VoiceThread

Here is the link to my very first voicethread:

http://voicethread.com/share/1032398/


I am so excited to learn about this technology! I know my students would love to use this to share and comment about their artwork. I also think this would be great to post my "artist challenge of the week" on.

Connectivism and Social Learning in Practice

Social learning theories indicate that in order to help teach children to solve realistic problems, they must be placed in an anologous situation. Students can be told all day how to solve problems in realistic (read: collaborative) situations, but without actually experiencing it, lecturing will not achieve much. I found the idea of using simulation games to be an intriguing approach to implement social learning theories.

Games derive their fun from some aspect of realism. Good games are designed to appeal to and challenge our senses – not only physiologically but psychosocially as well.Social learning theories focus, in part, on facilitating students' understanding of how their choices and actions affect others and their environment. Web-enabled multiplayer simulation games are geared towards this component of social learning theories. Students are placed in realistic scenarios (an important component of social learning theory) and are challenged to make appropriate choices based on available information.

In the art classroom, while I do not have the ability to engage students in online multiplayer games, I do have other strategies at my disposal. Using Moodle (which our distric supports) I could create a class webspace where students work could be posted and commented on. This simple approach will offer a basic way for kids to experience some sense of what it is like to have work published for public exhibition. It would be my goal that, through this approach, students begin to gain an understanding of how their decisions and creations in the art classroom can have wider significance, even a global audience given this web-enabled technology. Realizing this would hopefully initiate self-reflection in my students and get them to think about how their talent and creativity can be received by others. The ultimate goal, of course, is to get students to take pride and ownership of their talents and ideas by assigning them a realistic, out-of-classroom significance.

Constructivism in Practice

The constructionist/constructivist learning theory focuses on cognitive "project based learning", where students are actively involved with the learning process.Through the active involvement and hands-on learning, students create "artifacts of knowledge" that result increased comprehension as Dr.Orey described in 2009. Majority of working world utilizes this learning style with everyday.

For this weeks assignment I decided to explore some of the constructionist learning resources that dealt with the visual arts. As an art teacher my classroom revolves around project based learning, I give my students a theme or a media to work with and they get to have a hands-on learning experience that often involves critical thinking and self-discovery types of learning. At the Edutopia website, I came across a real life example of how project based learning is integrated at a high school in San Fransico. The students worked as "interns" in an architectual firm in San Fransico in partnership with their high school. The students were treated as interns and the projects they created utilized the technology tools that the actual architects work with. Each student was responsible for creating a presentation and model of their designs and were held to the same criteria as if they were hired employees. What made the course really effective was, "that participants [were] exposed to the unvarnished realities of life in the highly competitive and often-contentious world of design and architecture" (Rapaport, 2007). The constructionism involved with this lesson definitely provides the students with a personal and meaningful artifact that taught them real life skills and showed how they will apply them in real life situations.

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Rapaport, Richard. "Immersing Students in Civic Education | Edutopia." Improving Public Schools & Public Education | Edutopia. N.p., n.d. Web. 24 Mar. 2010. .

Virtual Field Trip and Concept Map (Application 3)

Here is my virtual field trip and concept map for a unit on Leonardo Da Vinci.

Cognitive Learning Theory and Technology

The purpose of cognitive learning is to “allow students to interact with information in order to acquire, synthesize, create and share new knowledge” (Orey 2007). Strategies like “cues, questions, and advance organizers” give students the ability to analyze information, connect with prior knowledge , and spark interest. I like to start lessons with either a specific question like: “What is a mosaic?” “What is a seascape?” or “Do you know who Roy G Biv is?”. I also ask abstract questions, “If you had a fantasy tree house, what would it look like?” A combination of these types of “questions and cues” allow my students to think critically and cognitively about the theme.

Concept mapping technology allows students to have a more personal “student centered” learning experience. Having students create a KWL chart and use educational technology to expand their knowledge, “empowers learners to become active and responsible filters of information in which they engage in directing their mental processes; therefore, the role of the teacher resumes the “guide on the side” (Orey 2001).

Virtual field trips is also a technology that fosters cognitive learning. Virtual field trips and interactive websites allow students to, “learn ‘with’ as opposed to ‘from” (Orey 2001). It is one thing to see a stagnant picture of the King Tut’s tomb but to get a chance to virtually explore a pyramid, like Dr. Howard Carter, would result in a more enjoyable, personal, and meaningful educational experience . Although I haven’t had much experience working with virtual field trips, I am excited to see how they can be integrated with the lessons I already teach and inspire new projects.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

March is National Student Art Month

In honor of National Student Art Month today is the start of our community student art show "Got Art?" at the historic Opera House. Twenty-two of my talented young artists are featured for the community to see. Not only is it exciting for my students but for me as well. I love seeing the artwork from other schools and I always come away with some great new project ideas. Here are some highlights!

Behavior Learning Theory

The main focus of behaviorist learning theory is to teach students the routines of learning and the unwritten rules and responsibilities of being a productive member of society. Although my art class is a place that explores a student’s creativity, I also emphasis how important craftsmanship and effort are to their artwork. As described in 2007 by Pitler, Hubbell, Kuhn, Malenoski, “not all students realize the importance of effort” (p.156). At the beginning of majority of my art lessons I show student samples, in a Powerpoint presentation, to help inspire and assist my students to create successful artwork. The students evaluate their peers’ artwork and determine the successful and unsuccessful aspects of the projects. By having the students see the direct correlation between effort and success I am teaching them that it is artistic effort not talent that is important in my class.

Behaviorist learning theory also emphasizes the understanding of basic skills, in order for students to confident with skills, homework and practice are necessary. In my classroom I often have student practice many artistic skills, how to use tools correctly and take care of art materials. Although I don’t assign homework, I do encourage my students to keep a sketchbook at home so they may practice their drawing skills outside the classroom. I often have students who bring in their sketchbooks and show me their artwork I also have weekly artist challenges that allow students to hone their skills. Recently I have come across some great cartooning website that have videos and step-by-step instructions for students to practice with.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.