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I teach K-12 and adapt this questioning strategy to all levels. However, I do
began to weave in art historical info. and higher level criticism questions
after the students are used to referring to the work for answers. With my older
students, I do leave alot of the research up to them.
To me, the greatest benefit in the VTS strategy is that it forces you to be
interactive and allow the students to lead the questioning. Since I struggle
with the tendency to give too much information, this is really helpful to me.
One of the Colmans wrote:
> When I took my workshop in Cambridge, there were several people from the
> Minneapolis Institute of the Arts in attendance. Also, VTS has been a pilot
> program in Byron. I'm fairly certain that there must be a document of the
> study and its results available through VUE in NY. I don't have any e-mail
> addresses but you could go to the web site and see if you can find a contact
> there. (www.vue.org). I do have to say that the presenters and, in this
> case, the developers ( Phillip Yenawine and Abigail Housen) were very
> impressive. It was the most intellectually rigorous and stimulating course
> that I have had. These people are extremely committed to the process and
> believe that it is the absolute best way to discuss works of art with
> beginning viewers. However, it is not without controversy as we are
> witnessing through this listserve.