Saturday, July 31, 2010

ATC Animoto


Also, see link to title for "Art Through Time: A Global View examines themes connecting works of art created around the world in different eras. The thirteen-part series explores diverse cultural perspectives on shared human experiences."

Friday, July 30, 2010

P21 Arts Map for K-12 Learning

From eSchool News: "Working with national arts organizations, the Partnership for 21st Century Skills (P21) has developed a first-of-its-kind Arts skills map that clearly defines how arts education promotes key 21st-century skills.

The map, the fifth in a series of core content maps from P21 (others include Geography, Science, Social Studies, and English), gives examples how critical thinking and problem solving, communication, collaboration, and creativity and innovation (P21’s “four Cs”) can be fused within arts curricula (including dance, music, theater, and visual and media arts).

The map comes at a critical time for arts education in schools, which often are the first programs to be cut when budgets are tight. Having an outline of how arts education can reinforce skills that are viewed as critical for success in the new global economy could help keep arts programs in schools.

'We think that this map will work as a motivator for administrators, as well as funders, when considering art programs in today’s schools,' said Michael Blakeslee, senior deputy executive director of MENC, in an interview with eSchool News."
get PDF here: www.p21.org/documents/P21_arts_map_final.pdf

Tuesday, July 27, 2010

TweetGrid

Well, as part of my summer technology class, I followed a "Teacher Tuesday" #edchat on Twitter. It was a great topic, textbooks vs. online sources. I had a hard time jumping in just off of Twitter, and noticed some people were using "TweetGrid". It is a cloud program, no downloads, and I found that I could follow 3 columns of discussions pretty easily. I learned a lot from all three discussions that I followed, one art ed, one ed chat, one tech chat. Very cool and intense professional development.

Wednesday, July 21, 2010

Elizabeth Gilbert on Nurturing Creativity | Video on TED.com

Elizabeth Gilbert on nurturing creativity | Video on TED.com
So true & so good regarding nurturing creativity, makes me wish I had enjoyed her book more ;)

Thursday, July 15, 2010

Rotoball 2010 Revisit


Since so much of our BTB class is about 21st century skills and problem-based learning, I've reposted our LES art club's animation (linked to title). One of the 225 stills is to the left.

Wednesday, July 14, 2010

#BTB21: Ted Talk


As part of my tech class, I researched some "TedTalks" and found a beauty (linked to title), Benoit Mandelbrot himself ( I had assumed he was dead!) describing, in his lovely French accent, "order in the world of roughness". As I teach fractals in art, specifically designing the easiest ones--Scierpinski Triangle, I had to watch. Mandelbrot did not disappoint. He explained that, if you fill in a Brownian Motion, you get an island. The three math whizzes who took twenty years to derive the proof ended up with a Fields Medal in Mathematics. You can find fractal aspects in such widely varied things as cauliflower, ancient Japanese art, the Eiffel Tower, music, and the stock market. The Mandelbrot Set (see pictoral representation of formula) predicts all these things with the elegant equation of z->z(squared)+c...This just proves my theory that art is in everything!

Monday, July 12, 2010

#BTB21


The title is our "Beyond the Buzz: 21st Century Skills" class Twitter "hashtag", which I've linked to a page I added on teaching creativity (from a Newsweek article). I'm almost done with my "Tip-In" pages, which I will add a scan of later. So far, I've enjoyed my technology class, but getting interactivity when people are on summer break has not been easy. Skyped with Nancy this morning & later, tweeted, but now I'm ready to get back on the art...Here is my completed "Tip-In" (the printing ink finally dried enough for a scan) for the Getty Listserv, the theme was "A New Way of Seeing".

Tuesday, July 6, 2010

Completed ATC's



I completed my first art project of the summer, the Art Ed 2.0 ATC's. Basically, I like them, although I needed to wrap some jeweler's wire around them at the end to get the funky feel I wanted. Also, if there's a next time, I plan on cutting windows into the center, add a tag, possibly joint them somehow for a kinetic feel. The limitations included the size and they needed to be flat enough to fit into a plastic trading card sleeve, though. This is going to be cool enough to show my students when we do ATC's in the fall.

Monday, July 5, 2010

Chapters 2/3 in "Powerful Learning"

The blog title links to ORC resources for metacognitive teaching: "ORC enhances teaching and learning by promoting standards-based best practices in mathematics, science, and reading for Ohio schools and universities. ORC serves as a trusted source of easily accessible, peer-reviewed, high-quality, and effective resources" Basically, both chapters about teaching for understanding, whether it is in reading (chapter two) or math (chapter three) focus on the importance of teaching not just procedural knowledge, but conceptual knowledge. Additionally, best practices research shows data supporting inquiry instruction as more cognitively powerful. Okay, sold on all counts, but where does art (my content expertise) come in? A:
Embed math/reading curriculum "throughout the curriculum and throughout the school day." The description of the "five interwoven strands of mathematical proficiency" for instance, just as easily describe my art curriculum: "conceptual understanding...procedural fluency...strategic competence...adaptive reasoning...productive disposition. (p.142)" Using reading strategies in the art room can engage students and support literate behavior, which projects like CORI and GIsML exemplify...All the more reason why the sketchbook revision to my curriculum is necessary (more on that in the fall).

Thursday, July 1, 2010

Chapter Reflection: Powerful Learning

I'm a very fast reader, but I took my time with the introduction and first chapter because I agreed with so much of the content, and saw many parallels to what I try to do in my art room. Insights from the intro: Today's worker will hold more than ten jobs before the age of forty and that new technical information is doubling every two years, and predicted to double every 72 hours by 2010. So, how can we continue to educate the same old way? We should use inquiry-based methods and a meta-cognitive approach.Insights from chapter 1 ("How Can We Teach for Meaningful Learning?"):firstly, multiple research projects prove the efficacy of meaning-oriented teaching for all students, not just for high-achievers; challenges include time, but also teachers need to carefully design scaffolds, make the tasks meaningful, and engage the students in "cognitive apprenticeship". So much of what I read was how I try to teach, or want to teach, my biggest limitation is time sequence (elementary art once a week for 45 minutes). I do find the issue of balancing "creating time" against "reflecting and discussion time" a problem, tending to give as much time as possible to creative process. Most of the projects discussed were group projects, which I love, but students want their own art to take home, too, another issue. 2 truths from pages 68, 69: "focus on process and tasks that allow students to see prowess not as a fixed trait but as a dynamic state that is primarily a function of the level of effort..." & "(PBL)practices are grounded in a conception of learning as developmental and a belief that all students will learn from experience and feedback, rather than being constrained by ability."

The Sketchbook Project

The Sketchbook Project: 2011

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The journey of process intrigues me and I am always changing it up.

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