Week 7 Evaluation and Assesment

Online Assessment - Students in my school are provided personal Google accounts. Utilizing the students' school provided Google accounts the assessment is on of a Youtube video using Google forms. Easy to track I can identify misunderstandings and address them independently, or publicly in the classroom for a range of students.




Rubric - I chose to use iRubric. It is a great tool I have used in the past. I can simply upload one of my existing rubrics and edit simply. It allows me to emebed the rubric on a page, print or create a pdf to email. I have created them for websites I have created and have emailed rubrics to homeschool teachers as well.



Poll or Survey - I once again chose to use Google Forms. Too often teachers get emersed in so much technology that we forget to keep it simple for our students. Though I have used other platforms, even Kahoot, using Google Forms not only for the ease of student access through our school but also the professional appearance of the user makes it the appropriate choice for what I am trying to accomplish. With this survey, I am investigating how, where, and why we should be presenting artwork in our school. Currently, we are using wall murals and ceiling tiles to display artwork that is public.





Application


When creating a lesson based on the 7 elements of art I would want to include the online assessments based on videos and presentations in class over time. The principle that aligns with the online assessment is linked to the Redundancy Principle, by allowing for graphics and narration to take place. I also was thinking long term when creating the lesson. Teaching all the elements of art in a single day can be accomplished, however many students need it broken down. By segmenting each of the seven elements I would be breaking the lessons into learner based modules. Furthermore, utilizing Pre-training, students working ahead would be able to gather information before a lesson and identifying key concepts. The lessons would be utilized in my Intro to Visual Arts classrooms. Teaching the fundamentals, but breaking them down into segments would assist students' learning.

Reflection

Being an Art teacher I utilize rubrics throughout the year. The video and online assessments, however, are a new feature I would like to begin incorporating more. In the past, I have used them on occasion, but I feel with students taking my classes over (by choice), I need to begin manipulating assessment and projects. I do individualize assignments for students, and personalize curriculum, but these tasks can become overwhelming at times. By adjusting lessons, projects or assessments through a digital platform students could be less complacent, and strive to achieve more from their teachings.

Week 6 Mind mapping and collaboration

Developing this lesson would be related to the augmented reality from the prior week. Upon viewing the information through AR, students will use mind mapping as a collaborative technology tool, to critique the artist work. Working together students would be able to list and explain their thoughts in a public space. Organizing the information students will be evaluating the others artwork and intern gather concepts and ideas, and then personalizing the information, for the creation of their own work in future projects.


In order to develop a culture of collaboration, the teacher will arrange small structured groups of 4 to 5 students giving students an opportunity to work together. The teacher would also assign roles for the students such as presenter, timekeeper, scribe, debater. Each having a role, the presenter may only present knowledge, the duty of the debate would be to argue for their knowledge, the timekeeper’s duty would be to keep the assignment on task and not allow for distractions, while the scribe, based on availability of technology would be to gather notes during informal discussion and recitation while generating a formal document.


From week one, students would utilize the pre-training principle, exploring or reviewing the techniques of the critique. The Mind mapping would also align with the spatial principle generating images located next to proper vocabulary to enhance learning. The collaboration principle would be used with the work of groups, focusing on working together to create a presentation or debate, focusing on what was learned and interpreted.


Reflecting on mind mapping and the integration of this technology tool with others such as augmented reality could be an intriguing device to encourage and strengthen learning in the art classroom. The development of these tools combined would take time out of the classroom. However, once an outline or template is created the reproduction capabilities of these tools would be increased and implementation would be streamlined. I have created mind maps before with students but often they were created the old fashioned way of using a pencil, paper, and gluing images cut out of magazines or books. Too often students were limited to the magazines and a majority of the time was wasted on the searching of proper imagery. By utilizing the computer, the lesson would be streamlined with the proper knowledge of copyright and creative commons laws

References
How to Critique | The Art Assignment | PBS Digital Studios
https://www.youtube.com/watch?v=9neybpOvjaQ
Standard YouTube License

Artist - CC0 Public Domain
https://pixabay.com/en/painter-painting-brush-draw-man-4165/

Feedback - CC0 Public Domain
https://pixabay.com/en/feedback-opinion-customer-1977986/

Networking - CC0 Public Domain
https://pixabay.com/en/network-networking-earth-continents-1738084/

Watercolor - CC0 Public Domain

Week 5 Augmented Reality

Classroom and Objective

Using augmented learning could be a great advantage in the art room.  Rather than using lecture or video students would explore different artists around the classroom or school.  The usage of AR would be used as an exploratory tool for students finished with the previous project to gain knowledge on the next lesson.  Students would then reference information and create an art piece as their own interpretation.  I could also see this technology as a scavenger hunt where students must look for different information based on different artist or medium based on location, utilizing place dependent learning.  However, the program could be developed on place independent learning focusing on the material.  The only problem that I could foresee is the competition aspect where students would rush through information given.

Application and Reflection

From week 1 this lesson would apply to generative processing by utilizing student effort at interpreting information that is provided.  This lesson would also be using spatial contiguity, segmenting and pre-training by breaking information down into smaller sections and utilizing cues based on images and videos over printed words to inform students prior to the lesson.  Students would be informing themselves or at least have some knowledge before the start of the lesson.  

My thinking has changed drastically about how I could use technology.  I just recently had my final evaluation and it was brought up to me that having extra materials for students would be beneficial for students during transitional periods between lessons.  Pre-training could be utilized in this period for students to gain concepts and allow me to assist others that need more training.  To use this material, however, I would have to spend more out of class time preparing and developing material.  I do believe it would be beneficial not only for my students but also in my own teachings.

Week 4 Video Presentation

This lesson would act as a review for students in my Introductory courses.  The video would be included on lesson materials page for students to easily access in conjunction with the project tabs.  I would want to utilize multiple videos and powerpoints for the lesson rather to structure materials.  

After the review of the elements of Arts students would participate in multiple activities centering around the creation of a doodle drawing.  Students would begin by taking a Left Brain, Right Brain test.  Using that information students would create a drawing that represents themselves in the context of their test results. Internet access would be a must.  A limitation that could occur would be classroom dialogue among peers.  This lesson would be designed for the beginning of a new class.  Students will not know everyone at their tables, which could cause students to be shy.

This lesson aligns with the Temporal Contiguity principle, in that I am narrating the video as students watch the graphics on the screen.  Being a review, I tried to keep in mind the Coherence principle and limit extraneous to focus on the main concepts.  When creating the video, I used Spatial principle, utilizing proximity between written words and the graphics.  Showing students not only the classroom context but also digital tools that they could use would help students grow.  

Students could use free video programs like YouTube, to create and upload art assignments or instructional videos.  One project, I thought about doing in the future is having students create do it  yourself or tutorials on creating a piece of artwork to share with their fellow classmates.

Creativity needs to be worked on not only for the students but also the teacher.  As a teacher I need to re-evaluate some of my teaching strategies and presentation mediums for my classes.  As I grow in this class, I want to bring more selfmade videos into my classroom.  I have homebound students every trimester that could benefit greatly by having review videos.  I did have fun exploring the other video makers, but for convenience and the sake of time I chose to create a screencast.

Week 4 Video Evaluation

Taking inspiration from the last Zoom session, the video that I am choosing to utilize in the classroom is a video discussing creativity. Creativity is learned through experiences and adaptation to situations. I teach Visual Arts, in a 9 - 12 high school. I strive to provide opportunities for students to grow. In many cases, students or parents are asking for supply lists or what can be contributed to the classroom to help students. In the video, Phil Hansen makes the case that sometimes it is not what you have but the limitations that attribute to creativity. The goal of showing the video would be for students to think divergently and create a unique solution for the problem. Furthermore, the lesson would also be guided into creating a project designed to use pointillism or divisionism.


When considering the video, Phil Hansen uses the personalization and voice principle to communicate his ideas. The conversational style gives a sense of social understanding allowing the viewer to personalize information while not listening or watching a “robot” or graphic video. The viewer is able to also see the intent and emotion of the presenter in the video, highlighting the Embodiment principle. Though there is extraneous material and the demonstrations are played at a fast pace, Phil Hansen utilizes the temporal contiguity principle by narrating the graphics as they play.

Week 3 Infograph

Using Color and Value
Create bar charts

Week 3 Photo Edit

Original Photo by Hans Braxmeier

CC0 Public Domain