Technology Integration Plan

-->

            I chose a lesson educating students on designing site-specific sculptures.  The students will gain an understanding of the factors that go into designing site-specific sculptures through creation of their own sketch and proposal.  I will begin the lesson with the NJ Core Curricular Standard 1.1.5.D.1 for Visual Arts.  It focuses on the elements of art and how using them to enhance function and purpose will have an effect on the individuals who will see it.  Firstly, I will display an image of Mark di Suvero’s sculpture Lao Tzu on the whiteboard.  This will be followed by a Q&A session to get the students thinking about such issues as why the sculpture may be outside, what it might be, and how it may have been made.  These are general warm up questions.  I will then hand out a visual organizer that I will display on my whiteboard.  I will ask the students to tell me elements of art that we have previously learned.  Once completed, they will fill in their visual organizers.  Once I check for comprehension I can prompt them for any of the elements they may have missed.  I will be utilizing NETS II communication and collaboration.  This supports individual learning and also supports the learning of others in the class.

            Next, I chose the NJ CCS from Visual Arts 1.4.5.A.2.  It deals with making decisions and judgments based on composition and different viewpoints. I would show the students Youtube video on Mark and Lao Tzu on the whiteboard.  I would ask the students to make sure to take note of background information about the artist, his techniques and personal beliefs.  But primarily focusing on his exact methods for designing sculptures for specific spaces.  Allowing students access to video and audio, and not just written text is helpful for students who are English language learners as well as students who’s first language is English.  In addition this is beneficial in giving the students a better understanding of the sculptures surroundings, a view of all angles as well as view its true scale in relationship to people.  I would then follow up by prompting the students with compositional questions about the piece and how these compositional decisions affect the sculpture and the surrounding landscape. I would then have the students break up into small groups and come up with a list of Marks methods for creating site-specific sculptures that they can use in creating their own sculptures.   This utilizing NETS IIII critical thinking, problem solving, and decision-making.

            I then went on to the NJ CCS 1.3.5.D.3 from Visual Arts.  It deals with identifying common and distinctive characteristics of genres of visual artworks using technology and experiment with compositional approaches.  The students would continue to work in small groups, they will continue to use their visual organize.  Their goal would be to come up with ideas of where they could design a sculpture on school grounds. They will also discuss what function or purpose the sculpture could serve and create a list of important characteristics that they’re sculpture will and will not have.  Some of these will be based on the ideas from the Lao Tzu.  However, students are encouraged to come up with their own characteristics as well. After the group work students will do Internet research on their tablets to make sure that they have conceivable additions on their lists.  I am utilizing NETS IIII use multiple processes and diverse perspectives to explore alternative solutions. 

            Next, I will show the students how to take pictures.  Followed by instructions on how to write a detailed description, as if you are explaining the location to a blind man. Then, I will take my students to the agreed upon location to sketch out their ideas.   They will use tablet software to complete the work on the sketches.  Once there they will work in groups of 2 to take pictures and write descriptions.  It will assist them in the comprehension of how a sculpture is viewed, from different angles and points of view.   It will give them a reference for when they are back in the classroom. As well as help students to see art elements they would have normally missed.  They will use these as self-assessments to check their sketch for agreed upon characteristics and elements. We will be using NJ CCS for Visual Arts 1.4.5.B.3 to evaluate the strengths and weaknesses of a piece of art.  I am utilizing NETS II, communication and collaboration.

            I will then use NJCCS 1.3.5.D.1 for Visual Arts.  It entails working individually and collaboratively to create 2D and 3D dimensional works.  Students will complete their sketches and attach a written letter of proposal.  In their letter the student must explain how their design is suited to the specific location based on its elements, characteristics and the surroundings.  All sketches with attached letters will be uploaded to an eportfolio database that can be viewed on the whiteboard.  Students will give brief presentations of their work.   They will also be viewed by peers, the principal, as well as the student’s parents.   The NETS used is creativity and innovation.  
Link:

https://docs.google.com/spreadsheet/ccc?key=0Ar5ACq1X9PTsdGpocUhadUdoQmRnU3BTaVRpX1F6S0E#gid=0

Tips on Using Technology in the Classroom.

I was in my Art History class when my professor decided she wanted to show us a clip on You Tube.  She slowly navigated to the Internet and searched for her topic.  She unsuccessfully tried to raise the volume and make the video full screen.  This prompted correction by students who presumably all knew how to navigate You Tube very well.  She stated, “ I want to take a class on learning how to embed You Tube clips in my presentation”.   When I came across a list of tips for technology in the classroom I thought of my professor.

            Firstly, you need to embrace new technology resources.  So many teachers gets stuck in their way of teaching that they don’t take time to acknowledge and embrace new types of technology.  Why remain stagnant if there is a way to get students more engaged and create a deeper learning experience.  We should all aspire to work smarter.  Use the resources that are available to you.

            Create a social network of teachers that help each other with technical and content area specific content.  You could create a teacher specific Twitter.    Also, creating a resource that shows how to integrate technology is critical.  There are many teachers out there who man educational blogs.   Create a list of those you enjoy and follow these sites.  They can be supportive when you need to ask for help.

            Use technologies that will help students garner a personal connection.  Students will become engaged in their own learning if they are able to show parents and other students their accomplishments.  This can be achievable with the creation of Wikis, Podcast and Teacher Tube.

            Start small and slowly integrate technology into your classes.  If you go slowly you will be less apt to take on more than you can handle and make mistakes.   This way when you do encounter mistakes you will know how to deal with them.     And lastly, allow your students to help.  They may already have real world knowledge to share with you and can help with peer assisting others in the class.

Are You Flipped?

            Have you ever heard of the flipped classroom model?  The main idea is to flip the way that students get instruction, not it will be at home. The teacher creates videos and lessons and uploads them to blackboard.  The students will then watch the videos or access the lessons before they come to class. When the students come to class you can work on the expanding concepts and solving any problems that they encountered.  When students miss class for any reason they can still stay on track with other students.   In an average classroom more outgoing students engage with the teacher.   While students who are not doing so well may not pay attention or act out.  With this method the teacher has more time to devote to all students.  As students who are usually more engaged can work at a more advanced independent level and students who usually struggle have the opportunity to work out these issues with the help of the teacher.  Instead of going home and not finishing their homework, they are being assisted in the classroom atmosphere. 

            My professor in my READ 411 class uses this method.  Instead of requiring a course text all of our course reading material is uploaded to a Moodle site by content area.  We are assigned required readings and additional video content on a weekly basis.  We could simply read the information and watch the video and leave it at that.  However, knowing that he requires us to come to class with questions and commentary about the reading keeps us engaged.  It is a motivator in reading carefully, paying close attention, highlighting important terms and taking notes.  This shows me that the teachers approach is just as important as the classroom model.

            It also has benefits for the teacher.  Watching your own videos will force you to pay attention to the details of instruction, the visual representations and the developing assessment practices that are aligned.  You have to not only teach students how to do something but also make sure to show them the conceptual ideas.