Kelsi Brosnahan LTC 8750

Annotated Bibliography

Franco, M. J., & Unrath, K. (2015). The Art of Engaging Young Men as Writers. ​Art

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Education,68 (3), 26-31. doi:10.1080/00043125.2015.11519319

This research study looks at the effects of Visual Thinking Strategies on young boys

that are struggling with writing. It take a qualitative approach with grounded theory ideas for

completing the research. Dr. Franco tracks the progress of the boys writing as they continue

to VTS art images. The boys gained a better understanding of listening and looking through

this and this improved the quality and the amount of writing that the boys created. This

research relates to my study because it looks at the development of students through the use

of VTS. The thinking that the students developed showed the growth of their knowledge

which affected the quality of it. This is the type of growth that I am hoping to find in my

research with my students.

Unrath, K., & Ruopp, A. (2016). Cultivating potential-harvesting wisdom: An

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a/r/tographical illumination of mentorship. ​Visual Inquiry,5(3), 433-447.

doi:10.1386/vi.5.3.433_1

In this research Dr. Ruopp and Dr. Unrath look at the role of the mentor and the

mentee. Through this research they work together gathering qualitative data finding pathways

and connections to the human experience of the mentor and mentee relationship. This

qualitative research is what I need to jump start my look into the peer VTSing. The mentor
Kelsi Brosnahan LTC 8750

and mentee relationship that was brought to light in this research is what I want to see in

between my students through their peer VTSing. This article is a great resource for

paralleling data collection and analysis.

Yenawine, P. (2013, November). Visual Thinking Strategies: Learning How to Teach

With Art ... Retrieved June 14, 2018, from

https://www.utne.com/arts/learning-how-to-teach-with-art-ze0z1311zbla?PageId=1#axz

z2kgQeZ4cs

In this research Yenawine looks at the knowledge and meaning making from museum

visitors. This research is performed on museum visitors, mostly looking at adults. However,

this research is important to my research because it shows how using visual thinking

strategies helps people make personal connections to art pieces. When reading a piece of art

is important to be able to connect to the piece to be able to appreciate it. This article shows

that art can have a personal meaning to each individual and brings the point of “what is your

art saying?” This is important when students start to develop their artworks.

Zapata, A., Fugit, M., & Moss, D. (2017). Awakening Socially Just Mindsets Through

Visual Thinking Strategies and Diverse Picturebooks. ​JOURNAL OF CHILDREN’S

LITERATURE,43(2), 62-69. Retrieved June 14, 2018.

Creating social awareness and connections between students is important in creating

holistic citizens. In this research they look at the social connections that students are creating

through the use of visual thinking strategies. They add a fourth question to the questioning
Kelsi Brosnahan LTC 8750

sequence “How does this image make you feel?” This is important in finding how students

are connecting to the world and how their feelings could influence their thoughts. Since my

research is looking at how students using VTS with each other influences their artistic

process this is a great question for them to think about within their own artwork. Talking

about what we see can be different for every person but this is influence by how we feel. This

allows for students to create a safe space where they know they can express their thoughts by

respectfully making these social connections.

Moeller, M., Cutler, K., Fiedler, D., & Weier, L. (2013). Visual thinking strategies =

creative and critical thinking. ​Kappan,95(3), 56-60. Retrieved June 14, 2018.

Students need to have time to analyze and make connections on their own to critically

think about what they are seeing in front of them. In this research they look at the

connections that students are creating through visual thinking strategies. They found that

students decision making skills and communication skills increased as they continued to us

VTS throughout their learning. Since VTS is a reflecting type of learning this allows students

time to think deeply about their ideas which in turn produces quality work. When students

take in their peer vtsing they are able to reflect on the information given to them and work

their process to produce a quality piece.