Applications of Visual Thinking Strategies (VTS) for Education and Reflection
Written by Sophia Plancich
Published on September 27, 2024
Visual literacy is defined as the cognitive ability to "read" or interpret visual information, enabling individuals to make sense of visual stimuli. In museums, where visual art serves as the primary medium for conveying meaning, educators play a crucial role in fostering visual literacy among visitors. By guiding visitors through visual narratives and encouraging thoughtful engagement, museum educators help individuals develop their ability to reflect on and interpret the images they encounter.
One effective framework for cultivating visual literacy is Visual Thinking Strategies (VTS), which I was introduced to by Yatil Etherly, Museum Educator for K-12 and Volunteer Programs, at the Lowe. VTS provides a structured, yet flexible, approach to discussing ambiguous works of art. Rather than focusing on delivering definitive explanations, VTS encourages personal reflection and interpretation, opening up a space for visitors to explore their unique responses to the art they engage with. In a field as subjective as the art world, this interactive strategy is both fascinating and impactful, prompting viewers to examine artworks more thoroughly and thoughtfully.
Initially developed for museum education, VTS has since expanded into classroom settings as a tool for fostering art appreciation and critical thinking. A study titled "Effect of Dialogical Appreciation Based on Visual Thinking Strategies on Art-Viewing Strategies" by Ishiguro et al. (2021) explored how VTS is applied in these different environments, revealing some notable differences. The study found that artworks in museum settings were generally perceived as more interesting and aesthetically engaging compared to those presented in classroom settings. This suggests that museums, with their carefully curated and visually immersive environments, offer a unique opportunity to implement VTS strategies in ways that may not be as effective in other contexts. By leveraging these beautiful, intentional spaces, museums can create fertile ground for fostering deeper art appreciation, reflection, and personal interpretation.
Beyond art education, research has explored VTS's broader potential to enhance creativity and critical thinking. In the 2016 article "Visual thinking strategies and creativity in English education," Keun Huh examined its application in English education, finding that VTS could stimulate creative thinking by encouraging students to unravel complex cognitive processes at a more cohesive rate. The role of the educator, in this context, becomes that of a facilitator—guiding students to develop deeper thinking strategies that expand their ability to interpret and reflect on visual information.
However, the success of VTS is deeply tied to the environment in which it is implemented. A sense of safety and comfort is critical in creating a positive, judgment-free space where open discussions can thrive. According to Katie L. Nickel in "Growing literacy skills with visual thinking strategies on virtual art museum tours (2022)," for VTS to be effective, museum educators must foster a welcoming atmosphere where visitors feel comfortable sharing their thoughts without fear of judgment. This kind of supportive environment is essential for engaging participants in meaningful dialogue and honing their visual literacy skills.
The potential of VTS to enhance visual literacy and creativity is immense, offering museum educators a powerful tool to help visitors engage more deeply with the art they encounter. By facilitating open, reflective discussions, museums can become spaces where individuals not only observe but also interpret, and connect with art on a personal level.
Since learning about the framework, I have attempted to utilize VTS in my personal engagement with works of art, making me wonder how implementing a framework like this can change with how individuals engage with art and the world around them, and how a similar strategy can be translated into all education pursuits.
References:
Chin, C. (2017). Comparing, contrasting, and synergizing Visual Thinking Strategies (VTS) and aesthetic education strategies in practice. International Journal of Education Through Art, 13(1), 61-75.
Huh, K. (2016). Visual thinking strategies and creativity in English education. Indian Journal of science and technology, 9(1), 1-6.
Ishiguro et al. (2021). Effect of Dialogical Appreciation Based on Visual Thinking Strategies on Art-Viewing Strategies. Psychology of Aesthetics, Creativity, and the Arts, 15, 51-59.
Nickel, K. L. (2022). Growing literacy skills with visual thinking strategies on virtual art museum tours. Literacy Practice and Research, 47(1), 3.
