Introduction to Visual
Thinking Strategies
The New York State Museum is a program of The University of the State of New York
The State Education Department l Office of Cultural Education
Introduction to Visual Thinking Strategies
V isual Thinking Strategies (VTS) is an inquiry-based
teaching method used by museums and schools“…
to teach visual literacy, thinking, and communication
independence”, “build strong content knowledge”,
“comprehend as well as critique”, “value evidence”, and
“come to understand other perspectives and cultures”
skills…” (Yenawine, P. (2013). Visual Thinking Strategies: (Standards for English Language Arts & Literacy in
Using Art to Deepen Learning Across School Disciplines. History/Social Studies, Science, and Technical Subjects).
Boston: Harvard Education Press.) Visual Thinking
Strategies build on observation, critical analysis, and a An excellent article extolling the merits of using VTS
in achieving the goals of the Common Core Learning
sharing of ideas to develop higher-level thinking skills
Standards can be found in Art Education, January 2014.
hand-in-hand with a deep appreciation of art. In the VTS
(Franco, M. and Unrath, K. (January, 2014) Carpe Diem:
approach, the teacher is facilitator rather than lecturer, and
Seizing the Common Core with Visual Thinking Strategies
the student is an active participant in the learning process.
in the Visual Arts Classroom, pp 28-32. Retrieved from:
VTS supports the Common Core Learning Standards. [Link]
Using Visual Thinking Strategies, students “demonstrate (click here)
Web links are underlined
Using Visual Thinking Strategies with Students
The VTS technique empowers students to think critically about each piece and make decisions based on their
observations about each work of art. Instructors refrain from prompting students with information about
the subject of the piece, the artistic execution, or the artist’s intent. The instructor initiates and ensures that
student conversation continues by asking three consistent, open-ended questions that readily invite student
participation in the discussion of the viewed object:
“What is going on in this picture/piece?” Encourages children to share their observations.
“What do you see that makes you think that?” Stimulates analytic skills and self-awareness.
“What more can we find?” Gives permission for students to probe
more fully into the subject of the viewing.
The creation of links between the students’ answers creates a group consciousness and synergy which leads
to a more in-depth exploration of the subject than can initially be done by one student alone. Students are
asked to do the following throughout the process:
• Look carefully at works of art • Talk about what they observe
• Back their ideas with evidence • Listen to and consider the views of others
• Discuss many possible interpretations
With practice and maturity, students will be able to delve more deeply into multiple facets of art, including the
artist’s intent and style. To find out more about the VTS system, go to [Link] (click here)
for a full description of the technique, along with links to schools and museums in New York and across the
country that use VTS in the educational setting.
