Narrative Theme Based Lesson!

Today I presented the class with my theme-based lesson on narratives in art. Before the class began I had the supplies, powerpoint, extra cameras, handouts and whiteboard ready to go. I decided to begin the class with a littler refresher on Cindy Sherman and her photographs and some vocabulary. The vocabulary allowed the students to use and apply those words throughout the entire lesson. They also applied them to the photographs by Cindy Sherman and Gregory Crewdson in the introduction powerpoint. I definitely should have used scaffolding a little better by allowing them to take in details then asking questions about their judgments. I also think I could have took a little more time during the discussion on the contemporary photography.

            The handouts overall were effective. I was really happy with how the Cindy Sherman handout turned out. There was a great variety regarding genres in the student’s sketches. Students had sketched scenes based on the Cindy Sherman photograph that could be categorized under science fiction, drama, and comedy. I did touch upon camera angles that came up in the teacher examples and the contemporary photography examples, but I think that next time if I had at least one example of each hanging up throughout class that would be even more helpful. Also, when I introduced the teacher examples I should have asked questions regarding their camera angles and genres, instead of explaining myself.

            Before allowing the students to begin the art making process I gave a quick demo on how one of the teacher examples were done, and showed the evaluation criteria. I think next time another demo could have been done on how to make certain props they might need. I think I did a good job asking if students had questions, and going around to each group at least once to discuss their ideas and push them further. There should have been designated time set aside to solely sketch their self-portrait, and then photograph their idea. I also should have stated certain rules regarding leaving the classroom/moving around the classroom. I could tell that during the art making process they were having fun making props and deciding upon a camera angle and genre.

            I think the reflection questions were effective. They were based off of the learning objectives. I did plan a printout of them to hand to the class, but in the end I e-mailed the class the questions. It reinforced what they had learned about narratives, camera angles, and genres. It had the students share their results and experience working as the director of their photo shoot and a photographer for their partner’s photo shoot. I also appreciated the feedback. Every teacher needs that outside opinion or else they can get stuck in their own head. I feel that the class thought of a lot of great directions that this lesson can go. I can confidently say I had fun teaching the class this theme-based lesson, and really enjoyed the results of the project.

Smartboards!

We all know that as a teacher, it can be a challenge to capture the attention of students. Students today are increasingly distracted by cell phones, laptops and other devices of the modern age. Engaging students can become a challenge. I think that active participation in the classroom help students learn more effectively. But how can this be done?
SMARTBOARDS!

After using the smartboard I myself was more engaged. The smartboards are visually pleasing to students and have qualities similar to the modern devices students own today. It is touch responsive and have "markers" that can be used to draw on the board, both are qualities that can be used to actively engage students in a lesson. Im really excited to explore the smartboard and learn more of what it has to offer.

Unit Plans: Long term learning goals!

 A unit plan allows art teachers to connect many ideas into one single theme. I think they can really allow students and teachers to explore a single theme. Unit planning provides you with a sense of direction and organization that again helps you and the class to achieve significant academic gains.

For me, I plan to have my unit being based off the theme of narratives in art. Students today are constantly being surrounded by narratives. Moves, TV, Advertisements, photographs. They may be unaware of it but they are creating their own narratives when they post photos using their phones or cameras, and post you tube videos!

Bloom's Taxonomy

I found an interesting reading about the range of question types from Davis (1993) I think they all can be related back to Bloom's Taxonomy of learning objectives because they show increasing levels of cognitive complexity as students move from simple to more complex tasks.

They are:

• Exploratory questions:

 probe facts and basic knowledge

• Challenge questions:

 interrogate assumptions, conclusions or interpretations

• Relational questions:

 ask for comparisons of themes, ideas, or issues

• Diagnostic questions:

 probe motives or causes

• Action questions:

 call for a conclusion or action

• Cause-and-effect questions:

 ask for causal relationships between ideas, actions, or events

• Extension questions:

 expand the discussion

• Hypothetical questions:

 pose a change in the facts or issues

• Priority questions:

 seek to identify the most important issue(s)

• Summary questions:

 elicit synthesis

More on Learning Objectives..

There should be no tricks when it comes to learning objectives. It is important to clearly outline what you expect the students to learn and how they are going to show evidence that they have accomplished the objectives. This can be done by a variety of methods. Communicating your objectives to your students, moreover, helps to focus their thinking and motivate participation.

For the photography lesson I am planning I intend for students to explore and create a self portrait. I want students to sketch their ideas before jumping into art making, then take their photographs. I would also like for students to understand Cindy Sherman's style of art making and decipher a narrative for themselves. Finally, self reflections are important for artist to reevaluate their choices and hear about their fellow students experiences. By the end of the lesson students should have a director's sketch sheet, final photograph, Cindy Sherman worksheet, and a self reflection.

Learning Objectives!

For discussions to accomplish something valuable, they must have a purpose. While preparing my powerpoint for my fieldwork class, I asked my self: What are my goals for this discussion? How do the ideas and information to be discussed fit into the course as a whole? What skills, knowledge, perspectives, or sensibilities do I want students to walk away from the discussion with? 

My discussion was based around the theme of narratives, and how contemporary photographers are creating their own open ended narratives in their works. I planned a powerpoint presentation that would set them up to analyze contemporary photographer's work. It began with building their vocabulary and ended with a discussion.. more to follow on how it went!

Engaging Criticality & Facilitating Meaningful Discussions

Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility, and encouraging democratic habits. They create opportunities for students to practice and sharpen a number of skills, including the ability to articulate and defend positions, consider different points of view, and enlist and evaluate evidence. 

I understand that careful planning can help teachers ensure that discussions are lively without being chaotic and exploratory without losing focus. When planning a discussion, it is helpful to consider not only cognitive, but also social/emotional, and physical factors that can either foster or inhibit the productive exchange of ideas. Also it is important to keep in mind what you want to accomplish by the end of the discussion, and keep your eye on the prize!

Critiques- Barrett

I find critiques informative and very helpful when it comes to analyzing artwork and improving your own artwork.

Visual literacy adds depth to the art curriculum. Critiques provide real classroom perspective on dealing with meaning, gender issues, influences, and more. This discovery-oriented approach gets students talking, thinking, and writing about many genres of art, and hooks even reluctant students. I have seen this first hand in my field work placement. It is incredible how engaged students can become in a lesson once you ask them the right questions. 

Grow-A-Game!

This activity made me think of Piaget's theory of cognitive development.

In the theory of cognitive development, Piaget proposes that intelligence is the founding mechanism of promoting equilibrium in the relationship between the environment and the person. This is attained through actions of the developing individual on the world. In development at any specific time, the surrounding is assimilated in the action schemes which are readily available and then they are accommodated or assimilated to the habits of the environment’s objects in the cases where they are not fully relevant. Therefore, the development of intelligence is process of accommodations and assimilations that is continuous and it results in the expansion of the application field of schemes, increasing abstraction, interiorization and coordination. 
It is clear from Piaget’s theory of cognitive development that play is very crucial and particularly in the preoperational stage of development. Play is very important in cognitive development, it enables children to choose the information that is useful, and it facilitates the development of cognitive abilities and has even proved to improve intelligence. Activities and games also facilitate the enhancement of abstract behavioral codes.