Emily Manova

ART 133
Unit Paper 3
2 March, 2016
Education through Vulnerability
Vulnerability and empathy, through the use of VTS and holistic integration, are
incredibly significant concepts to incorporate in a classroom. Pink (2006) introduces concept of
vulnerability through the use of stories and the impact they have on us due to their emotional
element. This allows for readers to empathize, thus allowing for a more meaningful connection.
Housen & Yenawine explain how Visual Thinking Strategies can be used to teach and develop
both critical thinking and communication skills which transfer to subjects other than art. By
combining these two strategies, teachers can help build a more empathetic and understanding
class while encouraging connection through vulnerability.
Much like Eldridge (2012) discusses the importance of integrating vulnerability into the
classroom through her experience with Esmeralda's Boutique; I also feel that vulnerability and
empathy play an important role in the classroom. I would encourage vulnerability by introducing
a class empathy braid like the one we made in studio. I would be sure to give my own example to
get them comfortable with sharing their own vulnerable stories. One potential change I could
make to the assignment, however, is to display the pieces so the students have a chance to see the
works before braiding them. Students can have the option to put their names on them is they
References
Eldridge, L.A. (2012) The ethic of caring holistically for art students: Esmeraldas Boutique. In
L.H. Campbell & S. Simmons III (Eds.), The heart of education: Holistic approaches
(pp. 287-296). Reston, VA: National Art Education
Housen, A., & Yenawine, P. (n.d.). Visual thinking strategies: Understanding the basics.
Retrieved from http://www.vtshome.org/reasearch/articles-othr-readings.
Pink, D. H. (2006). A whole new mind: Why right-brainers will rule the future. New York:
Riverhead Books.