What is going on in this picture?
September 21, 2020
The Daum Museum uses Visual Thinking Strategies (VTS) as a method of engaging museum visitors with artwork. Please join us in a discussion on Facebook or Instagram by posting a comment about this week’s featured image or submit your thoughts in the form below.
Look closely at the picture and think about the following three questions:
- What is going on in this picture?
- What do you see that makes you say that?
- What more can you find?
What is going on in this picture? – Reveal
September 25, 2020
We promised to share more information about this artwork. Is it what you thought it would be? What was the first thing you noticed when you looked at it? Let us know in the form below.
Marc Leuthold (American, b. 1962), Mauve, 2002-03; glazed stoneware; 17 in. diameter x 4 in. Collection Daum Museum of Contemporary Art, museum purchase with funds from the Windgate Charitable Foundation.
For more than twenty years, Marc Leuthold has focused on creating intricately carved circular, cylindrical, and conical ceramic sculptures. In his discs, wheels, and cones, the artist reconciles seemingly oppositional practices and strategies to produce forms that are at once minimal/decorative, active/meditative, and controlled/extemporaneous. Leuthold’s ceramics are informed by varied historic, artistic, scientific, and spiritual considerations. These range from the porcelains of the Sung Dynasty to Merovingian metalwork to the near-universal significance of the circle in world religions.
In Mauve, Leuthold has incised his form’s surface with rippling rays that emanate from a central opening. Working without a preliminary sketch, the artist wields a sharp knife with precision, quickly cutting at one angle and then its complement to excise wedges of clay. Mauve’s deeply carved surface is an experiment in light and shadow, while its radiating vectors turn in a pulsing vortex whose eccentricity acts as a foil to the wheel’s characteristic symmetry and stability.
Leuthold’s work has a conscious affinity with a long tradition of art that expresses spiritual or metaphysical ideas in abstract, allegorical, and symbolic terms. He has said of his ceramics, “I cultivate the repetition of simple forms within the circular matrix in order to create a complex, motile, hypnotic effect, lulling the viewer into a quiet reverie. By these means I hope to project the viewer into a timeless, wordless dimension, transcending cultural and individual boundaries.”
Visual Thinking Strategies is a creative, student-centered, and research based teaching method that uses works of art to enable viewers to look, think, listen, and communicate. Its approach builds awareness through art, develops problem solving skills, expands language ability, and improves academic achievement.
More About VTS
Visual Thinking Strategies (VTS) is a method of engaging students and adult learners with artwork when they are in the museum or classroom by asking three open-ended questions:
- What is going on in this piece?
- What do you see that makes you say that?
- What more can we find?
If students make an inference in giving their responses to the first question and do not back up their statement, then we ask the second question. What do you see that makes you say that? This makes students articulate their thinking and observations and support it with evidence. The third question implies that there are still answers to be sought, which promotes inquiry, and reminds us that no one has all the answers. VTS also promotes research in the classroom concerning the artist’s technique, method, or underlying concepts. This type of thinking transfers across curricula because students develop the habit of higher-level thinking and back up their findings with evidence.
VTS supports the open-ended, learner-centered instruction that is integral to best practices in current pedagogy. In particular, classroom analyses have stressed the importance of encouraging student-centered critical thinking, as opposed to traditional or generic “right” answers, in the growth of significant cognitive development in participants. VTS is a powerful tool that promotes cooperation, respect, and tolerance for various viewpoints. National evaluations have quantified improvements among participants not only in visual literacy but also in general learning, including reading, writing, and math skills. A continued focus on specific key elements of the VTS methodology ensures the success and continued improvement of current and future Daum VTS programs.
“As the ELL teacher at Horace Mann, I have seen improvements in my students’ confidence levels, vocabulary usage, and writing skills while doing VTS. Children who once were too shy or embarrassed around their American peers to participate in VTS are now raising their hands and sharing ideas. They are expanding their thoughts to include not only concrete information but inferences as well. I see this not only in their speech but also in their writings. It seems that VTS has had a positive impact on my second language learners.” –Andrea Kuhlman