Blog #7: Conditional Teaching with VTS

Conditional teaching is not something that comes naturally, and is not something most people would think of when they think of teaching or teachers.  But I think maybe it should be. After just a brief introduction, conditional teaching seems like a no-brainer.  Ideas may be more easily transmuted and applied to other ideas when they are presented in an amorphous form.  

The creative process in the art classroom is especially susceptible to premature cognitive commitments.  Preconceived and closed ideas about what is "good" art, what art means and what art should look like may cause some students to perceive major barriers for their own creative process (i.e. "I can't draw.").  Art is a fluid, definition-defying subject, but if students develop rigid, absolute ideas about what a work of art is or means, they may become unable to expand those thoughts to encompass the true, multi-faceted nature of art.  If a student perceives technical skill and photorealism to be indicators of “good” art, then of course they will be quickly discouraged by their inability to create “good” art.

A student who is accustomed to being expected to provide a correct answer might also have difficulty engaging with art on a personal, meaningful level (i.e. “Just tell us the right answer.”)  But the instances when we actually know an artist’s intention in an artwork are few and far between, and the real function of that intention or the importance of that intention in viewing an artwork is arguable at best. The intention of the viewer is far more knowable.  Still, students who are used to being taught in absolutes may have difficulty trusting their own perceptions and experiences and how they affect their interpretation and interaction with an artwork.

VTS, through its acceptance of all ideas, use of conditional phrasing, and most importantly, the third question, "What more can we find?" can begin to tease out a student's greater understanding of what it means to engage with a work of art.  Students are encouraged along other lines of thought: “There is always something more to see, and other people might disagree with your ideas about what is going on.  That is perfectly acceptable.  Your ideas are just as valid.  Your contributions are just as valued.  Art is flexible and receptive.  Trust yourself and your abilities.”