Social Media Integration

I chose this project for the Integration of Social Media because it is one of my favorite lessons.  In truth, I really could add this component to every lesson.  I believe that reflection and feedback are tremendously important in the learning process.  This can be enhanced through the use of the web 2.0 tool Voicethread.  A student can get prompt and specific feedback about their work, explain their thinking and rationale for creating their own sculpture and comment on classmates' work.
Social Media is the perfect way for students to honestly connect, comment, share and discuss their work in a safe and non-threatening way.  It is my intention to set up accounts and use this tool in my classroom as a forum for social collaborative discussion about the meaning and evaluation of student artwork.  Hopefully this interaction will improve the in-class discussion over time and build a more cooperative and trusting community of learners.


Georgia O’Keeffe Ceramic (Clay) Relief Flowers

Grade: 3

Time allotment: 4/40- minute classes

Enduring Idea:

            Beauty can be found in the most ordinary everyday places.

Lesson Summary:

Students will discuss the work of Georgia O’Keeffe, and what makes her work different and unique.  Students will visit The National Gallery of Art for a concise biography of Georgia as well as some suggested extension activities: http://www.nga.gov/kids/scoop-okeeffe.pdf.  Students will also interact with this Whitney Museum site: http://whitney.org/ForKids/Collection/GeorgiaOKeeffe/9190 Students will create a drawing of a flower from direct observation and create a three-dimensional Flower relief sculpture using clay.  Assessment will take place in the form of an interactive discussion via VoiceThread.com.

Artists/ Artifacts:

            Various paintings/images by Georgia O’Keeffe

            Various websites highlighting Georgia O’Keeffe and her work:
http://www.nga.gov/kids/scoop-okeeffe.pdf.
http://whitney.org/ForKids/Collection/GeorgiaOKeeffe/9190

            Social Media interactive chat via Voicethread.com

Key Concepts:
            Critique

            Composition

            Color

Scale/ Size

            Abstraction

            Relief Sculpture

            Sculpture techniques and vocabulary: Score, Slip, Smear, Shape, Sculpt, Model, Fire, Glaze

Essential Questions:

How can the composition of a painting affect its visual impact on the viewer/audience?

            Why is it important to have both male and female artists?

            Why don’t we always see beauty in ordinary places?

            How can you describe to others the beauty you see and experience?

Pennsylvania Standards:

9.1.5. A. Know and use the elements and principles of each art form to create works in the arts and humanities. Elements: Visual Arts: color, form/shape, line, space, value.

9.4.5. D. Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.

Objectives:

Students will develop visual art knowledge, vocabulary and critical thinking skills through the creation of a low or Bas-relief sculpture.

Students will practice observation and drawing skills.

            Students will transform a 2D concept image into a sculpture with depth.

Students will practice their collaboration and communication skills through a critical idea exchange based on their final product via Voicethread.

Assessment:

Evidence of learning will be present during discussions as well as answering review questions at the end of each class. Students will be graded on the successful construction of their sculpture, in-class effort, and their participation in the Voicethread using the attached rubric.

Motivation/ Engagement:

Students will work in small groups to discover information about Georgia O’Keeffe by visiting the aforementioned websites.  Students will then report back to the class regarding their findings and highlight examples of her work.

Development:

Students will engage the websites about Georgia O'Keeffe's work and then report back to the class to form a student driven artist profile.

Students will focus their discussion on her abstract paintings and what made them unique and different.

Class will discuss composition, observation, size, abstraction, use of color, and how they all play an important role in her work.

Students will choose a flower or image of a flower to use as an observational reference.

Students will sketch the reference and work on several compositional options.

Instructor will give a demonstration highlighting clay relief building techniques (To be filmed as a Vodcast).

Students will sculpt the version of their flower and a base for display.

Students may add a hole(s) to the base to allow for wall display.

Students will add color to fired pieces with acrylic paint and marker.

Culmination/ Close:

Students will discuss the etiquette of a critique and review the computer lab policy about cyber safety and responsibility.  Students will be introduced and given instruction on using Voicethread.com as a social media site for our class critique.  Students will photograph work, upload to VoiceThread and provide a description and thoughts about their sculpture.  Classmates will be required to respond to three classmates threads.

Research and Preparation:

Search and review appropriate websites, create a sample drawing and sculpture, gather flowers and photographs of flowers, create Voicethread account for the class, test site with a personal example for compatibility and district usage, notify parents and building administration of the project. 

Instructional Resources:

            Computer, smart board, projector, Internet, computer lab

Supplies and Tools:

            Flowers, photographs of flowers, clay, clay tools, water cups, acrylic paint, paint brushes, sand paper and a digital camera.

Grading Rubric

NAME	OUTSTANDING 3	BASIC 2	Needs Improvement 1
Flowers are sculpted in relief (attached to the Base)
Composition encompasses at least ¾ of the area of the base
Addition of details (Petals, stems, buds) are completed neatly and thoughtfully
Use of color (paint) is of Third Grade level
Class time is spent on creation of project and cleanup is completed responsibly
Participation in Voicethread critique as discusses in class
TOTAL:       /18

VOICETHREAD EXAMPLE

Review and Guiding Questions for use when recording the Voicethread:
Introduce yourself: FIRST name only and Grade

Answer the following questions and make any other comments that you feel will help the audience understand your thinking as an artist when you created your sculpture. 

THIS PROJECT WAS ABOUT :  Ceramic Relief Flowers (Georgia O’Keeffe)

1. Tell us two things (facts) you know about Georgia O’Keeffe.

        

1.

        

2.

2. Why did she paint her subjects (flowers/nature) so LARGE?

3. Tell us one thing you thought was successful about your flower and one thing you could have improved about your flower?

·       

 

·       

 4. What does it mean when we say something is 3-D?

 5. What did you do to specifically make your flower look 3-D?

Other Comments:

Web 2.0 Tools...Research and Analyze

EDIM 514 Research and Analyze…Human Filters, Web 2.0 Sites
based on Rubric, Diigo List

Human Filters:
This was the first time I have heard of this particular reference. "Human Filters" makes perfect sense though because if you are really using the Internet and searching for new ideas and information you are going to find…. PEOPLE! People who have things in common with you in that they are concerned, interested, researching, commenting, blogging, tagging, tweeting, and learning about the very topics you are in search of. My human filters keep me informed about the happenings in Education and technology and also keep my art classroom supplied with inspired ideas and suggestions. They are:

2¢ Worth – A blog by educator and public speaker David Warlick. A great way to stay current and read insightful and useful information about education and the direction it is heading. Technology is heavily referenced and explored and links to multiple additional information sources are highlighted. Updated frequently.

Dali’s Moustache – A blog by art teacher Lauren Pfeiffenberger. This blog provides ideas and project tips for elementary art teachers. Includes links to many other idea sources. Updated frequently.

Deep Space Sparkle – A blog by art teacher Patty Palmer. Like Lauren, Patty provides many amazing lesson ideas and links to other sources of classroom inspiration. Updated Frequently.

I chose these three because they are Blogs that I visit very often. I cannot read all of the things I have tagged in my Google reader, however I find when I read these three, and about a dozen more, it keeps me professionally motivated and moving FORWARD! I have learned that no matter how busy you think you are you always have time to share for the good of everyone else out there who is searching for ideas, inspiration and common ground.

Link to my ongoing Diigo List for this class

Site Analysis based on Web 2.0 Rubric:

Categories	AMAZING *** 3	SERVICABLE ** 2	NO THANKS * 1
Content	Content is wonderfully organized and age appropriate.  Students are excited to use it.	Content is adequate and age appropriate.  Students enjoy using it.	Content is bland and may be age appropriate.  Students are not interested in using it.
Student Appeal	The site does a masterful job of presenting interesting content in which students and adults are highly engaged.	This site does a good job of presenting interesting content in which students and adults are moderately engaged.	This site does not do a good job of presenting content. Students and adults are not engaged in the content.
Compatibility	Site has no compatibility issues and runs smoothly on IE, Firefox and Safari web browsers and platforms.	This site has few compatibility issues and runs relatively smoothly on a number of web browsers and platforms.	This site has compatibility trouble and is not supported by one or more browsers or platforms
Cost	Free/Nominal Charge $5	$10 - $20	$20 +
Safety	Site requires no login and collects no personal information.  Site is pre-approved by the District	Site requires a login and password but collects no personal information.  Site is Pre-approved by the District.	Site requires login, collects personal information AND/OR may contain content not suitable for students.  The District does not approve site.

Web 2.0 Rubric for the (K – 5) Classroom

Audioboo – Rubric Score: 11/15. This is a FREE online and mobile phone platform for recording and sharing audio (podcasts). The concept is that you as the user can call in or record through your computer an audio file on any subject and then share it via the site. The site is FREE and only requires you set up an account with username/password/email account. I really like the idea of being able to have a place where you can post audio files online and have access to them in real time. The drawback of the site is that their home page lists all of the most popular/recent posts, which are not always student friendly. I have decided to email the site and suggest an educational version entitled Audioboo EDU (catchy, Huh?). I will share the results of my email discussion in a future post. No response as of this post. Here is the email I sent them:

Hi Guys/Girls,

I am a K-5 Educator in the US and have been checking out your site. I am looking for a platform to publish simple podcasts for my classroom. I would eventually like to involve my students in creating their own podcasts, however some of the content on the featured/recent homepage is not for them. Have you ever considered creating an EDU version that is education friendly? I am currently in a Master's program (Instructional Media) and we are researching useful Web 2.0 sites for use in the classroom. Any input on how teachers are using your site? Anyway to make the site safer for student use? Thank you for your time in responding to my inquiry. Also if you like the name...AudiobooEDU, it's yours...I thought it was kind of catchy.

Chris

Zunal – Rubric Score: 13/15. Zunal is a FREE site that allows teachers to create customized Web Quests for use in the classroom. It is also has a social element in that you can share your Web quests and add to the online database of created quests. The subject matter is clearly and intuitively organized by discipline and grade level. I liked this about the site because you can pinpoint a subject and grade range rather than sorting through pages of content. I think a well-designed web quest can really promote student interest due to the fact that they are seeking out their own answers based on guiding questions and activities. It also gives them the opportunity to explore a topic of interest on their own. Some site features:

Features
No Trial/ Temporary Accounts, It is FREE!
Create Web Quests Immediately
100 Templates to choose
Attach Unlimited Files, YouTube and Google Videos
Preview Before Publish
Hide/Show Your Pages

The site is overall kind of “No-Frills”. There is no advertising on the home page and navigation is a snap. I will be using this one in the future.


Symbaloo – Rubric Score: 15/15. Symbaloo is an online desktop that organizes content by ICONS. The pages are custom built by the user and provide easy navigation that eliminates the need for a tool bar or memorization of URL’s. The site is FREE and requires a username, password and email address. For use in the classroom, the site features drag and drop customization to add new sites, customizable widgets, and tabs that allow you to toggle back and forth between a personal/school/class themed desktop page. This really makes navigation easier and if ipad/computer lab is available, students could login to your account and navigate via your school page using sites you have chosen. I really can’t see a downside to this one at all. Great tool!

My Diigo list for this assignment EDIM 514 CC

I enjoyed this assignment because it gave me the opportunity to search for sites that not only I would use but also sites that are appropriate for students to use as well. I found the following sites that can aid in the production of many different multi-media projects:

Insect Images: The Source for Entomology Photos If you teach elementary students this site is a must. Great quality CC photos that can be downloaded in multiple sizes for correct project application. This comprehensive site categorizes insects by order, Food Source and Other Arthropods. Includes access to a WIKI that is powered by The Center for Invasive Species, University of Georgia. Use these photos for reference, book report, biome report, poetry and short story. Most photos are sent in by users and have an Attribution/Non-Commercial CC license.

Openphoto.net: This site is an open source for photographs of every subject from landscapes to portraits and everything in between. Selecting a photograph brings up an option box that allows you to select from several sizes and sometimes resolutions. Each photo has it’s own license – most of the cases it is attribution/non-commercial. These would be great for all manner of projects and applications as the selection is truly vast.

Creativity 103: This unique site that offers creative design element photographs. This is a library of textures, backgrounds and design elements. The images are offered under the CC attribution 3.0 License. These images would be useful in Powerpoints, Keynotes, websites, Glogs, multi-media applications.

SoundBible.com: A site for free sound clips, sound bites, and sound effects. The site includes Royalty Free Sounds, CC Attribution 3.0 Licensed Sounds, and Public Domain Sounds. These sounds could be used for any multi-media project with attribution to the original artist. This is as excellent source of sounds and sound effects for any application.

FMA Free Music Archive: FMA is a site of CC attribution 3.0 licensed music. This site offers songs that can be searched and downloaded by genre and by artist. A good selection of music that would be appropriate for Middle to High School aged students. These songs would be best used in presentations and multi-media projects. They also have an interesting BLOG that is worth checking out.

This is a great way to give students access to a Diigo list compiled by an educator. Students would have parameters within which to begin their search and could avoid the tremendous amount of time spent on fruitless Internet searching.

Creative Commons License for MY BLOG

Issues in Education BLOG by Chris Carr is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

I have selected this license because I feel that it allows me to share my ideas freely with others while giving them the right to use and adapt the content to their needs. The license specifies that any altered works must be accompanied by attribution to me, the author, and that the subsequent work must also have a similar share alike license.
I have also included a non-commercial tag in my license. My blog is a place for me to reflect and communicate only. Through the classes I have taken so far on media and how it is utilized in education, I have learned that the POWER of the internet grows exponentially when you SHARE! The purpose of collaboration is mutually beneficial information SHARING. When you create something and hold on to it, it only has value to you.
I would encourage students to use this license for their work. For much of the same reasons I have stated previously, information is mean to be shared, altered, analyzed, synthesized, conceptualized and evaluated.
I think a CC license is a great way to conclude multi-media or online work. This gives the viewer a clear understanding of your intensions as the author.

PBL Examples - Response

PBL Examples – Response

I enjoyed viewing the three examples and found them all exciting and inspirational. It was highly evident that after teaching through PBL that the teachers and students highlighted in the examples believed that learning was in fact enhanced and strengthened. To view the three examples referenced in this post visit:

"More Fun Than a Barrel of . . . Worms?!" - Diane Curtis, Edutopia 
http://www.edutopia.org/more-fun-barrel-worms 



"Geometry Students Angle into Architecture Through Project Learning" - Sara Armstrong, Edutopia
http://www.edutopia.org/geometry-real-world-students-architects



"March of the Monarchs: Students Follow the Butterflies' Migration" 
- Diane Curtis, Edutopia
http://www.edutopia.org/march-monarchs

Similarities in Design

Each of the three examples share certain design principles and features within the PBL/CBL models. All of the examples made use of highly collaborative group learning inherent in PBL. Each example included the use of current and traditional technologies for project publication. Student inquiry, curiosity, and experimentation drove the learning process. The instructors acted as guides, mediators, coordinators and facilitators to manage the project timelines. Students explored topics in depth via web exploration, experimentation, observation, field trips, research and meetings with experts in the community. Students designed products/projects that answered real world questions. Through this type of project, students experienced authentic assessment that had relevance to them in their world. This in turn caused ownership of the learning and a deeper understanding when compared to traditional surface inquiry.

Diane Curtis, Barrel of…Worms?!

In this example students decided to study many different interesting subjects. Worms, Cystic Fibrosis, Pets, and a Plant business based on a Fantasy stock market project were among the topics. Students seemed exhilarated by the research and discovery because they were finding their own answers. Teachers provided guiding questions and activities to shape the experiences. In all examples productive collaboration was the key to success.

Diane Curtis, March of the Monarchs: Butterfly Migration.

This example grew out of the Journey North program which is migration tracking for Monarch Butterflies. Students were excited about the research and field observations because the resulting data is important to many other people. Students took ownership of the learning and integrated math, science, language arts, and art into the Monarch project. Tying learning in all areas together with an authentic real-world end product created understanding and interest.

Sara Armstrong, Geometry Students Angle into Architecture

This PBL experience grew out of a teacher’s need to have high school students apply geometry principles to relevant experiences. A design competition was created to have students conceptualize a futuristic school on a real existing site. By inviting real architects to advise and judge the project students had a greater engagement to the PBL process. This was due to the fact that the real world aspect of authentic assessment created a perceived professional work environment. Students gained experience in teamwork with diverse individuals, concrete learning applications and connections, time management skills, simulated financial responsibility, and communication skills.

Conclusion

The examples of PBL seen here are evidence that this type of educational inquiry has powerful and lasting applications. Students gain real world skills while collaboratively seeking answers to questions they have helped to pose. Authentic assessment (real world relevance) is the cementing component to understanding content and application of new knowledge.


Works Cited

Armstrong, Sara. “Geometry Students Angle into Architecture Through Project Learning, Edutopia.” K-12 Education & Learning Innovations with Proven Strategies That Work | Edutopia. Edutopia, 11 Feb. 2001. Web. 27 Jan. 2012. .

Curtis, Diane. “March of the Monarchs: Students Follow the Butterflies’ Migration | Edutopia.” K-12 Education & Learning Innovations with Proven Strategies That Work, Edutopia. Edutopia, 2 June 2001. Web. 27 Jan. 2012. .

Curtis, Diane. “More Fun Than a Barrel of . . . Worms?! | Edutopia.” K-12 Education & Learning Innovations with Proven Strategies That Work, Edutopia. Edutopia, 1 Oct. 2001. Web. 27 Jan. 2012. .

EDIM 514 - Introduction

Hello my name is Chris Carr and I teach students about the history, appreciation and the emotional and social benefits of creating ART. It is a fact that there is over 7000 years of art history to explore. My students and I are always looking for interesting facts and lessons from art history and exciting and diverse contemporary artists. Most recently, "ART" has come to mean so much more with the advent of digital technology. NOW creative opportunities abound for all levels and all talents from photography to simple and advanced film making. It is my continuing mission to help students navigate the world of visual imagery. I am looking to help them to make sense of what they see and teach them how to understand and talk about ALL forms of media in a productive way. You would be suprised at how astute Kindergarteners can be when viewing new images.

I am currently in my 17th year at the Wilson School District in West Lawn, PA. I teach in two very different buildings and see approx. 550 students in a 6 day cycle. I am also the department chair for the 15th year. To make a long story short, I LOVE my job.

I have come to Wilkes seeking my second Masters degree. I am a technology user and love learning new ways of engaging students in my subject area and learning in general. I have taken: Digital Storytelling, Web 2.0 Tools, and Digital Media in the Classroom. I am currently taking PBL as well as this course. (A sabbatical in my District is 18 credits). I have enjoyed the classes and learned TONS of new and USEFUL information. I am signed up for over 40 new sites! It is RIGOROUS to say the least...good thing the Eagles were awful this year.

I have a dual role in education. I have the responsibility to my students to be the best Art teacher possible. I need to stay current with technology, educational theory and practice so as to provide them with an experience that meets THEIR learning needs and styles. On the flip-side I have a responsibility to my department to be a strong representative and advocate for Art education. At the same time I need to make sure that I provide the necessary inservice to keep them moving forward professionally and artistically. All this for a huge salary and of course Summers and weekends OFF!!! (LOL)

Virtual Field Trip

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.