Blog Topic #10

Reflect on the experience of VTSing “Two images as compare/contrast stimuli.

. How was the experience different from the traditional VTS discussion of one image for you? For your students?

The most different thing from the traditional VTS discussion is that this compare/contrast VTS discussion requires facilitator’s much more consideration when choosing images since facilitators need to take into account the relation between two images. I especially avoid choosing the images which has too many figures and too much complexity to be observed or interpreted in order for students to easily compare and contrast.

My big idea is fear and my unit includes two types of art making process to express themselves as an object of fear and a victim of fear. Since these two types of art makings include the process to compare and contrast students’ experiences or imagination as an object of fear and a victim of fear, this compare/contrast VTS discussion was very beneficial to students. I chose one which represents an object of fear and the other one which expresses a victim of fear. I was very impressed by the way students understand and interpret the relation between two images. Besides, it was the first time to work on popular culture images, movie posters. My students seemed more excited about the popular culture images and their concentration was so great.

. What positive or negative challenges did the “side by side” image approach create for you? For your students?

The lesson lasted over 30 minutes. It was pretty hard to quit the lesson because students were too eager to share their ideas. It might be only one negative challenge. Except keeping the time limit, the rest of changes are positive. Dealing with two images at the same time wasn’t too hard unlike I initially thought. Students also enjoyed comparing and contrasting two images.

. Did the compare/contrast strategy enrich instruction/learning in any way?

Yes. As I said earlier, my students tried to understand and interpret not only the images but also the intention of arrangement of the images through comparing and contrasting. Compared to the previous VTS discussions, students showed higher level thinking skills, considering various points of view. It was also beneficial experience to reinforce the understanding about the big idea and art makings.   

. Would you use this compare/contrast strategy in the future? If so, what purpose might it serve? What alterations in the environment or instructional approach would be required to make it successful?

Yes. I would like to use this compare/contrast strategy in the future. I am convinced through this experience that compare/contrast strategy could be successfully activated in VTS discussion. It enables students to develop not only thinking skills but also language skills in many ways.  

Next time, unlike this first compare contrast VTS discussion, I would like to let them know that it would be a good idea to focus primarily on comparing and contrasting. I think it might help students focus on the process to compare and contrast rather than observing each images.  

. Are there any cautions you might offer your classmates?

Since compare/contrast VTS discussion deals with two images, as I considered, I recommend them to avoid the images which has too many figures and too much complexity to be observed and interpreted. If the images are too complex, students would have a hard time comparing and contrasting or lose their interest in the discussion because they could feel it is too hard to do.