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

Week 3 GIF

via GIPHY

Week 3 MEME

When students ask why the art room never seems to get clean. 

Week 2

Learning Objective: Students will analyze and critique global street art, evaluating its purpose and its effectiveness.  

The Padlet that I chose to create will be used to initiate a dialogue for students.  Students will gain knowledge about street art and its possible implications.  Students will review methods to observe and evaluate artworks.  Students will also learn about the complications artist face when taking inspiration or ideas from the real world.  Analyzing and critiquing, students will upload to a Padlet, an image of work and discuss their findings with their classmates using attributions and creative commons.  

Application: The principles from last week that were taken into consideration would be the segmented principle and the personalization principle.  To use this lesson in my class, I would break up the lesson into shorter portions for a week long assignment coupled with a creation section in which students would design their own work.  Throughout the lesson, students would be engaged with their fellow students and me through discussion board post.  One element in the Padlet correlates with the usage of discussion boards and the legality of slander in a public forum, even in cases of anonymity.  On a side note before this lesson, students would already be informed on appropriate classroom dialogue and the school district's digital citizenship policies.

Reflection:  To be honest, I am uncertain of Padlet for instructional usage in my classroom setting, however, it may be a beneficial tool for collaborative work with students.  I could see how a classroom Padlet for everyone to share links and resources that are embedded would be easier than simply supplying a random link.

With regards to creative commons, in the past, I have shown a video about using ideas from others to inspire one's own work.  The video can be summed up by saying no one has a completely original thought but an interpretation of another's.  This lesson has opened my eyes on how I could relate real world scenarios of intellectual possession into the mind of a high school student.  Social media has offered an avenue for students to share information instantly with a simple click of a button.  This is why I want to learn more about possible tools and resources to better suit the needs of my students.  

Padlet Week 2

Hello everyone,

My name is Andrew Dowis and I am a high school (grades 9-12) Visual Arts teacher at Bay City Central in Bay City, Michigan.  When asked what I teach, I always like to reply, growing minds.  The three main courses I instruct are drawing, painting, and three – dimensional design.  There is never a dull moment as an art teacher, assisting with projects, and making decorations but the organized chaos is exhilarating.

I spend most of my past time with my family and friends.  I enjoy the great outdoors, hunting, fishing, prepping (including watching the Walking Dead), golfing, and coaching football.  However, the free time has been minimal with Masters' courses, an almost 3 year old and a one year old.

The end of year activities in my school including, the talent show, musical and graduation ceremonies will be stressful but I am looking forward to this class.  I am hoping to learn a multitude of strategies for my profession and being able share my discoveries with my peers.