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Comparing, contrasting and synergizing Visual Thinking Strategies (VTS) and Aesthetic Education strategies in practice

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This article details understandings from a pilot study based on interviews with student teachers experienced in the implementation of Visual Thinking Strategies (VTS) and Aesthetic Education strategies. I aim to share the perspectives of these practitioners regarding some of the major similarities and differences between VTS and the Aesthetic Education strategy, and to highlight what they experienced as the primary challenges and benefits to implementing each strategy. Based on their experiences, it appears that VTS and Aesthetic Education can be integrated as complementary and synergistic strategies. Equipped with this information, I anticipate that K-12 educators, and educators of pre-service art teachers, will be able to make sounder choices and suggestions regarding the use of these strategies.
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Keywords: Aesthetic Education; VTS; Visual Thinking Strategies; discussing art; interpretive dialogue; visual literacy; visual thinking

Document Type: Research Article

Affiliations: Western Michigan University in Kalamazoo, USA

Publication date: March 1, 2017

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  • The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.

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