Observation Based Discussions
Facilitating Observation-Based Discussions with Students
To engage students in stimulating observation-based discussions, teachers and parents should employ Visual Thinking Strategies*--a student-centered method that “uses art to build the capacity to observe, think, listen, and communicate.”
First, allow the students to examine the selected artwork, give them a few moments before you speak. Then, ask the question “What do you see in this image?” (Have students raise their hands and speak one at a time.) Students will generally begin making lists of objects that they see. The true discussion begins when a student finally introduces an interpretive aspect, for example “the girl looks sad or the building looks burned,” something that goes beyond a literal description. (From this point forward, rather than ask “What do you see?" you should ask, “What’s going on...?" This indicates to students that you want them to interpret, rather than simply list, what they observe).
Following an interpretive observation, you should respond by paraphrasing the comment while pointing at the area in the artwork that the student referenced. Then, ask the student, “What do you see that makes you say that?” You can also vary your response (“What do you see that makes you say she looks sad? Is there something you’re noticing in her expression or body language? What is it specifically?”), provided that you don’t lead the student to draw conclusions that are not his/her own. The student should point out visual evidence to support the interpretive comment (for example, “I think she is sad because she appears to be crying—her eyes look glossy”). Continue paraphrasing the students’ responses and pointing to the pertinent areas in the artwork.
You should always listen carefully, making sure that you are hearing and interpreting each student’s comments correctly. Remain neutral, qualifying and validating each of the observations, even if they have been repeated or seem wrong or silly, by paraphrasing the comments, pointing to the pertinent area, and asking for the visual evidence. Be sure that your tone, body language, and facial expressions encourage each student to participate. When you paraphrase, don’t change the meaning of the students’ comments, but use the opportunity to introduce by example proper grammar and applicable vocabulary. Draw attention to similarities, “links,” between student comments, even if the students are disagreeing, to reveal how some observations can incite others and that opinions can be different or can change. Avoid summarizing—you want the students to understand this as an “open-ended” process.
These observation-based discussion strategies are based on the Visual Thinking Strategies outlined in the work of Abigail Housen and Philip Yenawine. Available at www.vue.org.
Suggested Artworks for Observation-Based Discussions
There are many photographs in the current temporary exhibition that are excellent subjects for observation-based discussions.
Come and See: The Journeys of Linda Schaefer will be on display at the MGMoA Sept. 11 – Oct. 25, 2009.
To try observation-based discussions at home or in the classroom, visit Linda Schaefer's Flickr site for a wealth of great subjects!
http://www.flickr.com/photos/schaeferphotos/
Suggested Artworks for Observation Based Discussions in the MGMoA Permanent Collection:
Tanner, Scene in Cairo
Oswalt, Urban Anthology
Berminghaus, Boy with Two Horses at Haystack
Imhof, Navajo Woman Weaving
Gerome, Femme en Serai
Roseland, Reading the Letter
Remington, Good Advice
Bridgman, Scene in Morocco
Barbieri, Esther before Assuerus
Moran, Coast of England
Sonntag, Sunset
Peter, Storm
Anderson, In the Café No
Richardson, Man with Wagon
Please note that the artwork in the permanent gallery is periodically rotated. If you want to use a particular artwork for this or another activity, please call the MGMoA Curator of Collections at 878-5300 to confirm whether or not the work is currently on display.
