As I've begun learning more about the deficiencies of the AS mind, I've become particularly intrigued by the concept of "Theory of Mind."
Basically, this is the phenomenon of the "You know that I know that you know that I know ad infinitum" gag. Someone with AS may struggle to predict accurately the thoughts of someone else. It touches upon the idea that someone with AS may not understand that others may have different perspectives or expectations in any given circumstance, based on an infinite number of factors. Theory of Mind exercises come in many different forms, but I feel that the art room may offer a unique opportunity to mix this idea of mind-reading (sort of) with the art room critique.
I have utilized the Visual Thinking Strategies with my students for the past year. I participated in a workshop at the Boston Museum of Fine Arts, where they instructed me on the technique established by Philip Yenawine and Abigail Housen. The curriculum, which may be modified for all ages, has provided a consistent and effective outlet for my students and their reactions to a wide array of contemporary artists' works.
Each week, students are asked three questions about a piece of art. The questions never change, but the artwork does. They answer: 1) What is going on in this picture? 2) What do you see that makes you say that? and 3) What more can you find?
This format allows me the opportunity to expose students to a wide range of artists and media, including certain artists that provide imagery that also promises to expand the Theory of Mind skills.
As I discover them, I will do my best to share the artists I discover, eventually compiling a list of effective artists for use in VTS exercises.
Over the past year, some artists whose work has been especially successful at eliciting student reactions have been: Edward Hopper, Rene Magritte, and Norman Rockwell.
An artist I discovered in the "Critic's Picks" section of last months ARTnews, Brian Ulrich, also fits this criteria beautifully. His work is documentary, but humorous and with a unique point of view. He photographs public shopping places and observes the banal decisions and interactions we encounter at our local markets.
I plan to show this photo, #35, Indianapolis, IN 2004, over the next week. I was particularly intrigued by the seemingly out of place projector unit being held by the father. Why, in a photo of your family would you so prominently display such an item? It's a baffling decision for an NT like myself, but it may be downright unfathomable for one with AS, with a deficiency in Theory of Mind. I look forward to observing the different responses I'll receive about the image.
Basically, this is the phenomenon of the "You know that I know that you know that I know ad infinitum" gag. Someone with AS may struggle to predict accurately the thoughts of someone else. It touches upon the idea that someone with AS may not understand that others may have different perspectives or expectations in any given circumstance, based on an infinite number of factors. Theory of Mind exercises come in many different forms, but I feel that the art room may offer a unique opportunity to mix this idea of mind-reading (sort of) with the art room critique.
I have utilized the Visual Thinking Strategies with my students for the past year. I participated in a workshop at the Boston Museum of Fine Arts, where they instructed me on the technique established by Philip Yenawine and Abigail Housen. The curriculum, which may be modified for all ages, has provided a consistent and effective outlet for my students and their reactions to a wide array of contemporary artists' works.
Each week, students are asked three questions about a piece of art. The questions never change, but the artwork does. They answer: 1) What is going on in this picture? 2) What do you see that makes you say that? and 3) What more can you find?
This format allows me the opportunity to expose students to a wide range of artists and media, including certain artists that provide imagery that also promises to expand the Theory of Mind skills.
As I discover them, I will do my best to share the artists I discover, eventually compiling a list of effective artists for use in VTS exercises.
Over the past year, some artists whose work has been especially successful at eliciting student reactions have been: Edward Hopper, Rene Magritte, and Norman Rockwell.
An artist I discovered in the "Critic's Picks" section of last months ARTnews, Brian Ulrich, also fits this criteria beautifully. His work is documentary, but humorous and with a unique point of view. He photographs public shopping places and observes the banal decisions and interactions we encounter at our local markets.
I plan to show this photo, #35, Indianapolis, IN 2004, over the next week. I was particularly intrigued by the seemingly out of place projector unit being held by the father. Why, in a photo of your family would you so prominently display such an item? It's a baffling decision for an NT like myself, but it may be downright unfathomable for one with AS, with a deficiency in Theory of Mind. I look forward to observing the different responses I'll receive about the image.
image source: http://www.notifbutwhen.com
1 comment:
as an artist, and as an aspberger sufferer, I can honestly say that perhaps the dad is holding the projector because it holds an important place in his life. Or perhaps it represents the projection of himself into his family via his genes. Or maybe he is holding it simply to intrigue any onlookers. I dont see why aspbergers stops imagination, I find it merely inhibits live communication/socialisation. But Im intrigued by the theory of mind thing and hope to see more on this subject from you. I only realised Ihad aspbergers at age 51 (2007) but it explained why I have no friends etc., and also explained other things about me. Im hoping that your research will offer me more insight into my own predicament. I am embarking on a fine art masters degree this year (2008) in which I intend to research, albeit for practical visual art production.
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