My Virtual Field Trip
I am quite happy with the final "trip". My idea behind the trip was to have students in 4th and 5th grades interact with the file in Google Earth BEFORE we study the highlighted cultures. This will provide students with a background on each culture and allow them to discuss aspects of each in class in more depth. The students could access the file either in school or at home(at home will be encouraged). Since there is a lot of information we will view the trip in chunks before each culture is introduced. This can happen over the first couple weeks of school. Students finished early with a project can go to the computer lab and access the information. Ultimately this will save time in a class where I only see them once every 6 days.
The cultures we have highlighted are the Cuna Indians of South America, Asante People of Ghana West Africa, Aboriginal people of Arnhem Land, Australia, and the Japanese craftsman of Tokyo, Japan. Each culture is one that we study in art class throughout the year. I have included mini projects in each place mark that differ from the projects we complete in class. I think that this will give the students a deeper understanding and appreciation for each individual culture. I have also focused the video clips I have included to review different aspects and customs of each culture - not just art and artifacts.
Students can continue to develop their ethical and respectful minds by becoming aware of global cultures. Understanding and compassion stem from familiarity with global issues and conditions. By learning how different cultures live and thrive, students can develop a respect and understanding of the different cultures they come in contact with everyday. Tolerance is not enough. Understanding, collaboration, and acceptance come from an ethical and respectful approach to treating all people with dignity. As an art teacher I try to point out the similarities between other cultures and my students. By the same token we celebrate the differences as unique points of interest and creative expression essential to all people.
Google Earth provides an excellent way to provide a more "concrete" experience when studying distant cultures. The ability to embed video, text, audio and assessments are great features of this powerful program. Although I will admit it took me more time to learn than any of the other tools that we used. That will not inhibit me from using it in the future.
From a student perspective this is a great opportunity to really become globally aware. That is so important in Art class, social studies, Language Arts, and other subjects that reference "culture". Students can't help but develop respectful and ethical approaches to learning and inquiry as Google Earth provides a highly motivational and interactive environment in which to explore the world.
Sunday, December 11, 2011
Thursday, December 8, 2011
Saturday, December 3, 2011
Respectful and Ethical Minds
Since I began teaching in 1995 I have taught in 5 different schools encompassing grades K - 8. In that time I have held true to my strongest belief: When kids speak, listen to them. Take them seriously and treat them with respect and dignity. I pride myself on treating ALL students and parents this way. I find that this attitude is reciprocal. Respect is something you learn through upbringing, modeling and schooling. When kids see and feel respect, they return respect.
To be good at anything you must pursue it wholeheartedly and honestly. My Mother always said, "Anything worth doing is worth doing well". Ethical behavior is an understanding of one's greater role in a profession and as a citizen of a global society. My personal definitions of these "minds" as Gardner refers to them are important because this is how I deliver them in my daily teaching. I am respectful and build a community within my classroom everyday. My ethical treatment of students and subject matter are important in helping students to form their own respectful and ethical views of the world.
Art education is a wonderful vehicle to examine the differences and similarities among global cultures. We search for the meaning behind what makes cultural ceremonies, legends, adornments, artifacts and artworks contextually important. In an effort to be respectful we study all cultures with the same level of inquiry and acceptance. By examining what substantive practices make cultures unique, we can develop our ethical minds in an attempt to identify with similarities and differences in our own society. I always ask students the question after we study a culture unfamiliar to them, "How long do you think it would take someone from that culture to learn EVERYTHING you need to know to live in America?" My goal by asking this question is to help students develop an understanding and empathetic response to the plight of a newcomer to our society, school or neighborhood.
Julene Reed's article takes this notion one step further and suggests reaching out to create a collaborative learning experience with other cultures. Her goal of creating Global Citizens and Global Education can be realized more readily with the advent and advancement of digital media. I have learned in this class how easy it is to communicate with people from different parts of my own culture. All while recognizing, accepting and building on different beliefs and opinions within our own subgroup. Reed suggests that knowledge of other cultures leads to understanding and compassion. This in turn helps cultivate respectful and ethical students willing to take action to recognize and help solve global issues.
My initial thoughts are to create an online art gallery of student work and exchange email or blog addresses with a foreign culture and spend time corresponding and forging relationships. A Wiki or blog could be a great tool for this application. The two parties could progress to
video conferencing via webcams and podcasting. Through the exchange of artistic products and ideas students could begin to understand and form relationships with other cultures.
More specifically, students could create a self-portrait that depicts important aspects of their life. I am thinking a GLOG would be perfect for this application. Students could embed audio files (poems, quotes, a day in the life, songs) that are important to them. Images could be a pictorial representation of their current life. Students would also be required to upload images of personal artwork and perhaps a short introductory video and tour of their favorite place to socialize. Students could use first names only as a means of security OR enable viewing for only the corresponding institution. This virtual self-portrait would allow great depth of mutual understanding and enable students to begin to build global relationships.
To be good at anything you must pursue it wholeheartedly and honestly. My Mother always said, "Anything worth doing is worth doing well". Ethical behavior is an understanding of one's greater role in a profession and as a citizen of a global society. My personal definitions of these "minds" as Gardner refers to them are important because this is how I deliver them in my daily teaching. I am respectful and build a community within my classroom everyday. My ethical treatment of students and subject matter are important in helping students to form their own respectful and ethical views of the world.
Art education is a wonderful vehicle to examine the differences and similarities among global cultures. We search for the meaning behind what makes cultural ceremonies, legends, adornments, artifacts and artworks contextually important. In an effort to be respectful we study all cultures with the same level of inquiry and acceptance. By examining what substantive practices make cultures unique, we can develop our ethical minds in an attempt to identify with similarities and differences in our own society. I always ask students the question after we study a culture unfamiliar to them, "How long do you think it would take someone from that culture to learn EVERYTHING you need to know to live in America?" My goal by asking this question is to help students develop an understanding and empathetic response to the plight of a newcomer to our society, school or neighborhood.
Julene Reed's article takes this notion one step further and suggests reaching out to create a collaborative learning experience with other cultures. Her goal of creating Global Citizens and Global Education can be realized more readily with the advent and advancement of digital media. I have learned in this class how easy it is to communicate with people from different parts of my own culture. All while recognizing, accepting and building on different beliefs and opinions within our own subgroup. Reed suggests that knowledge of other cultures leads to understanding and compassion. This in turn helps cultivate respectful and ethical students willing to take action to recognize and help solve global issues.
My initial thoughts are to create an online art gallery of student work and exchange email or blog addresses with a foreign culture and spend time corresponding and forging relationships. A Wiki or blog could be a great tool for this application. The two parties could progress to
video conferencing via webcams and podcasting. Through the exchange of artistic products and ideas students could begin to understand and form relationships with other cultures.
More specifically, students could create a self-portrait that depicts important aspects of their life. I am thinking a GLOG would be perfect for this application. Students could embed audio files (poems, quotes, a day in the life, songs) that are important to them. Images could be a pictorial representation of their current life. Students would also be required to upload images of personal artwork and perhaps a short introductory video and tour of their favorite place to socialize. Students could use first names only as a means of security OR enable viewing for only the corresponding institution. This virtual self-portrait would allow great depth of mutual understanding and enable students to begin to build global relationships.
Monday, November 28, 2011
Glog Review and Thoughts
The Keith Haring Experience
My feelings on the use of Glogster EDU are similar to my feelings regarding the Prezi presentation - AMAZING! These powerful visual tools will enhance the learning opportunities for all of my students. The Glog is an interactive visual museum full of embedded media. I find it most like a treasure map that when followed eventually leads to the discovery of exciting new information. The understanding and learning happens at the individual's own pace. Students are able to glean information as they interact with the Glog and replay components for clarity and interest.
As a visual arts teacher, this format provides an excellent way to engage the information or topic as a group or as an individual. The Glog itself addresses many components of layout and design that are integral to the artistic process. As a teaching tool the Glog would provide high student interest and motivation due to the website-like feel of each "poster". The navigation of the page is mostly self-evident depending on the design and purpose of the Glog. The ability to enter the presentation at any angle of interest is paramount for many learners.
Student interaction with a Glog leads them to process and synthesize new and related information. The creating mind is stimulated by the self-paced learning and the resulting relevant connections student make with the information. The creation of a project or performance demonstration such as a quiz is a natural byproduct of the Glog learning process. High levels of engagement and interest, predicated by the interactive design, leads to students that are "digging through layers" to find meaning and understanding - on their own level!
I have designed the Keith Haring Experience to be a learning center for my 3rd through 5th grade students. I intend to encourage students to explore the Glog before the in class discussion or project begins. In this way, students will be prepared to discuss and comment on the life and work of Keith Haring when they come to class the first time. I see several advantages here. One, students are already familiar with the topic and have formed their own questions for discussion. Two, time in class can be spent in deeper investigation of the meaning of Keith Haring's work and what motivated him to create instead of focusing on the "facts" of his life. Three, the creative process of responding to Keith's work through the illustration of a personal experience in Haring's lines, symbols and simple images style has already begun with the students' thoughtful engagement with the Glog.
The Glog and assignment cover many Pennsylvania Arts and Humanities Standards: 9.1.8.:A,B,J,K. 9.2.8.:A,C,D,E,H. 9.3.8:A,C,G. To view the standards in more detail download a pdf. by clicking on this LINK. I can see Glogs replacing or at least supplementing the traditional "Slide Format" introductions I have used in the past. The ability for students to "interact" with the information on their own brings a new dimension to the differentiation of learning and inquiry-based learning. It also provides teachers with a way to give their students time to digest the information, thus making the time in class more productive, relevant and creative.
My feelings on the use of Glogster EDU are similar to my feelings regarding the Prezi presentation - AMAZING! These powerful visual tools will enhance the learning opportunities for all of my students. The Glog is an interactive visual museum full of embedded media. I find it most like a treasure map that when followed eventually leads to the discovery of exciting new information. The understanding and learning happens at the individual's own pace. Students are able to glean information as they interact with the Glog and replay components for clarity and interest.
As a visual arts teacher, this format provides an excellent way to engage the information or topic as a group or as an individual. The Glog itself addresses many components of layout and design that are integral to the artistic process. As a teaching tool the Glog would provide high student interest and motivation due to the website-like feel of each "poster". The navigation of the page is mostly self-evident depending on the design and purpose of the Glog. The ability to enter the presentation at any angle of interest is paramount for many learners.
Student interaction with a Glog leads them to process and synthesize new and related information. The creating mind is stimulated by the self-paced learning and the resulting relevant connections student make with the information. The creation of a project or performance demonstration such as a quiz is a natural byproduct of the Glog learning process. High levels of engagement and interest, predicated by the interactive design, leads to students that are "digging through layers" to find meaning and understanding - on their own level!
I have designed the Keith Haring Experience to be a learning center for my 3rd through 5th grade students. I intend to encourage students to explore the Glog before the in class discussion or project begins. In this way, students will be prepared to discuss and comment on the life and work of Keith Haring when they come to class the first time. I see several advantages here. One, students are already familiar with the topic and have formed their own questions for discussion. Two, time in class can be spent in deeper investigation of the meaning of Keith Haring's work and what motivated him to create instead of focusing on the "facts" of his life. Three, the creative process of responding to Keith's work through the illustration of a personal experience in Haring's lines, symbols and simple images style has already begun with the students' thoughtful engagement with the Glog.
The Glog and assignment cover many Pennsylvania Arts and Humanities Standards: 9.1.8.:A,B,J,K. 9.2.8.:A,C,D,E,H. 9.3.8:A,C,G. To view the standards in more detail download a pdf. by clicking on this LINK. I can see Glogs replacing or at least supplementing the traditional "Slide Format" introductions I have used in the past. The ability for students to "interact" with the information on their own brings a new dimension to the differentiation of learning and inquiry-based learning. It also provides teachers with a way to give their students time to digest the information, thus making the time in class more productive, relevant and creative.
Saturday, November 26, 2011
Students and Content Creation
Being that I am currently on sabbatical this year, I reached out to a few former students who are now in High School. We discussed the role that creativity plays in the classroom. We also discussed what type of digital media and technology that they find integral in supporting creative opportunities to demonstrate understanding.
I was not surprised to learn that the classes students find most engaging are the ones that provide the greatest variety of assessment choices. Choices that include the use of all types of technology and digital media to display and demonstrate content knowledge. The students I spoke with also said that many teachers are trying to infuse the normal lecture-note taking structure with more digital media. Students see digital media as the way the world communicates, publishes new work, shares images and video and searches for information. It is a system that is natural to students and they are not afraid to experiment with new technologies.
Students see creativity as something that rarely occurs in the regular classroom setting. They cite the fact that standardized tests, college prep and regimented curriculum leave little room for creativity. I asked, "Then where and when do get a chance to let your creative mind loose?" "We are told that we can be creative with certain assignments but often the rubrics are so specific that true creativity is difficult." Students said that the Arts and certain academic classes allow for and promote the most creative responses to their classwork.
I asked how teachers could create more creative opportunities in the regular education/academic classrooms? Students responses focused on a variety of CHOICES. I interpreted this response as meaning a differentiated approach to assignments that gives the student the choice of how they demonstrate understanding. Students mused that the use of technology would be a great option to some traditional projects and they are seeing more teachers who are encouraging these avenues.
As for technology use in the classroom, students told me that they are more engaged with classes that utilize web-based technology. Technology that allows students to engage in their own learning. Students feel that creativity is tied directly to the variety of choices they have in completing their assignments and researching answers to questions that are discussed in class. The greater the variety of digital media they can utilize to create and author new content, the more in control of the learning they seem to feel.
I have to agree with many of their points. As an artist, every time I execute an idea I have an endless variety of media to choose from to express my thoughts. This is a POWERFUL feeling. To know that I am in control of the way I choose to express my views and ideas is what true creativity is all about. The students I spoke with value the opportunity to have choices and engage in their own learning via technology that makes sense. Students are hoping to see more teachers embracing digital media as a way to research and supplement learning, as a way to complete assignments and projects and as a way to communicate and collaborate with peers.
I was not surprised to learn that the classes students find most engaging are the ones that provide the greatest variety of assessment choices. Choices that include the use of all types of technology and digital media to display and demonstrate content knowledge. The students I spoke with also said that many teachers are trying to infuse the normal lecture-note taking structure with more digital media. Students see digital media as the way the world communicates, publishes new work, shares images and video and searches for information. It is a system that is natural to students and they are not afraid to experiment with new technologies.
Students see creativity as something that rarely occurs in the regular classroom setting. They cite the fact that standardized tests, college prep and regimented curriculum leave little room for creativity. I asked, "Then where and when do get a chance to let your creative mind loose?" "We are told that we can be creative with certain assignments but often the rubrics are so specific that true creativity is difficult." Students said that the Arts and certain academic classes allow for and promote the most creative responses to their classwork.
I asked how teachers could create more creative opportunities in the regular education/academic classrooms? Students responses focused on a variety of CHOICES. I interpreted this response as meaning a differentiated approach to assignments that gives the student the choice of how they demonstrate understanding. Students mused that the use of technology would be a great option to some traditional projects and they are seeing more teachers who are encouraging these avenues.
As for technology use in the classroom, students told me that they are more engaged with classes that utilize web-based technology. Technology that allows students to engage in their own learning. Students feel that creativity is tied directly to the variety of choices they have in completing their assignments and researching answers to questions that are discussed in class. The greater the variety of digital media they can utilize to create and author new content, the more in control of the learning they seem to feel.
I have to agree with many of their points. As an artist, every time I execute an idea I have an endless variety of media to choose from to express my thoughts. This is a POWERFUL feeling. To know that I am in control of the way I choose to express my views and ideas is what true creativity is all about. The students I spoke with value the opportunity to have choices and engage in their own learning via technology that makes sense. Students are hoping to see more teachers embracing digital media as a way to research and supplement learning, as a way to complete assignments and projects and as a way to communicate and collaborate with peers.
Thursday, November 17, 2011
Creativity and Digital Media
Do schools kill creativity? Well they certainly don't value and nurture creative endeavors as they should. This is large in part due to the NCLB legislation and the current emphasis on standardized testing. I can sum it up by saying in eleven or twelve years when my current 5th graders graduate college, will their future employer ask to see their PSSA results? OR will the employer look at the total body of academic work (the whole student)? Will they look at the ability of the individual to work collaboratively with tolerance and leadership, think independently, act ethically, and create new paths to problem solving? The path to the new workplace begins with creativity, collaborative working relationships and seeing the value in one's personal point of view as well as the points of view of others.
This mindset begins and grows with exposure and opportunities in the ARTS and opportunities to be creative in ALL disciplines. Sir Ken Robinson states in his TED talk that we (the current education system) are educating children out of their creativity. We do not currently have a system that encourages an environment where it is safe and productive to make mistakes and fail. The focus on standardized tests is showing students that there is ultimately only one right way to do anything. Gardner states, "the mind of a five year old represents, in one sense, the height of creative powers" (p.84). I think this statement is meant to reflect the fact that a five year old sees no wrong in failure, only an opportunity to try something again and apply what was learned the first time around. Is that not the true definition of creativity?
Digital media represents a way to bring the creative aspect of the arts to the everyday assignment or project. It often taps into a visual from of organization that is intuitive and based upon personal logic and design. The tools of the Web 2.0 environment make it easy to design and present visually appealing performances of knowledge. These tools are increasingly user friendly and based on a social platform that encourages thoughtful and creative feedback. Not critical in the classic sense, but informative opinions designed to enhance the personal outcome.
Additionally, Digital media excites and motivates the current students in education. It is natural to them. A form of creative expression just as important as conversation and written narrative. Many students thrive on the social aspect of technology. They are extremely savvy at incorporating critical ideas and assimilating the successful attempts of others into their own learning. Why not utilize this interest and harness the educationally productive outcomes technology can yield?
Will digital media increase creativity? Gardner states, "Only through the honing of discipline would genuinely creative options ultimately emerge" (p. 85). Technology and digital media are but a tool through which teachers can further engage students in the creative performance of understanding in a discipline. I think the use of digital media will appeal to students in that it is motivational, natural and opens up many different modes of creatively demonstrating understanding. It is also social and critically rewarding through the collaboration and revision of ideas. This social interaction activates self-critical evaluation and breeds a safe environment in which to try, revise and ultimately succeed.
Resource:
Gardner, H. (2008). Five minds for the future. Boston, MA: Harvard Business School Press
Robinson, K. (2006, February). Do schools kill creativity? Retrieved August 3, 2008 from TED (Technology, Entertainment, Design)
http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html
This mindset begins and grows with exposure and opportunities in the ARTS and opportunities to be creative in ALL disciplines. Sir Ken Robinson states in his TED talk that we (the current education system) are educating children out of their creativity. We do not currently have a system that encourages an environment where it is safe and productive to make mistakes and fail. The focus on standardized tests is showing students that there is ultimately only one right way to do anything. Gardner states, "the mind of a five year old represents, in one sense, the height of creative powers" (p.84). I think this statement is meant to reflect the fact that a five year old sees no wrong in failure, only an opportunity to try something again and apply what was learned the first time around. Is that not the true definition of creativity?
Digital media represents a way to bring the creative aspect of the arts to the everyday assignment or project. It often taps into a visual from of organization that is intuitive and based upon personal logic and design. The tools of the Web 2.0 environment make it easy to design and present visually appealing performances of knowledge. These tools are increasingly user friendly and based on a social platform that encourages thoughtful and creative feedback. Not critical in the classic sense, but informative opinions designed to enhance the personal outcome.
Additionally, Digital media excites and motivates the current students in education. It is natural to them. A form of creative expression just as important as conversation and written narrative. Many students thrive on the social aspect of technology. They are extremely savvy at incorporating critical ideas and assimilating the successful attempts of others into their own learning. Why not utilize this interest and harness the educationally productive outcomes technology can yield?
Will digital media increase creativity? Gardner states, "Only through the honing of discipline would genuinely creative options ultimately emerge" (p. 85). Technology and digital media are but a tool through which teachers can further engage students in the creative performance of understanding in a discipline. I think the use of digital media will appeal to students in that it is motivational, natural and opens up many different modes of creatively demonstrating understanding. It is also social and critically rewarding through the collaboration and revision of ideas. This social interaction activates self-critical evaluation and breeds a safe environment in which to try, revise and ultimately succeed.
Resource:
Gardner, H. (2008). Five minds for the future. Boston, MA: Harvard Business School Press
Robinson, K. (2006, February). Do schools kill creativity? Retrieved August 3, 2008 from TED (Technology, Entertainment, Design)
http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html
Sunday, November 13, 2011
Media Infused Presentation
I think my philosophy of education can be found in Gardner's reference to Plato, "Through Education we need to help students find pleasure in what they have to learn"(p. 41). The technology available to today's teachers makes it possible to create multi-media learning experiences for students. These experiences can engage and motivate the students who are termed as "Digital Natives". Gardner states, "Discipline constitutes a distinctive way of thinking about the world" (p.27). Students form connections between the information they glean in school and the experiences they have living in their world. As educators it is our task to show them how the two relate and how the new information can be used.
The Prezi I have created can be used multiple ways. It can be used as an introduction to the Elements of Design in the Visual Arts. It can be used by students as a self-guided learning center. The presentation can also be used as review of prior knowledge and as a reference. Gardner stresses the use of multiple avenues of inquiry into a discipline or body of knowledge (p. 33). The Prezi is a unique tool that addresses multiple learning styles in the same presentation. Audio, Video, Images and text all come together to create a variety of learning opportunities. The study of a discipline from multiple entry points can foster an understanding that prepares students to synthesize new knowledge. This presentation will allow students to engage in many "performances of understanding", as Gardner states (p. 34).
All of the units my students engage in throughout the year are based upon the knowledge presented in the Prezi. Application of this knowledge is referenced in regards to the Visual Arts and many other subject areas. The creative application of this body of knowledge is a key component of the performances of understanding required by each subsequent project. The creation of art is a synthesis in itself. An artist is required to be a reflective practitioner of their chosen discipline. Gardner states that, "Powerful synthesis involves blends among scripts, frames, concepts that are usually considered separately" (p. 69). Artists that are armed with the knowledge of the basic Design principles are often able to creatively respond to their experiences through performances of understanding - paintings, drawings, sculptures, and other various art forms.
Through this Prezi I hope to create an experience for students that excites their senses and challenges them to find out more about the individual Elements of Design through further inquiry.
Click on this link to view my PREZI:
http://prezi.com/d8pgy8u3jh0a/elements-of-design/
The Prezi I have created can be used multiple ways. It can be used as an introduction to the Elements of Design in the Visual Arts. It can be used by students as a self-guided learning center. The presentation can also be used as review of prior knowledge and as a reference. Gardner stresses the use of multiple avenues of inquiry into a discipline or body of knowledge (p. 33). The Prezi is a unique tool that addresses multiple learning styles in the same presentation. Audio, Video, Images and text all come together to create a variety of learning opportunities. The study of a discipline from multiple entry points can foster an understanding that prepares students to synthesize new knowledge. This presentation will allow students to engage in many "performances of understanding", as Gardner states (p. 34).
All of the units my students engage in throughout the year are based upon the knowledge presented in the Prezi. Application of this knowledge is referenced in regards to the Visual Arts and many other subject areas. The creative application of this body of knowledge is a key component of the performances of understanding required by each subsequent project. The creation of art is a synthesis in itself. An artist is required to be a reflective practitioner of their chosen discipline. Gardner states that, "Powerful synthesis involves blends among scripts, frames, concepts that are usually considered separately" (p. 69). Artists that are armed with the knowledge of the basic Design principles are often able to creatively respond to their experiences through performances of understanding - paintings, drawings, sculptures, and other various art forms.
Through this Prezi I hope to create an experience for students that excites their senses and challenges them to find out more about the individual Elements of Design through further inquiry.
Click on this link to view my PREZI:
http://prezi.com/d8pgy8u3jh0a/elements-of-design/
Thursday, November 10, 2011
Synthesizing Mind
The tool that I have used to help synthesize information about a chosen artwork(s) is Voicethread. I have used this Web 2.0 tool with my fourth and fifth graders so far with great success. Using Voicethread students can create a personal response to a particular artwork we have discussed in class. This format encourages students to critique, examine and discuss the work by sharing their thoughts in a safe and supportive environment. For some students this can help them to overcome some fear of expressing their opinions in class. Voicethread also helps students to develop their voice, much like blogs can, through the ability to compose, listen to, and edit responses before saving them. I also like the fact that it teaches students to script what they are going to say to a degree so it can be understood by a larger audience.
Once I have introduced the work(s) in class I create a voicethread by uploading the images. I can then type in a text question(s) to lead student discussion about the work. Students can login and respond via text, audio file, video (via webcam) or by recording their voice using an external or built-in microphone. Students can also use the doodle feature, which they love, to create points of interest during their comments. We create the responses in the computer lab and the students are also encouraged to respond from home if possible. I also include a slide in which they can pose questions to me about the time period, particular artist(s) or specific technique used to create the work.
I am thinking of creating a slide where parents can add their thoughts after discussing the work with their child or simply add something they already know about the work. This could provide not only a talking point for parents and students but also a community that continues to value the arts through discussion, exploration and synthesis.
Once I have introduced the work(s) in class I create a voicethread by uploading the images. I can then type in a text question(s) to lead student discussion about the work. Students can login and respond via text, audio file, video (via webcam) or by recording their voice using an external or built-in microphone. Students can also use the doodle feature, which they love, to create points of interest during their comments. We create the responses in the computer lab and the students are also encouraged to respond from home if possible. I also include a slide in which they can pose questions to me about the time period, particular artist(s) or specific technique used to create the work.
I am thinking of creating a slide where parents can add their thoughts after discussing the work with their child or simply add something they already know about the work. This could provide not only a talking point for parents and students but also a community that continues to value the arts through discussion, exploration and synthesis.
Thursday, November 3, 2011
Use of Digital Media
I currently use an e-textbook with students in Visual Art K-5. The book has many great links and the general information is a good starting point. In an effort to engage all students in art class I am constantly searching for ways to present information in interesting ways. I create powerpoint presentations, use my Smartboard to search for flip charts relating to the content and supplement my print collection by searching Google images. Using Discovery Education I decided to focus on Vincent Van Gogh. I cover Van Gogh in all grades K-5. Van Gogh's work is inherently kid-friendly due to the strong lines, bright colors and sense of motion. I use Van Gogh and his work to teach about color, line, movement, balance, texture, value and unity. I found a great video called Painting Pictures in which children describe Van Gogh's Iris painted in 1889. This video could be used as an introduction to young students on how to describe what they see as they look at a work of art. In another video, One Minute in a Museum, cartoon characters describe and discuss Van Gogh's Starry Night, 1888. In art class we often discuss works of art at length to discover the story of what is in the image. Students use vocabulary, accountable talk and critical thinking skills to decipher the featured artwork. Through the discussion and critique of the featured artwork students discuss the goals and objectives of the upcoming lesson. Digital Media would help make this process more efficient as I only have 40 minutes with the class every 6 days. Video clips are a great way to inject interest as long as they are not too long and the pace is age appropriate. I also found several Van Gogh images on Discovery Education. I usually search Google images for examples but it is good to know that DE is an option as well. Digital media is a great way for students to learn about a subject from different points of view. When students are immersed in a topic from multiple angles, the more engaged they become with the experience of learning.
Wednesday, October 26, 2011
EDIM508: Introductory Blog: 728 Challenge
EDIM508: Introductory Blog: 728 Challenge
Subscribe to:
Comments (Atom)