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.

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)