I consider myself a pretty technologically savvy person, but this course definitely introduced me to some new tools that I have never gotten a chance to work with. Creating a wiki and a podcast were both a great learning experience and I am excited to continue to hone my skills. Since my current teaching situation is in an elementary Art classroom, the way technology is integrated is quite different to that in at the secondary level. Learning about how technology is incorporated into the elementary Art classroom (through professional development, education blogs, workshops) and what tools and programs are being utilized is a priority for me.
The two goals I have for creating a classroom where technology and 21st century skills are the central focus are the following:
1.To integrate lessons within my curriculum that incorporated 21st century skills as described by the 21st century skills/Route 21 website. By utilizing the resources of this website and using lesson ideas within my curriculum will ensure that my class is preparing my students for the 21st century work force.
2. To continue the development of this blog and create a space for my students to share ideas, projects, and be creative. By continuing my own technological education and learning about new webtools will keep my blog a valuable addition to my classroom.
Thursday, December 24, 2009
Saturday, December 5, 2009
Wednesday, November 25, 2009
Review of The Partnership for 21st Century Skills Website
My first viewing of The Partnership for the 21st Century Skills website, especially the Route 21 section, for me was like the scene in the Wizard of Oz when Dorothy first step foot in the Technicolor world of Oz- information overload. There were so many resources, videos, and samples for educators to look at, I felt overwhelmed-but in a good way. I am glad to see dedication that is being put into helping our educational system, teachers, and students be successful in learning 21st century skills. I liked how the website explained the interconnection between the core subjects and 21st century skills and support systems. Being an Art educator, and visual learner, loved the visual of the Framework rainbow in the Route 21 section.
I was also very sad to see that Michigan, my state, is not a "21st Century" State. The M.I.L.E. guide and the Route 21 initiative is just the type of program Michigan needs to adopt to insure our students have the skills to successful and perhaps make Michigan viable to our country's economy once again.
Monday, November 16, 2009
Wednesday, November 11, 2009
When this blog grows up, it wants to be....
"The true sign of intelligence is not knowledge but imagination." ~Albert Einstein
Like a blank sheet of paper this blog has great potential for my classroom and my curriculum. Since I currently teach elementary art (k-5), it seems appropriate that my blog be divided into these three categories:
1) a gallery to show off student art work to share with the students, parents, and the community.
2) an index of lessons I teach ( include powerpoint presentations, links to artists and the artworks, etc I use in my class) and the benchmarks and standards that are covered.
3) an "inspiration zone" for students to go to get ideas and help if they are feeling "artist block" (maybe perhaps include links to other "kid friendly art websites")
The student art gallery is great for students to see visuals of the projects they are working on. Showing students art work also reinforces self-reflection, "What makes an artwork successful or unsuccessful?" and "How can I make my own artwork more successful?"
A lesson index is a great way for parents to see what their students are (or will be) working on and how Art teaches skills that are important to their child's education.
And the "inspiration zone" is just plan fun. As a child who loved art and being creative, I would have loved to have a source to seek inspiration from.
Thursday, November 5, 2009
Guitar Design
The 5th grade classes just finished up a unit about guitar design. (Which they loved!) They studied the difference between electric and acoustic guitars and we listened to a variety of music styles that incorporated the guitar. We even had one of our members from tech department perform with his Fender!
The students had to create a guitar design for someone who does one job by day but really would like to be a rock star! I created a list of occupations (artist, football player, chef, archaeologist, etc) and the student chose one job to focus their designs on.
Saturday, October 17, 2009
Week 6 Application: Reflection of CREDE standards and Dr. Garcia's "5 Rs and 1 T" Part 2
Recently I finished a guitar design project with my fifth grade classes. The students each created a design for guitar using a specific profession (athlete, scientist, artist, marine biologist, fire fighter, etc.) as inspiration for the design We had a beginning group discussion about types of guitars, parts of guitars, and elements of design. After reviewing the CREDE standards and Dr. Garcia's characteristics of culturally responsive teaching. I evaluated my guitar design lesson and reflected on how effective the standards and strategies were implemented for the project.
This was the first time I taught this project and the results of the student art work turned out to be very successful. The subject of the project, guitars, was a subject that received an instant positive reaction from the fifth graders and, as described in CREDE standard 2, allowed the students to connect school with their personal lives. The students spent majority of time in groups working on their design and discussing types of music they listened to. The students listened to a variety of music samplings from around the world that featured different types of guitars. Giving the students to opportunity to experience the cultural diversity of music. Having a specific profession to design for guitar created a challenge for the students to stretch their creativity thinking skills. The students not only had to think about how to draw their guitars but how their design was reflective of the profession they chose. Engaging a student in a challenging lesson is also a CREDE standard and is part of Dr. Garcia's educational theory.
Overall the lesson was quite successful, the students were very engaged in the project and there was plenty of opportunities for dialogue about culture through the discussion of music. As for modifications to better address the needs of ELLs with this lesson, I think next time I will have the students create an artist statement to go along with their art work that explains how they created their guitar designs and why they chose the profession for the design. Also I would have the students present their project to encourage students to work on their language skills.
I hope to post some of the pictures of the guitar designs very soon!
This was the first time I taught this project and the results of the student art work turned out to be very successful. The subject of the project, guitars, was a subject that received an instant positive reaction from the fifth graders and, as described in CREDE standard 2, allowed the students to connect school with their personal lives. The students spent majority of time in groups working on their design and discussing types of music they listened to. The students listened to a variety of music samplings from around the world that featured different types of guitars. Giving the students to opportunity to experience the cultural diversity of music. Having a specific profession to design for guitar created a challenge for the students to stretch their creativity thinking skills. The students not only had to think about how to draw their guitars but how their design was reflective of the profession they chose. Engaging a student in a challenging lesson is also a CREDE standard and is part of Dr. Garcia's educational theory.
Overall the lesson was quite successful, the students were very engaged in the project and there was plenty of opportunities for dialogue about culture through the discussion of music. As for modifications to better address the needs of ELLs with this lesson, I think next time I will have the students create an artist statement to go along with their art work that explains how they created their guitar designs and why they chose the profession for the design. Also I would have the students present their project to encourage students to work on their language skills.
I hope to post some of the pictures of the guitar designs very soon!
Week 6 Application: Reflection of CREDE standards and Dr. Garcia's "5 Rs and 1 T" Part 1
"Teacher: one the that teaches; especially: one who's occupation is to instruct" (Merriam-Webster Dictionary, 2009)
After being a teacher for five years I would like to expand on that definition, Teacher: a listener, a confidant, a hero, an ally, a motivator, and I am sure that many students, parents, and colleagues could add to that definition as well. After listening to Dr. Thorp and Dr. Garcia describe the responsibilities of a teacher to be culturally responsive with their teachings, I'd like to add that the definition of a teacher is also to be an ambassador for knowledge, education, culture, and life.
In both Dr. Thorp and Dr. Garcia's discussion of cultural learning strategies and CREDE standards, there is a focus on creating a learning environment where all students are respected, responsible, challenged, and encouraged. For some students, school is the first opportunity to feel accepted, valued, and understood- especially for ELLs. A culturally responsive classroom is an effective way to provide all students with the greatest chance to be successful in their educational career.
With Thorp and Garcia's strategies on my mind I turn to reflect on how culturally responsive my own classroom is.
After being a teacher for five years I would like to expand on that definition, Teacher: a listener, a confidant, a hero, an ally, a motivator, and I am sure that many students, parents, and colleagues could add to that definition as well. After listening to Dr. Thorp and Dr. Garcia describe the responsibilities of a teacher to be culturally responsive with their teachings, I'd like to add that the definition of a teacher is also to be an ambassador for knowledge, education, culture, and life.
In both Dr. Thorp and Dr. Garcia's discussion of cultural learning strategies and CREDE standards, there is a focus on creating a learning environment where all students are respected, responsible, challenged, and encouraged. For some students, school is the first opportunity to feel accepted, valued, and understood- especially for ELLs. A culturally responsive classroom is an effective way to provide all students with the greatest chance to be successful in their educational career.
With Thorp and Garcia's strategies on my mind I turn to reflect on how culturally responsive my own classroom is.
Hello World!
Inspired by fellow art educators in the blog world out there like Katie Bella at Oodles of Art (http://oodlesofart.blogspot.com/)
and Patty Palmer at Deep Space Sparkle (http://www.deepspacesparkle.blogspot.com/) .
I have decided to share the wonderful art projects and lessons I use in my art classroom with the rest of the world.
As a somewhat new art teacher (Just starting year 5!) I have found blogs like the ones mentioned above as a tremendous asset to my curriculum and hope my blog will be a tool to inspire and assist other art teachers.
This is my way of "paying it forward".
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