how has the work of art really inspired the young people
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Art lessons for pre-kindergarten students are moving beyond finger paints and into the worlds of van Gogh, da Vinci and Rivera.
Teachers in a number of districts in California are using classic works of art to inspire some of the youngest students to observe closely, think critically and discuss respectfully – all key elements of the Common Core approach to learning.
By looking closely together as a class at a Picasso or a Cezanne, 4- and 5-year-olds are learning how to observe and translate their thoughts into language and listen and respond to multiple perspectives.
This approach for K-12 students was developed about 20 years ago by the co-founders of Visual Thinking Strategies, a nonprofit based in New York that provides training in the method to schools and art museums. More recently, the nonprofit has introduced the concept to pre-K classes.
Alexander Chitay, a transitional kindergartner, uses a laser light to point out what he wants to discuss about the painting.
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Alexander Chitay, a transitional kindergartner, uses a laser light to point out what he wants to discuss about the painting.
It appears to be growing in its appeal since the introduction of the Common Core standards adopted by California and 42 other states. During the past two years, the nonprofit’s national trainings of educators have doubled, said Amy Chase Gulden, national program director. The nonprofit has trained teachers in more than 70 schools in the Bay Area, Northern California and Los Angeles.
Research studies on the method have shown that students in classes where the visual thinking program was used had a better understanding of visual images, exhibited stronger growth in math and reading, and showed better social-emotional growth than students in classes that did not use the program. The approach was particularly effective for English learners.
The visual thinking method asks three questions of young students: What’s going on in this picture? What do you see that makes you say that? What more can we find?
This approach teaches students how to take the time to observe closely, describe what they see in detail and provide evidence for their observations, Gulden said, “the kinds of skills that the Common Core asks for.”
Such programs are part of a new movement in English language arts to develop visual literacy, said Kim Morin, a professor who teaches integrated art at Fresno State University.
“It kind of came in with the Common Core – a more holistic approach,” Morin said. “As society becomes more digital, it’s not enough to just be able to read words; we have to be able to read images.”
“We have to be able to look at an image and understand it, not just react to it,” she said.
Some districts, such as San Francisco Unified, were applying this method long before Common Core standards were adopted. When Elizabeth Levett, who teaches kindergarten at George Peabody Elementary in San Francisco, introduced the Visual Thinking Strategies program into her classroom about eight years ago, she said she saw the growth in her students’ language “right away from one lesson to the next.”
“They’ll start the year with ‘I see a ball,’” she said. “After that it snowballs. It’s amazing.”
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