Thursday, March 8, 2012

Tool #11 - Self-Assessing and Reflecting

1)      I really enjoy using YouTube to share video clips and documentaries with my classroom on artists and art history movements/topics.  I plan on using this when the students produce their own “round-table” art history presentations in class.  They will be filmed, and a student helper will edit them together and upload them to YouTube, so the class can watch each other.
2)      I have realized that it can be a very simple thing in order to help capture the students’ attention, which can then help in successfully completing a lesson.  I see the tools as a way to “relate” better to the high school students with regards to the having them catch on to the ideas and principles.  This, in turn, will make them more likely to go along on the journey and take leap into a particular project.  The way my art class is set up works well.  If I am able to include a smart board in my classroom, I will have to rearrange a few things.
3)      At the beginning, I was a little hesitant about going through the 11 Tools Process.  If there is one thing I gathered from the process is that there is quite a great deal of tools available.  Not all of them are the best for me, but it is a matter of picking the ones that fit best for my lessons and build from that.  Technology changes can be a little intimidating before you see that they are actually helpful in many ways and are a “tool” to reach and teach students.

Wednesday, March 7, 2012

Tool #10 - Digital Citizenship

1) The access issue is for the safety of students.  The proper use of internet sites is a serious issue, and any misuse of the internet by students will be handled accordingly.  The internet/technology in art is used for learning purposes only.
2) Digital Citizenship - netiquette email, harrassment, and plagiarism
3) Class discussion and video, followed by a recap of signed contract by parents on use of technology.
4) I will send home a short note with a contract/signature requirement and a link to a website with information pertaining to the topic.

Tool #9 - Incorporating Classroom Devices

1) It is important to tie technology to the class objective because it is a relative and productive tool that can be used to reach the students and ensure their success in covering the objective.Students should be held accountable in order to give weight or value to the lessons. I can see the students using Thinkfinity and and the Khan Academy database of interactive videos.  The students could be given an assignment or art-related topic.  They could use the sites to access information and then post their results on the blog or in a Google Document.  The apps Artisan Hall and Artisan paint would be excellent apps for the students to create works and research various artisits.  They could add blog posts about their findings for accountability.  I could see a student taking part in a demonstration and becoming the teacher for part of a lesson.  They could create a work of art using an ipad app and then show the class in order to teach different principles and elements.

Tuesday, March 6, 2012

Tool # 7 Art & Poetry Collaboration

a) The students in Art & English will be able to collaborate in a cross-corriculum manner by both creating work in their respective subject by viewing and reading/listening to each other.
b) I plan to implement this at the end of the Spring Semester or during the upcoming Fall Semester.
c) & d) We will use Google Docs, You Tube, my blog, and Skype.  The students in English Literature can post their poems in a Google Doc, make a video of a poetry reading, or read ther poems on a live chat format via Skype.  The Art students can attach their work in the Blog, make a video of the creative process and post on YouTube or video an art presentation via Skype.
e) I have discussed this with an English teacher at Memorial High School and look forward to working on this collaboration and to holding an exhibition of the student artwork and poetry,

Tuesday, February 21, 2012

Tool #6 - Comment on Sharing

I see these tools and apps as being beneficial in the classroom between students and teacaher, as well as between teacher and teacher.  This not only includes those within a school but anyone who has access to the blog.  The concept of discussion and sharing of ideas can only open more doors to discovery.  For my students, I can see them being ask to discuss a particular topic and then open up the blog to view particular answers and commentatary in the classroom.

Friday, February 17, 2012

Tool #6 - Impressionism

In our upcoming lesson/project in Art I, the students will be exploring the history and technique used by the late 19th Century group of artists known as the Impressionists.  Take a moment to read a brief history on the movement via the internet, and think of some ways that this story relates to some 20th & 21st century artists...?

Impressionism – The Beginning of Modern Art
In the late 1800’s, a group of Paris-based artists decided to hold their own exhibitions after being rejected by the art establishment.  These visionaries, known as the Impressionists, represented their views in an unconventional manner.  They violated the rules of academic painting, constructing pictures from freely-colored brush strokes that took precedence over lines and contour.  Realistic scenes of modern life, often painted outdoors, were painted by capturing the momentary effect of transient light.  The concept of documenting light changes on subject matter was pivotal in making them some of the first true modern artists.  Instead of using the customary smooth blending and shading, Impressionist work showed short “broken” brushstrokes of mixed and pure unmixed colors.  Since the their first “outcast” exhibit to being admired around the world today, the Impressionist artists were a fine example of thinking outside the box.

Thursday, February 9, 2012

Tool #5 - Videos/Animation

After working on an Xtranormal video and Stupeflix video, I began to realize the power of video as a way to gain the student's attention in order to bring them into a lesson.  Our most recent project in Art I deals with facial proportions.  Besides an actual demonstration in class, I showed the students a YouTube time-lapse video of drawing facial proportions/feataures.  I saw first-hand how this grabbed their attention.  In addition, the video production is a nice team-building assignment for students, as they can see the various steps that go into making a successful presentation.