Although I have never been big on journaling, or writing in general, I cannot deny that a blog could be a useful educational tool. There are many people who love to blog about every little thing that happens in their lives, almost as if telling it to their blog is the same thing as speaking to a therapist or dear friend. Some people get quite a crowd of those who share similar interests in cooking, raising kids, fashion, humor, etc. I have only read a handful of blogs, but I find it difficult to get into the blogging culture. Therefore I'll have to be more creative in my classroom in order to keep myself engaged.
A basic use of a blog could be for parents to connect with the classroom. As the teacher, I could post assignments, pictures, announcements, or other information that parents could easily access. Privacy settings could be changed by myself in order to protect the students, and parents would be able to leave comments if needed.
I could also use a classroom blog to post links or other resources for students to use online. If I am teaching a lesson on identity, I could gather online materials and create a page for them to research. This could help instruction by shortening the time needed for research, lowering the cost because I wouldn't need to print everything out, and it increases accessibility. Students cannot say "I lost the rubric" or "I don't know where my paper went" because it would all be kept online for them to access.
If I ever taught an advanced or AP art class, I could teach students how to create their own blogs in order to make a presence in the online world. Artists today use the internet as a powerful marketing tool. If any of my students wanted to become an established artist, I could teach them how to safely promote their work through a blog.
Sunday, September 15, 2013
EDT 370 - Learning Styles
If secondary students are fully engaged, they are capable of working on the computer for the entire hour of class. If anyone would like to argue otherwise, I would reply that students can easily spend several hours on the computer if playing games, checking facebook, watching videos, etc. The trick in the classroom is getting them equally engaged with the project as they would be during their personal time. My theory of motivation is that there needs to be a personal connection between the student and the project. Hopefully this will be fulfilled through the big idea of identity.
Developmentally, high schoolers may show a huge range of levels. Some may still struggle with concentration, while others can easily focus and stay on task. Some may be able to think abstractly, while others continue to think in terms of black and white. This reflects Perry's theory of intellectual development. Many high schoolers are at the dualistic stage, where they need guidance to make decisions. Some may move on the multiplicity, but most students do not reach relativism until college. It also differs on the subject. Because art can be so interactive and subjective, they may be able to grasp multiple opinions more easily, but its not guaranteed. For a good explanation on Perry's (and others) learning theory, click HERE.
Some of the biggest developmental growth in high school is seen socially. Many are beginning to question authority, especially their parents, and are turning to their peers for security. Their bodies and interests are changing, along with the nature of their relationships. Most students will value their social life more than their educational success, because it is what defines them the most at that time. That is another reason why having identity as the big idea behind my lesson may help engagement, because it relates to what they are trying to construct on their own.
For those who may not grasp the abstract idea of identity, I will have concrete examples and definitions prepared. I will not tell a student what their identity is, but I may need to guide some through differentiated questions in order to get them thinking on the same page.
Developmentally, high schoolers may show a huge range of levels. Some may still struggle with concentration, while others can easily focus and stay on task. Some may be able to think abstractly, while others continue to think in terms of black and white. This reflects Perry's theory of intellectual development. Many high schoolers are at the dualistic stage, where they need guidance to make decisions. Some may move on the multiplicity, but most students do not reach relativism until college. It also differs on the subject. Because art can be so interactive and subjective, they may be able to grasp multiple opinions more easily, but its not guaranteed. For a good explanation on Perry's (and others) learning theory, click HERE.
Some of the biggest developmental growth in high school is seen socially. Many are beginning to question authority, especially their parents, and are turning to their peers for security. Their bodies and interests are changing, along with the nature of their relationships. Most students will value their social life more than their educational success, because it is what defines them the most at that time. That is another reason why having identity as the big idea behind my lesson may help engagement, because it relates to what they are trying to construct on their own.
For those who may not grasp the abstract idea of identity, I will have concrete examples and definitions prepared. I will not tell a student what their identity is, but I may need to guide some through differentiated questions in order to get them thinking on the same page.
EDT 370 - Specific Entry Competencies
At SHMS, each student is required to take an arts course. This could include band, choir, orchestra, or art. If they choose art, they must take the intro course which goes over the basic ideas and techniques of art. It also touches a little bit on art history and the progress of art today. Many students come into SHMS with very minimal art knowledge or experience, therefore this intro course will be where students learn all the needed skills in order to benefit from my lesson plan. These skills will include:
- How to Google search for appropriate images.
- How to save and use those images on a computer.
- An understanding of the Elements and Principles of Design.
- Basic understanding of editing software.
The lesson plan will introduce Adobe Photoshop and new ideas, such as identity and visual literacy, but they will not need previous experience or knowledge in those areas. I will build off their previous knowledge from the intro course to teach them something new. Having a basic understanding of how to edit photos on a computer may help, but I will be leading students through demos on how to use Adobe Photoshop. Knowing the Elements and Principles of Design will help them to create more interesting pieces, but it is not essential. Knowing how to use a Google Image search, save pictures, and basic computer functions, however, are essential. Hopefully they will remember those skills from the first course, but a refresher may be added to the lesson if needed.
- How to Google search for appropriate images.
- How to save and use those images on a computer.
- An understanding of the Elements and Principles of Design.
- Basic understanding of editing software.
The lesson plan will introduce Adobe Photoshop and new ideas, such as identity and visual literacy, but they will not need previous experience or knowledge in those areas. I will build off their previous knowledge from the intro course to teach them something new. Having a basic understanding of how to edit photos on a computer may help, but I will be leading students through demos on how to use Adobe Photoshop. Knowing the Elements and Principles of Design will help them to create more interesting pieces, but it is not essential. Knowing how to use a Google Image search, save pictures, and basic computer functions, however, are essential. Hopefully they will remember those skills from the first course, but a refresher may be added to the lesson if needed.
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| The Elements and Principles of Design |
EDT 370 - General Characteristics of My Hypothetical Classroom
Although I hate to admit it, technology has become a major influence on education. Not only has it changed instruction through the use of new tools, but it has also altered the curriculum. In order to be successful in our world today, students must understand how to connect in an increasingly virtual world. Many of them already know how to connect with their friends and to popular culture, but we must teach them how to channel those abilities for educational or professional purposes in a safe way.
The flow of information from technology has also influenced education. Students are used to multitasking and receiving quick flashes of information rather than practicing deep, concentrated study. Therefore I believe it is important as educators to teach students how to be critical consumers of information. In such a visually busy world, it is essential that students know how to process all the information that is thrown at them. As a future art educator, I would like to create a lesson plan that teaches students both how to create visual information, and how to become critical visual consumers.
For my final project in EDT 370, I must apply this lesson plan to a hypothetical classroom. This semester I am teacher assisting at a middle school, but my lesson plan will be designed more towards the high school level. Therefore I will take the demographics I observe from the district in order to create my classroom. For the purposes of this project, I will call the hypothetical school Sock Monkey High School, or SMHS.
General Characteristics
Because I am an art educator, I will be certified K-12. In the secondary level, this means that my classes will often be mixed with multiple grade levels. This lesson plan will probably be used in a higher level class that requires some sort of basic art prerequisite course. Therefore my class will most likely consist of 10th and 11th graders, and possibly a few 12th. Ages will range from about 15 to 17 years old.
The gender seems pretty equally mixed, but I have noticed a few classes in which there are slightly more girls than boys. Maybe this reflects some sort of art stereotype, or the fact that boys might be more inclined to choose a gym elective rather than another art class.
Race is not so equally mixed, as SMHS is mostly a caucasian district. There are Asians, African-Americans, and Latino-Americans included in the school, but they are a minority. A growing number of Bosnian refugees, however, have been attending. There are a few students who do not speak English well, but they are taught with a parapro or in an ESL classroom.
Attitudes are generally positive in the class because they chose it as an elective. Sometimes there are students who are disappointed because it was their last choice, but overall its a positive atmosphere. Interests vary widely, but those interests are easily accommodated within the outlines of a creative assignment. This also helps the classroom attitude because they can follow the directions while still expressing what is most important to them. Occasionally there is a student who is ODD and chooses not to engage, but peer pressure or a differentiated assignment helps in those situations.
The flow of information from technology has also influenced education. Students are used to multitasking and receiving quick flashes of information rather than practicing deep, concentrated study. Therefore I believe it is important as educators to teach students how to be critical consumers of information. In such a visually busy world, it is essential that students know how to process all the information that is thrown at them. As a future art educator, I would like to create a lesson plan that teaches students both how to create visual information, and how to become critical visual consumers.
For my final project in EDT 370, I must apply this lesson plan to a hypothetical classroom. This semester I am teacher assisting at a middle school, but my lesson plan will be designed more towards the high school level. Therefore I will take the demographics I observe from the district in order to create my classroom. For the purposes of this project, I will call the hypothetical school Sock Monkey High School, or SMHS.
General Characteristics
Because I am an art educator, I will be certified K-12. In the secondary level, this means that my classes will often be mixed with multiple grade levels. This lesson plan will probably be used in a higher level class that requires some sort of basic art prerequisite course. Therefore my class will most likely consist of 10th and 11th graders, and possibly a few 12th. Ages will range from about 15 to 17 years old.
The gender seems pretty equally mixed, but I have noticed a few classes in which there are slightly more girls than boys. Maybe this reflects some sort of art stereotype, or the fact that boys might be more inclined to choose a gym elective rather than another art class.
Race is not so equally mixed, as SMHS is mostly a caucasian district. There are Asians, African-Americans, and Latino-Americans included in the school, but they are a minority. A growing number of Bosnian refugees, however, have been attending. There are a few students who do not speak English well, but they are taught with a parapro or in an ESL classroom.
Attitudes are generally positive in the class because they chose it as an elective. Sometimes there are students who are disappointed because it was their last choice, but overall its a positive atmosphere. Interests vary widely, but those interests are easily accommodated within the outlines of a creative assignment. This also helps the classroom attitude because they can follow the directions while still expressing what is most important to them. Occasionally there is a student who is ODD and chooses not to engage, but peer pressure or a differentiated assignment helps in those situations.
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