The implications for using VTS in the classroom is that it builds interpersonal communication and relationships while expanding vocabulary and dialog. It gives students a voice and stake in the engagement that is personal. This in turn makes the learning a part of the student. It is not a taught something to remember but a personal moment in the student’s life that will become and is a part of who they are. The quote on by vtshome.org reads, "Art is the essential first discussion topic because it enables students to use existing visual and cognitive skills to develop confidence and experience, learning to use what they already know to figure out what they don't; they are then prepared to explore other complex subject matter alone and with peers." It summarizes the concept perfectly along with the implications.
http://teachers.mam.org/collection/teaching-with-art/visual-thinking-strategies-vts/The Milwaukee Museum of Art teacher resources provides a framework for Visual Thinking Strategies in the link listed above this paragraph. In a lesson you would begin by presenting a visual stimulus that is not abstract in manner. After students take a few minutes to think silently about the presented item they will answer the three following questions in a group discussion format:
What's going on in this picture?
What do you see that makes you say that?
What more can you find?
A moderator will guide the discussion using conditional language to facilitate open discussion in which students are not right or wrong but free to agree or disagree and shar either own interpretation of the question. The discussion should be student fed. The teacher should only correct misconceptions after the discussion period.
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