Jing makes it easy to record, upload and share your video with others "as is" which means no post production editing is involved.
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
Video #2
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.
Sunday, April 25, 2010
Tuesday, April 20, 2010
Google Docs
Reflect on what the strengths and weaknesses of using Google Docs are.
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)."
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)."
Testing Google docs
Hi!
I am just testing google docs. From the video tutorials that I read this tool will be extremely helpful and beneficial to me as a teacher.
I am just testing google docs. From the video tutorials that I read this tool will be extremely helpful and beneficial to me as a teacher.
Tuesday, April 13, 2010
Integrated Lesson Plan
Grade Level: elementary school
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.
CPI# 1.1.2.D.1
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.
CPI# 1.1.2.D.2
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
CPI# 1.1.5.D.1
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.
CPI# 1.1.5.D.2
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.
CPI# 1.3.2.D.1
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.
CPI# 8.1.P.B.1
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.
CPI# 8.1.2.B.1
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.
CPI# 8.1.P.C.1
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.
CPI# 8.1.P.E.1
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
•Materials:
-16” x 20” paper
-Oil pastels
-Computer or laptop with head phones and internet access
-Digital camera
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.
PODCAST
•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.
5.Activity timeline/procedures-
•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.
6.Assessment Criteria-
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.
RUBRIC
It is under the Lesson Plan tab.
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.
CPI# 1.1.2.D.1
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.
CPI# 1.1.2.D.2
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
CPI# 1.1.5.D.1
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.
CPI# 1.1.5.D.2
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.
CPI# 1.3.2.D.1
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.
CPI# 8.1.P.B.1
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.
CPI# 8.1.2.B.1
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.
CPI# 8.1.P.C.1
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.
CPI# 8.1.P.E.1
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
•Materials:
-16” x 20” paper
-Oil pastels
-Computer or laptop with head phones and internet access
-Digital camera
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.
PODCAST
•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.
5.Activity timeline/procedures-
•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.
6.Assessment Criteria-
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.
RUBRIC
It is under the Lesson Plan tab.
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