Ok, Part of what I'm trying to figure out with this test drive is how long to go before the facilitator pushes for more insight. In a classroom, you can read the students to see what the next step is. When the well seems dry, you prime the pump, so here goes:
draping felt feminine
something more than just a block under the cloth
grandfather clock=hints at older time=time escaping
the wood and cloth=highly manipulated by man
cloth=linen (note that there are contradictory observations-that's okay)
why is that piece of art covered (the others aren't)?
Now, VTS is open-ended but class time is the opposite. What I do in class is give them a chance to examine the piece on day one. No comments, just look at and think about the piece. Then day two and three are for observation and discussion. Day four and five are more analytical as we explore the why's of the piece in depth.
I'd like to give us one more day for comments so ... fire away. Again, this is invaluable to me as a teacher and thanks in advance for your help.
Another comment from my students:
They've wondered why it is covered when other pieces in the room are not. (See the photo in the previous post for their reference.)