Sunday, April 25, 2010
Using Jing allows you to create a short video of how to do something such as simple activity that may be difficult to explain when just reading about how to do it.
Once the video has been uploaded you can just paste the link into an e-mail or course management system. There is a pencil tool available that gives you an opportunity to write on the document. This can also sent through IM while chatting with someone.
This video helps to walk a person through the task you are trying to convey or teach.
"The concept of Jing is the always ready program that instantly captures and shares images and video from your computer to any where" (http://blog.jingproject.com/2007/07/how_do_i_use_this_thing_called.html)
Here are useful Jing tutorials: video #1
These videos are where I learned about Jing and how to use it.
On the Jing Project website it offers suggested uses for Jing such as:
-collaborate on a design project
-share a snapshot of a document
-narrate vacation photos
-show students how to do a task
-comment verbally on student work such as a paper or good for peer review
I would use Jing in my art classroom when teaching students about Photoshop, InDesign, or Illustrator. I can easily save a page and demonstrate how to use all the different tools in Photoshop through visual examples while demonstrating the tool at the same time. I may need to make several Jing videos to show the uses of all the tools but the Jing videos can serve as a reference for when students forget how to use a specific tool. I would post the videos on my teacher web page for easy access.
Tuesday, April 20, 2010
The strengths of using Google Docs are that it is convenient and easily accessible to someone who has a computer or laptop with Internet access. In addition, it allows for sharing of documents without having to attach them onto e-mails and get confused which document has the corrections. Furthermore, Google Docs allows people to collaborate and share the documents they make. For example, if a teacher needed to set up a meeting and talk about the agenda, the document can be sent using Google Docs and other teachers can easily make comments back and forth to each other; saving the original document which can also be viewed. Users to not have to worry about if the document is compatible to the person they are sending it to.
The weaknesses of using Google Docs is that users must have a Gmail account to use google docs. "The greatest concern about Google Apps and similar services is the loss of control. Because access rights are shared across the service, users rely--to some extent--on how carefully others protect their login credentials (www.educause.edu/eli)."
Tuesday, April 13, 2010
1.Description of the proposed classroom learning activity-
Students will be learning about Marc Chagall: Oil Pastel Drawing – “I and the Village”
source of image
2.Student learning objectives-
•The purpose of this learning activity is to introduce students to Marc Chagall and explore his artworks.
•The dispositions and/or attitudes this learning activity will support student learning by allowing them to make use of a podcast and promote creativity using the basic elements of art and principles of design i.e. color line, shape, form, texture, and space.
•This learning activity impacts interactions with others by allowing the students to communicate thoughts and ideas while working on the assignment. Once the assignment is completed we will have a critique of the entire class.
3.Specific curriculum objectives-
•The specific course objectives:
(Content)-by studying the art and style of Marc Chagall, students will create a surreal piece of art representing themselves and their surroundings and illustrating Marc Chagall’s quote, “Great art picks up where nature ends”.
(Technology)- Students will be listening to a podcast about Marc Chagall; they will also learn how to photograph their finished artwork so that I can upload all the students work into a podcast and put it on the school website
•Curriculum Standards: http://www.state.nj.us/education/cccs/2009/final.htm
Standard: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theater, and visual art.
Strand- D. Visual Art
By the end of grade 2-5
Content Statement- The basic elements of art and principles of design govern art creation and composition.
Cumulative Progress Indicator (CPI) - Identify the basic elements of art and principles of design in diverse types of artwork.
Content Statement- Recognizing the elements of art and principles of design in artworks of known and emerging artists, as well as peers, is an initial step toward visual literacy.
Cumulative Progress Indicator (CPI) - Identify elements of art and principles of design in specific works of art and explain how they are used.
Content Statement- Understanding the function and purpose of the elements of art and the principles of design assists with forming an appreciation of how art and design enhance functionality and improve quality of living
Cumulative Progress Indicator (CPI) - Identify elements of art and principles of design that are evident in everyday life.
Content Statement- The elements of art and principles of design are universal.
Cumulative Progress Indicator (CPI) - Compare and contrast works of art in various mediums that use the same art elements and principles of design.
Standard: 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
Strand D. Visual Art
By the end of grade 2-5
Content Statement- Visual statements in art are derived from the basic elements of art regardless of the format and medium used to create the art. There are also a wide variety of art media, each having its own materials, processes, and technical application methods for exploring solutions to creative problems.
Cumulative Progress Indicator (CPI) - Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.
Content Statement- Each of the genres of visual art (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) is associated with appropriate vocabulary and a stylistic approach to art-making.
CPI # 1.3.5.D.3
Cumulative Progress Indicator (CPI) - Identify common and distinctive characteristics of genres of visual artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres.
Content Area: Technology
By the end of grade P- 2
Standard: 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.
Strand: B. Creativity and Innovation
Content Statement- The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.
Cumulative Progress Indicator (CPI) - Use a digital camera to take a picture.
Content Statement- The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.
Cumulative Progress Indicator (CPI) - Illustrate and communicate original ideas and stories using digital tools and media-rich resources.
Strand: C. Communication and Collaboration
Content Statement- Digital tools and environments support the learning process and foster collaboration in solving local or global issues and problems.
Cumulative Progress Indicator (CPI) - Operate frequently used, high-quality, interactive games or activities in either screen or toy-based formats.
Standard: 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.
Strand: E. Research and Information Literacy
Content Statement- Effective use of digital tools assists in gathering and managing information.
Cumulative Progress Indicator (CPI) - Use the Internet to explore and investigate questions with a teacher’s support.
•Performance Task: (GRASPS)
Goal: To create a 2-D piece of artwork inspired by Marc Chagall’s quote “Great art picks up where nature ends”
Role: Students role is to become artists and explore the use of the oil pastels and use as much vibrant colors in their work
Audience: The target audience will be other students in the class, myself (the teacher), and the community
Situation: Students need to make use of the entire piece of paper; while still maintaining a balanced composition
Performance: They will be given asked to draw a house, then turn their papers, and draw themselves holding something they like, turn the papers again and draw trees and/or flowers; include a sun or moon with a face
Standard: The finished piece should have intense color and create a dreamlike effect
-16” x 20” paper
-Computer or laptop with head phones and internet access
4.Technology to be used in this activity-
•The students will listen to a podcast about Marc Chagall’s life and art works. A podcast will be used because it will give the student’s another perspective about the artist besides knowledge from me or a book. The podcast uses a combination of both visual and verbal information about Chagall.
•The technology skills needed are being able to manipulate and use a computer/laptop; know how to access the internet. The 21st century skill that I will be addressing is “Learning and Innovation skills.” These skills include critical thinking, problem solving, communication and collaboration. Allowing students to reason effectively and make judgments and decisions after listening to the podcast. In addition, once the students have completed the assignment, I will create a podcast with all their work and make it available for viewing on the school website. Students will think critically about what concepts and/or questions they want to address about Marc Chagall and his work. They can be literal, figurative, or philosophical; whichever route they decide to take will help them to think beyond what they already know. They will be communicating with their classmates and collaborating with each other on their thoughts and ideas.
•Classes days required, start to finish: (may or may not have art class every day; some may only have art class once a week so this can be a factor as well) depending on how long the class period is; it would take approximately 7 days more or less
•Day 1: Introduction to Marc Chagall’s art and style by showing students the art he created throughout his lifetime. Through the use of a handout about his biography and if there is an available smart board or overhead projection I will show slides of his work. Engaging students in discussion about his work and use of intense color to create a dreamlike effect. http://www.chagallpaintings.org/biography.html
•Day 2: Teach the content vocabulary; by giving out a handout which would include:
Elements of art: color, form, shape, value
Principles of design: balance, contrast
2-dimensional- having only two dimensions; length and width
Culture- a particular form or stage of civilization as that of a certain nation or period
Historical period- characteristic of history or past events
Fantasy- imagination; forming of mental images
Surreal- having a dreamlike quality
Emotion- any of the feelings of joy, sorrow, fear, hate, love, etc
Show seven minutes of the podcast video
Discuss how March Chagall’s work emphasizes the use of color and emotion
Day 3: Introduce and discuss what the art project will be about. Demonstrate how to do the art project. I will use the paper the students will be working on and using black oil pastel, have students draw a house, then turn their papers, and draw themselves holding something they like, turn the papers again and draw trees and flowers and including the sun and moon with a face. Once the paper is filled, they may render their illustrations with oil pastels taking care to use lots of intense color just like Chagall. Around the perimeter I will ask students to write “Great art picks up where nature ends.” For homework, sketch 5-6 ideas for the project and bring a smock to class.
Day 4: Students will take turns listening to the rest of the podcast (7 minutes). While I go over the students sketches with them and help them decide which one they want to use for the project. Students that have met with me and who have finished listening to the podcast can begin their assignment.
Day 5: Continue working on the assignment for the rest of the class. If they need further help or instructions they can come to me for assistance. Students who do not finish in class will have to finish the assignment for homework.
Day 6: We will have a class critique about their finished pieces.
Day 7: Students will take turns photographing their art work in class using a digital camera so that as a class they can create a podcast for the school website and allow other students, teachers, faculty /staff, and the community to view their work as well.
I plan to assess student achievement of learning objectives by using a holistic rubric.
My criteria for success will be that students are able to demonstrate the use of color for emotion and their use of imagination – Surreal art is fantasy (beyond real). In addition, to the effective use of color using the design principles and elements of art.
I will know that this learning experience accomplished the learning goals I set out for my students if my students are able to explain and talk about Marc Chagall and the style he used in his works of art. Furthermore, they are able to identify the basic elements of art and design principles in other works of art as we continue on through the year.
It is under the Lesson Plan tab.
Tuesday, March 30, 2010
I think it it really sad to see these young girls commit suicide for a stupid act they committed, but as the article on "Digital Citizenship" talked about there are consequences for the actions we make using technology.
I still wonder though, why this would/could happen to good kids. In the article entitled, "'Sexting' bullying cited in teen girl's suicide" stating that "Good kids are the ones this is happening to;... good kids; they're the ones who are committing suicide when a picture like this gets out." I wonder does it have to do with something psychologically for the girls to think that they needed to send a picture of themselves to a guy in order to prove their love or something. I honestly don't know and can't think of a good enough reason to do such a thing. Another thing that surprised me was that the school did not notify Hope Witsell's parents about the contract the school counselors made her sign when they noticed cuts on Hope's legs. Hopefully these girls stories will teach other girls or even boys a lesson.
As a future teacher, I think schools should start at an early age teaching students the correct and appropriate uses of technology. I finally obtained my sub license and had the opportunity to sub for a kindergarten class in my town and I noticed there were five computers in the classroom. The teacher assistant told me the students used the computer to practice there vocabulary and math by playing a game using a specific software program. I thought to myself, "wow" I remember I did not have computers in my kindergarten classroom. I think the first time I was really introduced to computers in a classroom was in 5th grade.
The responsibility schools have in teaching students how to use technology responsibly is a major one because technology is slowly but surely being integrated in classrooms. The article about whether or not to allow students have cell phones in school was interesting and discussed both valid pros and cons to the topic. I don't really know where I stand in this argument since I do not have a lot of background knowledge regarding this issue but it is definitely a big responsibility on a schools behalf. The article on Digital Citizenship gave examples and scenarios of inappropriate uses of technology and strategies for teaching children how to go about using technology in a proper manner. This would be something valuable to discuss with students especially since they do not really know what they are doing at such a young age; and a prone to experimenting which can sometimes lead to an unhappy ending.
Sunday, March 21, 2010
Fair use as explained in the video by Eric Faden entitled "Fair(Y) Use Tale: a Short Film" includes:
-borrowing a small amount to teach, news reporting, parody, and critical commenting
-there are certain rules that demonstrate fair use which include:
-the nature of the borrowed work
-the amount of the borrowed work
-has to be something that does not change the original works value on the market place
Fair use as applied to education means that teachers or even faculty and staff need to be careful of how and what the give and present students.
"Teachers and students can use copyrighted material legally without the author's permission if it falls under fair use in education"(Langran 25). (From the article Copyright law and technology)
Factors that are included in fair use are included above.
An example that was given by Kate A. Thompson from the article entitled, "Copyright 101" is if a "teacher wishes to make a copy of an article from a magazine to use in next year's lesson planning" (Thompson 12). This is considered fair use because the article is for the teacher's personal use and reference.
Another example given by Kate Thompson in the article is: "A teacher copies one article from a journal for class distribution. Distribution of multiple copies for classroom use is a fair use, and the amount of work that the article represents as part of the whole journal allows for fair use" (Thompson 12).
Tuesday, March 9, 2010
From the NETS for Teachers:
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
The teacher explains to the students how to create and use e-mail using gaggle.net, which is safe and does not have anything harmful for children. It not only teaches students about e-mail but about letter writing, for example how to address another student or a teacher, which leads to helping them practice their writing skills. In addition, they learn of valuable websites to research authors and to be able to contact an author and ask questions. This opens up an opportunity to be able to communicate with other students around the world similar to having a pen pal.
This learning experience incorporates the use of a lap-top or computer and any other tools or device necessary such as headphones. Students can also use e-mail in other classes such as if they need to get in touch with a classmate. This lesson promotes student learning and creativity because once they learn the basics of e-mail they will have a wider range of things they can do. For example, once they learn about including an attachment to an e-mail they can send pictures or other documents back and forth to people which will prepare them to work in a group using collaborative tools outside of the classroom.
I think my level of technology integration is now in adaptation. You provide the available resources for us to learn how to use the technology, now its just a matter of physically doing it and trying it out for myself. My comfort level based on the skills I have learned thus far is somewhat more confident than what I started with in the beginning of the semester. I never thought I would be able to create a website all myself. I have learned of a better way to bookmark websites that I visit that I find useful through the delicious account we made. I also did not see myself including audio in a slide presentation because I have never done that before. But, now I can say that I have accomplished all these things by reading, research, and with the help of tutorials. I eventually, want to try and create a podcast just to test it out because I may decided to use it for my classroom one day. I still have some fears and anxieties towards technology because I get nervous the computer is going to freeze on me or for some odd reason just not work the way I want it to. But overall, I think this exposure to technology has helped me I would not have known about any of this material on my own.
Tuesday, March 2, 2010
So I would create a podcast of the art work we saw during our visit explaining what the students saw. Similar to the two podcasts that I included in my task 1 about podcasts. To reiterate, the first podcast was about art history where you could listen to someone talk about a particular piece of art work; but no images were involved. The second one was a teacher who made a video podcast of the students art work; just music in the background no verbal language involved. I will be combining both podcast into one. I would incorporate both visuals and audio so that the students can remember what the art work looked like while I describe the details and importance of the work. I think this would be a great review for students to help them think of any questions they may have had about a particular piece of art; once they know the meaning of the artwork.
My students will use podcasts to select one piece of art work they saw and describe their initial impression about the piece before I told them the facts and details of the art work. In addition, I will have them talk about how they felt after hearing my explanations and why they felt that way.
Then I will pair up students to listen and view their partner’s podcast and share explanations with each other. Once every student has exchange input with another student; in class, we would have a discussion as a whole if anyone shared any similarities and or differences about any particular piece of art. Or if they have any general questions or thoughts about the field trip.
The 21st century skill that I will be addressing is “Learning and Innovation skills.” These skills include critical thinking, problem solving, communication and collaboration. Allowing students to reason effectively and make judgments and decisions. Communicate clearly not only using the podcast in being clear when speaking but also being able to talk on one with another person. Plus they also get to listen and receive feedback.
These skills will be concentrated on specifically with the use of the podcast because they will be using critical thinking, communication, and collaboration skills. Students will think critically about what concepts and/or questions they want to address within a particular piece of art. They can be literal, figurative, or philosophical; whichever route they decide to take will help them to think beyond what they already know. They will be communicating with their classmates and collaborating with each other on their thoughts and ideas. The podcast acts as a liaison between me their teacher and the students because I will not have to use valuable class time to have a conduct this discussion; this may have taken approximately a week to discuss and talk about if a podcast were not invented. I would only have to use one day allowing the students to hear about their classmates discussions between the partners. Students will have access to view the podcast at their convenience; of course I would set a due date for when they would have to have completed the assignment so that their partner can listen and hear another student’s podcast.
Monday, March 1, 2010
PodCasting involves audio which works with software that automatically identifies new files and can be accessed through subscription. Once you have subscribed to what you want, you do not have to worry about manually having to check for any updates, which is convenient because a majority of people do not have the time to always check. Technology has given us multiple ways of viewing/hearing a podcast. A podcast can be downloaded to your phone, laptop, desktop, or a handheld device that has access to the web. It is not necessary to have an iPod to reap the benefits of podcasting because podcast can be heard right from the internet. “A podcast has a news feed (known as RSS) that allows it to be cataloged in various podcasting directories like iTunes and Podcast Pickle” (http://learninginhand.com/podcasting/).
There are three types of podcasts. The most frequent type of podcast is audio which is generally in an MP3 file. There are also podcasts that include images with the audio. “[The second type is] enhanced podcasts [which] are an AAC file and are not supported by all devices” (http://learninginhand.com/podcasting/). The third type is a video podcast which include movies with sound. “Video podcasts can be in a variety of formats, but MPEG-4 is the most popular” (http://learninginhand.com/podcasting/). Podcasting can be beneficial to teachers when they find interesting and relevant podcast episodes to show their students. If a teacher is lucky enough, his/her school district may have the proper equipment for each student to use in a classroom.
Making a podcast has advantages for both students and teachers. When podcasts are made they can be viewed by a number of different people all across the globe. When a student or a teacher creates a podcast and makes it available for people to view.
To create a podcast consists of four parts which include: preproduction, recording, postproduction, and publishing.
In the preproduction stage, the person making the podcast, whether it is the student, teacher, or an individual with a creative idea needs to brainstorm what they want to make before they begin talking into a microphone. This stage is also known as the planning stage and is the most time consuming stage because it requires thinking. You have to keep in mind who your audience will be, that way you can be on track. In addition, another thing to think about is how you want to format your podcast. This means who you want speaking in it such as a host or other people that you may want to get involved, needs to be planned in advance. Once you have that set up, you want the speakers to practice speaking out loud. Practice helps the speaker(s) to sound natural and allows them to adjust their volume and speed.
The second part is recording. This part is somewhat easy if the individuals have had some practice. You can record using the built in microphone on your laptop.
However, it is preferred to use a USB head set microphone because they do not have to worry about how far they are from their computer when they read from their notes. It is also suggested to record audio in short sections because there is a less likely chance of them messing up. In addition, the audience will not notice that the audio is broken up into parts if they are played right after one another.
“If you use Macintosh, I suggest using the included GarageBand software for recording and postproduction. If you use Windows, I suggest using the free software Audacity for recording and postproduction. For making music, I suggest using Sony's free ACID XPress. Visit ACIDplanet.com each week for free musical loops for ACID Xpress. It might sound counterintuitive, but I suggest recording the introduction last for a couple of reasons. First, recording last allows you to introduce exactly what will be in the podcast because it has already been recorded. Second, students have had practice in front of the microphone and are more comfortable. They'll record a much better introduction, and after all, the introduction should hook the listeners! (http://learninginhand.com/podcasting/create.html)”
The third step is post production which is also known as the editing stage. Your first goal is to make sure that your audio is in the order you want it to appear. If not, this is the time to fix it. You can also delete any pauses, interruptions, or any “ums” and “you knows” that you do want included. You also have the option of including music and sound effects during this stage.
“If you're using a Mac and GarageBand, it's easy for student[s] to mix loops of music. Audacity users cannot compose music within the software” (http://learninginhand.com/podcasting/create.html). “[Although audacity] has several advantages: it is multi-platform (Windows 98 and later, Mac OS 9 and X, and Linux), and it’s free. This open-source program has become the standard tool for podcasters who want to record their shows, edit their recordings, and combine other recordings (such as intros, jingles or music, sometimes made with other programs) to create finished shows. After each recording, save your file in WAV (uncompressed) format - it’ll take up a bit of space on your hard drive, but it’s the best format to guarantee you don’t compromise on sound quality until you’re ready.” (http://www.ilounge.com/index.php/articles/comments/beginners-guide-to-podcast-creation/)
“If you use music, be sure it is "podsafe." Podsafe music is the term for music that can be legally used in a podcast and freely distributed online for others to download. There's actually so much podsafe music online, that you can spend hours sifting through it. Here are some sites for podsafe music:
• The Free Sound Project
• Royalty Free Music
• Flash Kit - Sound FX
• Podcast Bumper Music
• fOUR bEES Free Media
• Podsafe Audio
• ACIDplanet offers a free 8-pack of loops each Friday.”
If you do decided to include music, please give credit to the artist, if possible. “To easily fix volume levels that are too high and too low, use the free Levelator” (http://learninginhand.com/podcasting/create.html).
“Once the podcast sounds just the way you want it, it's time to send it to iTunes. You can do this from the File menu in GarageBand, or you can export to an AIFF or MP3 in Audacity and then open the exported file in iTunes. Now you select the file you imported in iTunes and select Get Info from the File menu. Complete the fields. It's best to make sure this information is consistent in each podcast produced” (http://learninginhand.com/podcasting/create.html).
“After you’ve completed editing of your recordings and interviews, you can export your finished podcast in several formats, including MP3, AIFF and WAV. If you want to export your podcast as an MP3 file, you’ll need to download the LAME MP3 encoder as a helper for Audacity. But if you use AIFF or WAV, iTunes can handle the MP3 compression for you; this latter option is probably best, because you’ll have more flexibility in how you compress the file.” (http://www.ilounge.com/index.php/articles/comments/beginners-guide-to-podcast-creation/).
“Once you have the fields completed the way you want them, then click OK. Next, choose "Convert Selection to MP3" from the Advanced menu. Finally, select the file in the iTunes list and drag and drop it onto the computer's desktop. Now your MP3 file is there, ready for publishing!” (http://learninginhand.com/podcasting/create.html)
Lastly, the final step in creating a podcast is publishing. This step may sound and look difficult but there are available tutorials on how to go about publishing. This is one of many that I found on youtube:
I thought it may be somewhat helpful; it is similar to what Professor Bigsby creates when we are having difficulty on how to go about doing a tech lab assignment.
“The basic idea is that you need to have a place where your podcast is stored for people to download it, and then create a web link that other people can use to find the file.) Once you have the feed URL, load iTunes, go to the iTunes Music Store, click the Podcasts link in the left-hand column, and look for the Publish a Podcast link on the left of the Podcasts page. Click that link, enter the URL for your podcast, then click Continue” (http://www.ilounge.com/index.php/articles/comments/beginners-guide-to-podcast-creation/).
“You need access to a web server. You'll copy the MP3 file to the server. Also, a podcast needs a web page and an RSS feed. For the web page, use your favorite HTML editor (like Dreamweaver or FrontPage) or put the podcast information into a blog posting.
You might need software that creates the RSS feed if your web server doesn't create on for you. Feeder ($29.95) for Macintosh and FeedForAll ($39.95) for Mac and Windows are great pieces of software for making the RSS feed. It's somewhat complicated, so be sure to use the help menus or read the user manual. Once you input the information for your podcast into one of these software applications, it will have you upload the RSS feed to a web server. A free alternative for the RSS feed is to use the Blogger and Feedburner method for publishing the web page and RSS feed for a podcast
Submit the web address of your RSS feed to podcast directories, including iTunes, to tell the world about the podcast!
Learn how to link to your podcast in iTunes so web visitors can easily subscribe” (http://learninginhand.com/podcasting/create.html).
These websites were helpful to me when I was describing how to create a podcast:
Another website that I came across that I thought was helpful is:
I couldn’t decide which podcast to choose so I chose two that I thought would be useful and helpful in an art classroom.
Click listen to podcast
The first one would be geared towards middle and high schools students it was a podcast about art history.
The strengths of this podcast include giving valuable information about the specific work of art. In addition, I think this podcast would be beneficial to students for when they are studying for a test or quiz because they can listen to the podcast as part of their review.
The weaknesses of this podcast is that it does not show you the artwork they are describe, it is simply audio. I think it would be more beneficial if students would be able to see the art work while listening to the information about it.
The other podcast is: http://mabryonline.org/podcasts/archives/student_podcasts/art/index.html
This podcast is more visual than the first.
The strength of this is that it allows students to share their artwork with others in their community and the World Wide Web. I this was a great idea because it makes the students art work last longer and give them a wider audience.
The weakness of this podcast is that it does not allow the viewer to hear what the artist has to say about their own work. I think it is important to know what a student has to say about their work because the viewer may not know what the meaning the artist is trying to portray.
Tuesday, February 23, 2010
I do not know if there will be room for this is schools. But if I notice a student that I feel has potential for something, I will not let their talents go to waste. I will try my best to encourage and provide the student with what he or she needs.
I know that as a kid growing up, my parents appreciated my art works that I would make at school and bring home. I did my best academically, but I was not strong in any academic areas. Art is where I excelled and where I was able to be myself. I am very thankful and glad that my parents have supported me all these years in my interest in art.
At the current state of our economy, I think it would be something for college students to think about, to allow themselves to think creatively outside of the box and explore their interests. Since there is not a lot of job opportunities after students graduate from college and many are struggling to find jobs competing with the many people who have been laid off it would definitely be something to consider. Some individuals may think it be best if they postponed college to explore their other options. I understand that college is the key to a good job or career but there have been some successful people that did not even finish or attend college and became successful such as Walt Disney and Micheal Dell.
As a future art teacher, I have a lot to think about because I feel that I have a good amount of information to learn about before I actually start teaching students. I can be hired to teach students anywhere from kindergarten through twelfth grade respectively speaking. My goal is to find a school where they are hiring for an art teacher in the elementary or middle school level. However, due to the lack of many job opportunities as an art teacher, I think I will seize the chance at any opportunity that is offered to me, not only would I have a job but it would be great practice for me to work with students no matter what grade level. This would mean that my unit plans and lesson plans will be different for each grade level as well as the curriculum content standards that I have to incorporate into a lesson. I hope that the school district that I will be teaching in will provide me with some guidance on how to about teaching specific grade levels. I also hope to gain professional development in achieving adequate instructions in reaching the goals set by a curriculum. Furthermore, trying to integrate technology and the 21st century skills into a classroom will take another toll in restructuring my lesson plans.
Since there has been continuing problems regarding companies and businesses hiring new employees just out of college or high school due to their lack of skills and experience. In addition, the global workforce has presented students today with a competitive environment in which many new hires are not ready or competent enough. Furthermore, another issue that was discussed was students should become familiar or knowledgeable in a foreign language because it will be extremely beneficial in working and communicating with others outside of the U.S. I would think that the best way to try and solve this dilemma as many supporters have argued is to integrate 21st skills into the classroom along with the content area classes. As Bailey stated in the Tech & Learning article, “… NCLB does not mandate that measures of average yearly performance be based solely on tests of lower-order thinking skills and that many of the 21st century skills outlined in the partnership’s report are already part of the state standards.” I think that this is great if some standards are already included as part of the 21st century skills. This would mean part of the job is done and that teachers have to acknowledge the skills and make sure students are understanding how to use the skills. I know and I understand that this will take a lot of work on behalf of the teachers but if it’s a solution that can help solve our economic and political problems, I believe implementing the 21st century skills is the key to success.
The article also mentioned schools like Clarke County School District in Georgia where technology skills have been implemented into the classroom despite the lack of funds; have greatly benefited the students.
As the articles emphasized, teaching technology, critical thinking, problem solving, communication skills and the rest of the 21st century skills will help to prepare students for the future; not only as they move on to college but ultimately when they begin working towards their careers. The research has been conducted to show evidence of how students learn and don’t learn, so why do school districts and officials not execute what works for students? I am as shocked as Eeva Reeder an educational consultant on why this topic is still being debated upon. In the article entitled, The value of teaching 21st-century skills by Maura Banta, she states that, “This is not about teaching either academics or skills; this is about blending the two and teaching one using the other.” I think this is very important because I feel that academics come hand in hand with skills. They need each other to function and work effectively; similar to car keys in order to drive a car.