Assignments

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Assignment #4: Lesson Plans that Integrate TechnologyLesson: Aboriginal Art Goes High Tech
In this lesson 4th grade students are learning about the aboriginal people of Australia and the ancient art of the aboriginals. This lesson can be taught many different ways, and this particular website has several different approaches on how to teach it. The lesson that was originally posted gives the students an art history background on the Aboriginies of Australia and how they use art to communicate through stories. It discusses how the Aboriginal people created their art on cave paintings and bark from trees. The art making part of the original lesson is having students create bark paintings on brown craft paper in the style of the Aboriginal artists: style meaning use of dots, lines, cross hatching, and creating patterns. After the original lesson was posted, another art teacher posted another way for the students to create Aboriginal art. The school where she teaches has a laptop requirement from the fourth grade on (a private school). For her Aboriginal art lesson, she did all the same art history background and discussion, but for her artmaking part of the lesson she had her students create an Aboriginal style painting in the Paint program on the laptops. Students were still able to achieve the same characteristics that are in Aboriginal paintings through this program: dots, lines, hatching, and pattern. This teacher was able to take an ancient art form and put a modern twist on recreating it with her students. []
 * Grade Level**: 4th grade
 * Subject**: Art
 * Technology Integration**: Use of //Paint Program// for creating art project

In this lesson 7th grade students learn about Post-Impressionist artists and painting styles.Students learned about the techniques that Post-Impressionist painters used to achieve that particular style of painting. Students also learned about the relationship between photography and Post-Impressionist painting. For their project students selected one of their photographs, created a new or several new layers and paint on those layers, over their photograph, in the style of the Impressionists. When the students were done they had the option of leaving the original photograph layer or deleting it. The lesson did not specify what program was used to do this, but I know this can be done in Photoshop and also a few other digital imaging programs. []
 * Lesson:** Digital Post-Impressionist Painting
 * Grade:** 7th Grade
 * Subject:** Art- Digital Imaging
 * Technology Integration:** Students use digital imaging software to manipulate a photograph into looking like a Post-Impressionist painting.

Students partake in a discussion about where they see themselves in twenty years; what they will look like, where they'll live, and what their career will be. Students will then use the interactive software program Career-O-Ram-A to investigate various careers that they are interested in. Students will also learn about the clothing that is associated with their career choice. After their research students list ten careers that appeal to them. They then take those choices home to discuss with their parents, and with their parent's guidance they narrow the career choices down to two. The art teacher then discusses the parts of the figure and students learn about figure drawing. Students then do a figure drawing of themselves in the future, wearing the clothing of whatever career they choose. They also letter in their names and the names of the careers that they choose in the drawing. They also draw the workplace in the background of their drawing as well. Volunteers then use an enlarger to project the drawings on large mural paper and transfer the drawings onto the mural paper. The murals are then created into a backdrop that are used at the 5th graders D.A.R.E graduation. The mural is photographed with a digital camera and put on the classroom monitor and overhead and critiqued by the students. Each student recieves a packet from the High School Career Center containing printouts from the MOISCRIPT and USA Explorer Browser from the career center. Students explore their career choices on the World Wide Web using MOISCRIPT in the computer lab. []
 * Lesson:** Picture you Future
 * Grade:** 5th grade
 * Subject:** Visual Arts
 * Technology Integration:** Students will use Power Macintosh G3 computers, an enlarger, and software programs: Career-O-Ram-A, MOISCRIPT, USA Explorer Browser, and High School Career Center.

=Assignment #5 Articles about Blogs= This article is short and sweet and to the point. It lists thirty-three ways to use blogs for educational purposes; either as a teaching device or for showcasing your classroom. I like articles like this because it is like having a brainstorm of ideas right in front of you to read. I read through all of the suggestions and thought that some of the ideas were really clever and useful! I liked that some of the suggestions were for professional development for the teacher, like writing a professional reflection of lessons that the teacher taught. I thought the ways for students to use blogs were fun and interesting too. []
 * Article #1: 33 Ways To Use Blogs in Your Classroom and In the Educational Setting**

This article is written by an educator who has been teaching for over 25 years in Alaska. He is writing in response to a blog post that another author wrote about the do's and don'ts of using blogs in an educational setting. He mentions how his fourth grade students used blogs for the last six weeks of the school year. He offered insight on the positives and negatives of blog use from his experience. He also mentioned how blog use in classroom is greatly affected by the age of students using them. This article is a few years old, but interesting to read how a fellow educator was able to integrate blogging in his classroom. []
 * Article #2: Blogs and Pedagogy**

This article is from the New York Times is about how in a recent study, " that on average, students in online learning conditions performed better than those receiving face to face instruction. The article goes on to discuss all the different applications and tools used for online learning, from K-12 through the university level. I thought that this passage was the most interesting in the article, //The real promise of online education, experts say, is providing learning experiences that are more tailored to individual students than is possible in classrooms. That enables more “learning by doing,” which many students find more engaging and useful.// I think that educational blog use fits in perfectly with this statement. []
 * Article #3: Study Finds that Online Education Beats the Classroom**

This article from the New York Times is about the use of blogs in the classroom. I would say that overall it shines a positive light on blog use for educational purposes. It discusses specific examples of how teachers integrate blog use in the classroom, elementary use to secondary use. I thought it was interesting to read that blog use can promote literacy in the classroom. A teacher posted dicsussion questions on a class blog, and she stated that students were generally more thoughtful in their responses than they would have been in class. An elementary teacher stated that the quiet students came alive online when writing. I thought this article was the most interesting one I've read, and the one I could relate to the most so far. []
 * Article #4: In the Classroom, Weblogs are the New Bulletin Boards**

This article is interesting because I feel that it reflects a lot of the reasons that many of us are in the Educational Technology master's program. It opens by discussing why it is important that teachers to stay informed about technology use. A lot of what students do at home affects what happens at school. It also talks about how easy blogs are to use and different ways to use them in the classroom setting. I like articles that talk about various ways to use blogs. Being an art teacher, it's refreshing to see that there are ways for us to use blogs effectively in our classroom too. []
 * Article #5: Using Blogs in Your Classroom**

My Blog Address: []
= = =Assignment #7: Favorite Websites=

1. [] This website hosts a huge gallery of student artwork from grades k-12. It also holds lesson plans. In this website you can actually order merchandise with the students artwork on various things. I use this website a lot to get ideas for lessons.

2. [] This website again is a great resource for art lesson ideas. I like this website because teachers add on to lessons that are already posted and tell how they modified lessons to make them work better.

3. http://deepspacesparkle.blogspot.com/ This website is actually a blog written by an art teacher. I like it because she gives step by step instructions on her art lessons, along with pictures to match the steps. Again, just a great resource for lesson ideas.

4. [] This is a social network website. I love it and am addicted to it. It has kept me in contact with so many friends. I think it's a great way to communicate with friends and family.

=Assignment #8: Educational Game/ Tool= [|**http://www.mrpicassohead.com/**]

LESSON PLANS:

__**661 Educational Hardware & System Support Class:**__
Module #11: Server Room Slide Show

=**__674 Learning with Technology: Effective Strategies __**=

**Chapter 7: Cooperative Learning**

** Cooperative Learning **
-Focuses on having students interact with each other in groups in ways that enhance their learning. -Helps make sense of, and construct new meaning for new knowledge by interacting with others. -Prepares students for the fast paced workplace they will work in and know how to learn and produce cooperatively.

** Generalizations: **
1. Organizing groups based on ability levels should be done sparingly 2. Cooperative learning groups should be rather small in size 3. Cooperative learning should be used consistently and systematically but should not be overused.

** Recommendations: **
1. Use a variety of criteria to group students 2. Use informal(short impromptu activities), formal ( intentionally designed groups), and base(long-term groups) groups 3. Keep the groups to a manageable size 4. Combine cooperative learning with other classroom structures

** Group Work Components: **
1. Positive interdependence sink or swim together) 2. Face-to-face, promotive interaction ( helping each other to learn, applauding efforts and success) 3. Individual and groups accountability ( each of us has to contribute to the group achieving its goal) 4. Interpersonal and small-group skills (c0mmunication, trust, leadership, decision making and conflict resolution 5. Group processing( reflecting on how well the team is functioning and how to function even better)

** Technology **
Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks and allowing members of groups to communicate even though they are not face to face.

====**Multimedia:**Student created multimedia is a natural environment for cooperative learning (creating a video). Both multimedia projects and cooperative learning groups require attention to details in the planning process. Rubrics help students understand what is expected of them and how their participating will be evaluated. Two types of rubrics are important to use: Project based Rubric and a student roles/responsibilities rubric. (P. 142 & 143 Examples of the two types of rubrics)====

====**Web Resources:** Students can collaborate though the web with other students in their school, subject experts and multiuser game players. They can even collaborate across the globe. The web is much more than an electronic reference book; today it is a thriving medium for collaboration in business, education, and our personal lives. Keypals: Students can use e-mail to collaborate with students in toehr classes in your school, or they can use e-mail to correspond and collaborate with “keypals” (e-mail pen pals) from far away. P.145====

====**Webquests :** are designed to use learners time well to focus on using information rather then looking for it, and to support learners thinking at the levels of analysis, synthesize, and evaluation. It is practical engaging and motivates students. P. 146====

**Web Site Creation:** building a website can be a very enriching and collaborative experience for students. There are many free and inexpensive software programs for website creation. P. 147
====**Collaborative Organizing**: Students and teachers can collaborate over the web by logging on to sites that allow them to share and edit calendars, bookmark and share web links and create online learning communities, if is often referred to as Web 2.0. Shared calendars (0nline calendars), shared bookmarking ( del.icio.us), Course Management (Moodle)====

**Web-Enabled Multiplayer Simulation Games:**
the invention of multiplayer computer games ahs opened a new avenue of interaction, Allowing individuals to interact with other individuals simultaneously though a computer game interface. There are great games designed to educated collaboratively, along with recommended team-building exercises and rubrics. P. 152 Communication Software: technology that allows students to collaborate on projects without the constraints of time and geography. Blogs, Wiki, Skype, Instant Messaging. = = =Chapter 8: Reinforcing Effort= The instructional strategy of reinforcing effort enhances students’ understating of the relationship between effort and achievement by addressing their attitudes and beliefs about learning.

** Generalizations: **
1) Not all students realize the importance of believing in effort. 2) Students can learn to operate from a belief that effort pays off, even if they do not initially have this belief.

**Recommendations:**
1) Explicitly teach students about the importance of effort. 2) Have students keep track of their effort and achievement. ** Spreadsheets Software and Data Collection Tools: ** Spreadsheets Software and Data Collection Tools support the instructional strategy of reinforcing effort by helping students to chart the relationship between effort and achievement in the classroom. (Example P. 157). A powerful way to show students that effort is truly tied to achievement is to show them data.

=**Activity 5: Creating a Rubric**=



ASSIGNMENT 9: LESSON PLAN
5TH GRADE ARTIST TRADING CARD/ ART HISTORY: 4TH GRADE AFRICAN MUDCLOTH

RUBRIC FOR ALL ART LESSONS- STUDENTS FILL IT OUT AND THEN GO OVER IT WITH ME AND I GIVE THE FINAL GRADE

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