% response rate (32 out of 1666 students) is dismal, but the fact that these were all students being asked to take time away from their studies and that the researchers had set their ideal sample size at 30 somewhat compensates. The study found that exposure to VTS significantly increased student’s visual observation skills, largely resulting from the amount of time they spent looking at the images (average of 25 minutes per image compared with average museum visitor spending an average of 27.2 seconds per image). Klugman et al. (2011) suggest that future studies should explore the relationship of increased time looking at images to increased time spent with patients. Another finding that supports the use of VTS is that students left the study with an increased belief that communication skills are important for health care providers.
My Opinion and What I Learned
The use of VTS in training medical students is not new, but the fact that Klugman et al. (2011) have several suggestions for future study is encouraging. It’s really quite remarkable that there’s an instructional technique out that is so universal, it can be used in identical ways in both kindergarten and medical school. With a little more statistical substance, this study stands up to scrutiny better than the other two.
Overall Reflection
In addition to the three articles I’ve featured here, I read an additional eleven articles. This has been a valuable assignment for me, but certainly required an investment of time. I hope that any readers will be as convinced as I am that VTS is worth a try for incorporation into any classroom. And it doesn’t have to be a huge time commitment. But increasing student engagement, critical thinking, communication skills and more would be worth it.
References
Franco, M. and Unrath, K. (2015). The Art of engaging young men as writers. Art Education, 68(3), 26-31.
Grohe, M. and Egan, S. (2015). School partnership program: 2010-14 Elementary longitudinal case study. Retrieved from http://www.gardnermuseum.org/FILE/6138.pdf
Klugman, C., Peel, J., Beckmann-Mendez, D. (2011). Art rounds: Teaching interprofessional students visual thinking strategies at one school. Academic Medicine, 86(10), 1266-1271
Moeller, M., Cutler, K.., Fiedler, D. and Weier, L. (2013). Visual thinking strategies = creative and critical thinking. The Phi Delta Kappan, (3)56.-60.