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    Selected Directory of Studies, 1988 – 2003

    Author(s): Karin DeSantis and Abigail Housen

    Contains descriptions of selected studies relevant to VTS, from 1988 to 2003. Descriptions include treatment, assessment tools, descriptions of subjects, findings, and project director/site coordinator.

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    Aesthetic Development and Creative and Critical Thinking Skills Study

    Author(s): Abigail Housen

    San Antonio Independent School District students who completed VTS lessons significantly outperformed students who did not receive VTS, in aesthetic and critical-thinking growth. Students with VTS transferred critical-thinking skills to individual art-viewing experiences independently, and transferred those skills fostered by VTS discussions to individual viewing of non-art objects. Results of this study convinced the San Antonio Independent School District to implement VTS system-wide. (San Antonio, Texas; 2000-2002)

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    Voices of Viewers: Iterative Research, Theory, and Practice

    Author(s): Abigail Housen

    Housen discusses how she measures aesthetic response and gives examples of viewer responses from Stages I and II. Student growth, in particular, how to foster it, leads to a discussion of the VTS method. This is followed by a brief description of Byron, Minnesota research findings. Originally published in Arts and Learning Research, vol. 17, #1. 2000-2001.

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    Eye of the Beholder: Research, Theory and Practice

    Author(s): Abigail Housen

    VUE co-founder Abigail Housen gives an account of how she began her study of Aesthetic Development, how she came up with her research methodology, and the overall findings of her 20 years of research. Housen also briefly discusses how she applied what she learned to creating the Visual Thinking Strategies curriculum.  1999.

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    Aesthetic Thought, Critical Thinking and Transfer

    Author(s): Principal Researcher: Abigail Housen; Senior Research Associate: Karin DeSantis

    Results show VTS causes critical-thinking growth and transfer of critical thinking to other contexts and content. A five-year study with Byron School District, Minneapolis Institute of the Arts, and VUE looked for evidence that VTS develops critical thinking, its transfer, and tested the effect of VTS in stimulating aesthetic growth. Results show that over time VTS accelerates growth and enables students' critical thinking in other areas. (Byron, Minnesota; 1993)

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    Three Methods for Understanding Museum Audiences

    Author(s): Abigail Housen

    Cognitive psychologist Abigail Housen presents her study of museum visitors at the Institute of Contemporary Art in Boston, using three different methods of collecting data: demographic; attitudinal; and developmental. This article discusses her research methodology, study findings, and gives a comparative analysis of the methods used.