Treatment: Visual Thinking Strategies Curriculum

Assessment tools: Biannual Aesthetic Development Interviews and questionnaires; material object interviews, writing samples, teacher debriefings; observations; videotapes

Subjects: 25 Experimental 3rd-5th grade students
25 Control 3rd-5th grade students

Findings:
By the end of the study, the differences between San Antonio students who had participated in VTS and those who had not were significant.  Even though the control students started out ahead, the experimental students significantly outperformed them in both aesthetic and critical thinking growth.  Experimental students transferred critical thinking skills, such as supported observations and speculations, fostered by VTS discussions about art to their individual art-viewing experiences—independent of the group or a teacher.  They also transferred critical thinking skills fostered by VTS discussions about art to individual viewing experiences of non-art objects.  It is interesting to note that we did not find transfer of critical thinking skills to non-art objects until students were transitioning to Stage II in aesthetic understanding – the importance of extended, regular art viewing experiences is apparent. 

Being “at risk” and coming to school speaking a language other than English did not interfere with San Antonio VTS students’ development of critical thinking strategies.  They clearly demonstrated steps in the process of learning to learn. VTS, which mirrors and strengthens best practices for teaching “at risk” and Limited English Proficiency students, supplies a missing component needed in schools. 

The data convinced the San Antonio Independent School District to implement VTS system-wide.

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