1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
1. 1.What is the Visual Thinking Strategies teaching method? | The VTS teaching method and school curriculum centers on open-ended yet highly-structured discussions of visual art, significantly increasing students' critical thinking, language and literacy skills along the way. | 2. 2.What are the three VTS questions? | What's going on in this picture? What do you see that makes you say that? What more can we find? | 3. 3.What are the facilitation techniques used in VTS? | Paraphrase comments neutrally. Point at the area being discussed. Linking and framing student comments. | 4. 4.During a VTS discussion, students are building visual literacy skills. What are students asked to do that help build visual literacy? | Look carefully at works of art. Talk about what they observe. Back up their ideas with evidence. Listen to and consider the views of others. Discuss many possible interpretations. | 5. 5.If exposed to a carefully sequenced series of VTS materials and artworks, viewers' ways of interpreting images change in a predictable manner developing in different stages. This is known as | Stages of Aesthetic Development. | 6. 6.In the course of VTS lessons students develop skills not typically associated with art. These skills build Housen’s stages of Aesthetic Development. What are the five stages of Aesthetic Development according to Housen? | Stage 1 – Accountive.Stage 2 – Constructive.Stage 3 – Classifying.Stage 4 – Interpretive.Stage 5 – Re-Creative. | 7. 7. What type of viewer does this describe? Using their senses, memories, and personal associations, they make concrete observations about a work of art that are woven into a narrative. Here, judgments are based on what is known and what is liked. Emotions color viewers' comments, as they seem to enter the work of art and become part of its unfolding narrative. These viewers are storytellers. | Stage 1 – Accountive | 8. 8. What type of viewer does this describe? These viewers set about building a framework for looking at works of art, using the most logical and accessible tools: their own perceptions, their knowledge of the natural world, and the values of their social, moral and conventional world. If the work does not look the way it is supposed to, if craft, skill, technique, hard work, utility, and function are not evident, or if the subject seems inappropriate, then these viewers judge the work to be weird, lacking, or of no value. Their sense of what is realistic is the standard often applied to determine value. As emotions begin to go underground, these viewers begin to distance themselves from the work of art. | Stage 2 – Constructive | 9. 9.What type of viewer does this describe? These viewers adopt the analytical and critical stance of the art historian. They want to identify the work as to place, school, style, time and provenance. They decode the work using their library of facts and figures which they are ready and eager to expand. This viewer believes that properly categorized, the work of art's meaning and message can be explained and rationalized. | Stage 3 – Classifying | 10. 10.How can teachers develop the skills and disposition requisite for delivering a 21st century education to a classroom of diverse learners? | VTS! |
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