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Seeing as Thinking: Careful Observation as a Bridge to Critical Analysis

Sarah L. Morris University of Maryland 28 June 2010. Seeing as Thinking: Careful Observation as a Bridge to Critical Analysis. Clearing the Way. When has writing happened in a flow for you? When have you witnessed writing happening in a flow for your students?

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Seeing as Thinking: Careful Observation as a Bridge to Critical Analysis

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  1. Sarah L. Morris University of Maryland 28 June 2010 Seeing as Thinking: Careful Observation as a Bridge to Critical Analysis

  2. Clearing the Way • When has writing happened in a flow for you? • When have you witnessed writing happening in a flow for your students? • What have you done to cultivate that flow for yourself or for your students?

  3. Why art? • Don't ask me what I want to express with my pictures, ask yourself what they mean to you! -Michael Quack • To say that a work of art is good, but incomprehensible to the majority of men, is the same as saying of some kind of food that is very good but that most people can't eat it. -Leo Tolstoy • I found I could say things with color and shapes that I couldn't say any other way.... things I had no words for. -Georgia O’Keefe • Painting is just another way of keeping a diary. -Pablo Picasso

  4. Notice and Focus • Make an exhaustive list: “What do you notice?” • Rank details: “What do you find interesting, significant, revealing, or strange?” Rosenwasser and Stephen (23-24)‏

  5. The Method • Locate all exact repetitions. • Locate strands (groups of similarities). • Locate binaries. • Choose the key repetitions, strands, and binaries and rank. Rosenwasser and Stephen (24-27)‏

  6. Reasoning: “So What?” • Explain why the things are most significant or interesting or revealing or strange by using the descriptive evidence to make an interpretive leap. • Asking “So What?” calls evidence into account, forcing analysis. Rosenwasser and Stephen (39-41)‏

  7. The Art (and Science) of Observation • Gardener’s Theory of Multiple Intelligences • Vygotsky and multiple literacies • Berghoff et. al and semiotic thinking • Albers: the process of making art is the same as the process of writing and the process of constructing clear thought • Murray and writing to learn • Careful, controlled observation is critical thinking

  8. Dissections Assembled products Advertisements Films Battle plans Athletic plays Journalism and photographs Possible Texts • Essays and literature • Architecture • Shapes • Formulas • Music • Patterns • Historical events • Speeches

  9. Works Cited • Albers, Peggy. “Art as Literacy.” Language Arts 74.5 (September 1997): 338-350. • Berghoff, Beth, Cindy Bixler Borgmann, and Carlotta Parr. “Cycles of Inquiry with the Arts.” Language Arts 80.5 (May 2003): 353-362. • Modenbach, Kathleen. “Using Art To Reach and Teach.” Voice of Experience. 29 March 2002. Education World. 18 August 2009. <http://www.education-world.com/a_issues/issues294.shtml>. • Murray, Donald. Write to Learn. Boston: Heinle, 2002. • National Council of Teachers of English. “NCTE Position Statement on Viewing and Visually Representing as Forms of Literacy.” NCTE. 1996. NCTE. 18 August 2009. <http://www.ncte.org/positions/statements/visualformofliteracy>. • NGA Classroom for Teachers and Students. 2009. National Gallery of Art. 18 August 2009. <http://www.nga.gov/education/classroom/>. • Rivers, Larry. The Last Civil War Veteran. 1959. Museum of Modern Art, New York. MOMA: The Collection. 2009. MoMA. 20 August 2009. <http://www.moma.org/collection/object.php?object_id=79226>. • Rosenwasser, David and Jill Stephen. Writing Analytically. Boston: Wadsworth, 2003. • Smith, M. K. “Howard Gardner and Multiple Intelligences.” the encyclopedia of informal education. 2008. infed. 18 August 2009. <http://www.infed.org/thinkers/gardner.htm>. • West Virginia Department of Education. 21st Century Learning Community Digital Resource. 2009. West Virginia Department of Education. 20 August 2009. <http://wvde.state.wv.us/21stcenturydigitalresource/PDF%20High%20School%20Framework.pdf>. • Vygotsky, Lev. Thought and Language. Cambridge: MIT Press, 1999.

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