What? - This course introduced me to a wide variety of technologies that with a small investment of time can produce powerful, memorable products for my students. I learned that a great variety of things can be done with Power Point including the creation of websites that guide student learning. I learned to create Digital Stories and use Publisher products as well.
So What? - This class is an important step towards teacher preparation. It emphasizes the need to keep updated as far as the technology that our students will use professionally. There is no question that education should therefore embrace these tools. I has helped me be more comfortable with trying out new tools, to be willing to fail before succeeding.
Now What? - I will definitely be using technology in my future classroom, especially considering that many artists will be tech based in their practice. I plan to create a website for my classes along with digital stories. I plan to take other courses in the future specifically in regards to graphic and web design. I also want to establish habits- such as making digital stories for many of the art exhibits I attend to making them just for fun for my family.
Wednesday, June 16, 2010
Digital Storytelling Reflection
1. What? - I had some difficulty managing the new skills I would need to accomplish this task. There were also some technical difficulties that I do not see as always being present. Considering that these my frustrations should diminish over time I think I would enjoy making these more overtime. Once the hurdles were surmounted the time invested was minimal compared to the value of the project. If I choose non copyrighted materials, I could use the stories indefinitely. I will try making more of these. It will be a good way of getting my students engaged in viewing art as I model proper interaction with new, more surprising types of art.
2. So What? - I have reservations about technology that I need to overcome. If I can invest the time to overcome the learning curve involved I will find and use ever evolving tools that will enhance my teaching practice. I was not completely satisfied with the pixilation of my images due to the several generations of copying and pasting they underwent to go from Picasa Web to Photo Story. I plan to revise my work later as I really would wish to show this video to students.
3. Now What? - I really want to expose my students to new forms of art. These are often interactive. Having a video where I talk myself through the images and recreate the experience may be the best way I can replicate it for them.
I also want student to develop their own sense of voice. To do this it it good to hear others express their theories and hear them critique work.
One thing I could do I ask permission from friends whose shows I attend and establish a tradition of creating walking tours of exhibits. In that way I could build a catalogue of crystallized memories and experiences to share with students.
2. So What? - I have reservations about technology that I need to overcome. If I can invest the time to overcome the learning curve involved I will find and use ever evolving tools that will enhance my teaching practice. I was not completely satisfied with the pixilation of my images due to the several generations of copying and pasting they underwent to go from Picasa Web to Photo Story. I plan to revise my work later as I really would wish to show this video to students.
3. Now What? - I really want to expose my students to new forms of art. These are often interactive. Having a video where I talk myself through the images and recreate the experience may be the best way I can replicate it for them.
I also want student to develop their own sense of voice. To do this it it good to hear others express their theories and hear them critique work.
One thing I could do I ask permission from friends whose shows I attend and establish a tradition of creating walking tours of exhibits. In that way I could build a catalogue of crystallized memories and experiences to share with students.
WebQuest Reflection
WebQuest Reflection
1. What? - Creating the WebQuest was an enjoyable process. My teammate and I worked well together. I was surprised at the versatility of Power Point. In my content area of Art I imagine this will be well suited for researching art history. I think I will only use it for historical research.
2. So What? - This project allowed me to be creative as a teacher and explore an engaging concept behind the knowledge sought for in the quest. We worked well together with good report and humor. We were interested in the idea of having students choose a character from the book and perform several tasks from the vantage point of their attitudes and world view. While I enjoyed exploring those ideas my partner helped more with the structure and formatting of the WebQuest. That is something I would need to work on to be prepared to do it on my own.
3. Now What? - I would like to make a WebQuest that helps students understand Contemporary Art History, so that they can properly place themselves in time. Too many students feel they are making original or progressive art that is actually stale and flat.
I also hope that my students gain a sense of their own unique voice. This idea could be explored in a WebQuest that need not be limited to art itself.
To complete this I need to see how it fits in with the state core and my overall curriculum. This will help me design it and place it properly in the schedule.
FRJ- Q8, Q9, Q10, Q11, Q12
Q8. The teacher does not use a token economy. However, one award was given out while I was there. It was awarded to a girl for being a good student and voted on by a group of faculty members. Other students got awards or pieces accepted into exhibitions and they were recognized publicly. These are examples of positive Reinforcement that can motivate students to continue to put forth effort. Calling the class' attention toward these positive outcomes can also help the other students through the principle of Modeling.
Q9. The teacher usually gave a 'wait time' of 1-3 seconds. I believe she could wait just a little longer. I also think the quality of questions could deeper and therefore call for a longer wait time. Another problem with 'wait time' is that her class was not always attentive and as a result the room was not quiet enough for the silence to be effective. She seemed to need to fill the dead time so that the noise would not increase. Will better command of student attention and longer wait times I believe she could involve a greater number of students. 'Wait time' is also important within student responses. Classmates and especially teachers should take care not to interrupt even as pauses within student responses go on for 5 seconds or more. The culture should be that of respect and patience.
Q10. The teacher did not use any mnemonic devices. These could very well be used within art to teach history or principles. A technique such as a loci system would enable children to imagine a sequence, to create a path along with the mental journey that would allow them to retain information. When tested students will often recall knowledge that is linked with affective, memorable experiences. Mnemonics are particularly helpful to help recall pieces of information in specific orders.
Q11. Art classes are ideal for Discovery Learning. The teacher I observed not only had students solve the problem of just how to complete ceramic projects within non restrictive parameters but the coursework as a whole differed from student to student based on the interests they expressed and by completed a given number of skills on long list. By the time I observed the class they were late into the term and various groups of students were all working on separate tasks. This may be difficult to manage as a teacher, but most students were engaged in completing the projects that they themselves had chosen and designed. Surprisingly the students respond well, most stay on task and are pleased to have choice and flexibility built into the curriculum.
Q12. Art instruction often includes demonstrations. Instructors directly model the physical actions required to complete a given task. This does not completely fit the concept of Observational Learning in art classroom generally centers on skill acquisition and task completion. In a broader sense art teachers can act as models as their students witness their actions as professional artists. They may see their teacher exhibit artwork, speak as a guest lecturer or receive commissions to produce artwork. Also as teachers discuss their own thought process in art production and communicate the ideas embodied in their work, students will see the meaning that art has for the teacher and more likely reach the stages of Self-instruction and Self-evaluation.
Q9. The teacher usually gave a 'wait time' of 1-3 seconds. I believe she could wait just a little longer. I also think the quality of questions could deeper and therefore call for a longer wait time. Another problem with 'wait time' is that her class was not always attentive and as a result the room was not quiet enough for the silence to be effective. She seemed to need to fill the dead time so that the noise would not increase. Will better command of student attention and longer wait times I believe she could involve a greater number of students. 'Wait time' is also important within student responses. Classmates and especially teachers should take care not to interrupt even as pauses within student responses go on for 5 seconds or more. The culture should be that of respect and patience.
Q10. The teacher did not use any mnemonic devices. These could very well be used within art to teach history or principles. A technique such as a loci system would enable children to imagine a sequence, to create a path along with the mental journey that would allow them to retain information. When tested students will often recall knowledge that is linked with affective, memorable experiences. Mnemonics are particularly helpful to help recall pieces of information in specific orders.
Q11. Art classes are ideal for Discovery Learning. The teacher I observed not only had students solve the problem of just how to complete ceramic projects within non restrictive parameters but the coursework as a whole differed from student to student based on the interests they expressed and by completed a given number of skills on long list. By the time I observed the class they were late into the term and various groups of students were all working on separate tasks. This may be difficult to manage as a teacher, but most students were engaged in completing the projects that they themselves had chosen and designed. Surprisingly the students respond well, most stay on task and are pleased to have choice and flexibility built into the curriculum.
Q12. Art instruction often includes demonstrations. Instructors directly model the physical actions required to complete a given task. This does not completely fit the concept of Observational Learning in art classroom generally centers on skill acquisition and task completion. In a broader sense art teachers can act as models as their students witness their actions as professional artists. They may see their teacher exhibit artwork, speak as a guest lecturer or receive commissions to produce artwork. Also as teachers discuss their own thought process in art production and communicate the ideas embodied in their work, students will see the meaning that art has for the teacher and more likely reach the stages of Self-instruction and Self-evaluation.
Thursday, June 3, 2010
FRJ- Q3,Q4, Q7
Q3. Identity vs. Role Confusion is the stage in Erikson's theory is where most HS students find themselves. I have seen art classes allow students to find and express their identity. I heard an art teacher tell her student that he could not yet be an artist but that I was because I have a Master's degree. This troubled me because I didn't like the idea of dictating how students define themselves and having such strict classifications of artists or non-artists.
Q4. Level II/Stage 3, Interpersonal Conformity:
The students seem to be motivated by conforming to social pressures and value how others might react to them. As students break and follow rules or procedures I can help them see that their interactions benefit or harm others' learning.
Q7. The teacher cares for students individually but also has an active classroom where students can interact. She could probably guide them more through constructive interactions. To gain more emotional intelligence they need to examine their interactions with others.
Q4. Level II/Stage 3, Interpersonal Conformity:
The students seem to be motivated by conforming to social pressures and value how others might react to them. As students break and follow rules or procedures I can help them see that their interactions benefit or harm others' learning.
Q7. The teacher cares for students individually but also has an active classroom where students can interact. She could probably guide them more through constructive interactions. To gain more emotional intelligence they need to examine their interactions with others.
Wednesday, June 2, 2010
FRJ Q1, Q2
1. In Ms. Waite's art class students must use skills specific to Piaget's Formal Operational Stage. They must think abstractly, envisioning multiple solutions to a problem or assignment that does not have a single correct right answer. To complete the class they must have checked off a number of skills on a checklist. Because no-one dictates which skills they must master it is up to each individual to problem-solve, to negotiate just how they will complete the course.
I saw several students reviewing their checklist and deciding what kind of project to complete as their open-ended final project. They based this on skills they already had along with new skills they would need to complete the list and successfully create a new type of work.
2. Ms. Waite employs Vygotsky's Zone of Proximal Development by balancing direct instruction and personal assistance with the eventual expectation that student will gain competency in a given area. Then the student can build on that base to reach for another task that would have been previously unattainable.
In order to complete a ceramic relief assignment many students needed assistance as to applying additional clay to a surface in a way that would fire well. However they could successfully complete the first stage of making a slab for the base layer because they had already worked on that skill for a previous assignment.
I saw several students reviewing their checklist and deciding what kind of project to complete as their open-ended final project. They based this on skills they already had along with new skills they would need to complete the list and successfully create a new type of work.
2. Ms. Waite employs Vygotsky's Zone of Proximal Development by balancing direct instruction and personal assistance with the eventual expectation that student will gain competency in a given area. Then the student can build on that base to reach for another task that would have been previously unattainable.
In order to complete a ceramic relief assignment many students needed assistance as to applying additional clay to a surface in a way that would fire well. However they could successfully complete the first stage of making a slab for the base layer because they had already worked on that skill for a previous assignment.
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