The MiddArts: Learning through the Arts program is an arts education partnership between Middlebury College and the Addison Central Supervisory Union (ACSU). In 2005-06 MiddArts introduced VTS school-wide at Ripton Elementary School as part of a three-year implementation plan. (Ripton, VT; November 2008)

This report presents the impact of VTS as adapted and implemented in the Isabella Stewart Gardner Museum’s 8th Grade School Partnership Program (SPP). This report discusses the effect of the Program on the aesthetic and critical thinking of participating students, as well as on the aesthetic thinking of participating teachers. (Boston, MA; October 2009)

This report analyzes VTS Question 2 ("What do you see that makes you say that?") for children ages 3-6. It includes a review of VTS, overview focusing on cognitive and metacognitive development ages 3-6, examination of how knowledge of metacognition can inform VTS, discussion of VTS enhancing development of cognitive and metacognitive skills, and recommendations for future research and practice. (Boston, MA; 2010) Download the executive summary

(Boston, MA; 2010)

The MiddArts: Learning through the Arts Program is an arts education partnership between Middlebury College and the Addison Central Supervisory Union (ACSU). After a successful three-year Visual Thinking Strategies (VTS) implementation and assessment project at Ripton Elementary School, MiddArts introduced VTS school-wide at Bingham Memorial Elementary School in Cornwall as part of a three-year implementation plan in August 2008.

The Gardner Museum has used VTS as its main pedagogy since 2005. Significant changes in programming include intensive professional development for teachers and more art discussions for students. The relationships between the Gardner Museum and schools changed dramatically. Working with many students during grades kindergarten through 5th, this report captures growth of Tobin’s students from 2nd through 5th grades between 2010-2014. (Boston, MA; December 15, 2015) Download the executive summary

(Boston, MA; November, 2015)

What was the lasting impact of the IMLS study subject who did VTS for one year? In the spring of 2013 Gardner Museum staff followed up with the students who were now high school seniors and had not had any VTS programing since they were in eighth grade. (Boston, MA; 2016)

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.