VTS is the result of collaboration between cognitive psychologist Abigail Housen and veteran museum educator Philip Yenawine.  For over 30 years, Abigail Housen, a Harvard-trained educator and psychologist, has conducted empirical research exploring how viewers, experienced and novice, think when looking at art objects.  Philip Yenawine, former Director of Education at MOMA and NAEA Museum Educator of the Year (2000), has taught and implemented VTS in urban and rural settings, with disadvantaged populations, and across languages and cultures.

VTS was field tested for over twelve years in many sites in the US and abroad and is the subject of much independent research.  Research findings are detailed in reports and articles (www.visualthinkingstrategies.org).

Developing Thinking Most thinking—indeed most knowledge—begins with observations that form the basis for ideas later given shape in language. VTS builds habits of Making complex observations—continuously adding breadth and depth Drawing conclusions, making inferences and interpretations based on observation Expressing and articulating these ideas in discussions and in writing Citing evidence to back up interpretations, a thinking skill known as evidential reasoning: ‘I think this because…’ Considering a range of possibilities; being able to brainstorm, to accept multiple viewpoints, to speculate, and to use qualifying language: ‘It could be this.’ Or ‘It might be that.’ Revising: ‘At first I thought, but now I think…’ Elaborating: ‘What I meant was…’ Applying these habits to other subjects without prompting Students find it easy to imagine transferring the VTS questions to many contexts, inside and outside of school, and in fact report that they do so. Almost all of the connections they mention seem appropriate. - Harvard University's Project Zero analysis of the Museum of Modern Art New York School Program

Building cognigiton through art
Infants start using their eyes to learn as soon as they open them. They observe everything and gradually make sense of what they see.

• VTS asks students to apply these intrinsic visual skills.
• VTS asks questions everyone can answer but still challenges students to observe and think deeply.
• Intrigued by images and aided by supportive teachers, students find language to express complicated ideas and emotions.
• Students develop a wide range of visual memories invaluable in reading.
• Students put their minds together, building on each other’s observations, ideas, and knowledge. They learn to listen, argue respectfully, and find more solutions together. They hone skills as individuals who communicate easily within a group.
• Students apply these abilities—observing carefully, thinking deeply, expressing themselves, listening to others—to other subjects.

Why Art?
Thinking about art, or aesthetic thought, is rich and complex.
The VTS curriculum is comprised of works of art and put into careful order (as one might select books for young readers) to give students a chance to use what they know to figure out what they don’t.

• Art’s subjects cover age-old stories often addressing universal human concerns and conditions.
• Art’s subjects transcend economic and cultural boundaries.
• Art is intentionally ambiguous, open to a variety of valid interpretations.
• Feelings are embedded in art along with information, triggering a full range of expression from those who look at it thoughtfully.
• Layers of meaning, symbols, and metaphor encourage probing and reflecting in young people, as they do in adults.