Technology Integration Plan

In this lesson, students have the opportunity to think critically about the presence and purpose of text and form in fine, traditional arts, such as painting and drawing, as well as the commercial arts, for example t-shirt design.

The first row of my matrix illustrates the first phase of my lesson. My students would accomplish Standard 1.4.8.A.5 and NETS-S 1 through a combination of lecture, explanation, and participation. In order for my students to have the knowledge to think more critically about the elements and principles which directly affect the portrayal of text and form in art, I would begin by lecturing. The internet would support my own research for the lecture. I would use the Smartboard as an interactive way to explain and demonstrate the specific examples within each work; students would therefore have the opportunity to participate within the lecture. In my matrix I listed a document camera as being a technology which I would also utilize. This technology would be useful for showing examples of art which are print versions.

After providing my students with “access” to the concept of symbols and metaphors in artworks throughout history, I would aim, in row 2, for my students to accomplish Standard 1.1.8.D.1, Standard 1.2.8.A.3, and NETS-S 1 and 3. I would begin this stage of the lesson by conducting a short lecture as well, but only to exemplify for my students the intellectual and emotional meanings in some works of art. The class would then open to a critique/group discussion of artworks throughout history. Researched works would need a computer with internet access. A Smartboard would allow for hands-on demonstration and analysis of the works; it would be the key instrument in stimulating the critique/group discussion. The slide projector would be used perhaps at times in place of the Smartboard, when older, slide examples of art would be shown, as would the document camera. My students would then conduct their own research and present their findings to the class.

The evaluation portion of my matrix (row 3) focuses on Standard 1.3.8.D.3 and NETS-S 4 and 3. The strategies portion of my matrix in this row, which states the use of research and student collaboration, would be carried out through the research of various art genres and styles, and working in groups to identify the role of elements, principles, metaphors, and symbols in the researched art. Students would be able to utilize iPads for the research portion. In comparison to a stationary computer, an iPad would be easy for all members of a group to view and interact with. All students would be able to not only research works of art but also then be able to use the applications on the iPad to draw directly onto the work and analyze the work.

Row 4 of my matrix, titled “Produce”, focuses on Standard 1.3.8.D.6 and NETS-S 1 and 6 in which students would accomplish the ability to apply learned knowledge to create their own work exemplifying symbols or metaphors and elements or principles of art while using technology. While my students would choose what medium to use in order to create their work, I would demonstrate how to make a t-shirt print with silk screen. My students would watch and learn and would then have the opportunity to use this same process and medium or to use a separate medium, such as paint or pencil. The document camera could be used to give a close up view of the silk screen process. Students would have the opportunity to use the Inkling Digital Drawing Utensil and Computer to create a more graphic based project, and could then use Adobe Fireworks. The student collaboration portion of this part of the lesson would be completed through the creation of an online class art gallery; this would allow students to become familiar with art sharing websites.

The row in my matrix titled “Communicate” would be the end of my lesson. Through a class discussion students would have the opportunity to compare and contrast the overall changes in the meanings of works, as discussed in Standard 1.4.8.A.4. Students would then present in groups their research findings from the “analyze” section of the lesson. Each individual student would then have the opportunity to use a computer and scanner to show the class the work of art they created. The Smartboard would display the work and allow each student to interact with their own work and demonstrate the elements, principles, metaphors, and symbols present in their work.

2012 Education Technologies

Recently I read an intriguing article, "12 Education Trends to Watch in 2012," which forecasts the possible technology trends on the rise this year. While the article is not aimed at specific technologies, it discusses the overall types of technological learning in the classroom.

One trend discussed is "BYOD (Bring Your Own Device)" and it means exactly what it sounds like. Students are already inclined to bring their cell phones, iPads, laptops, and other technologies to school, so why not incorporate this into their education? Not only would this increase interest of students in academics, but it would also allow nearly all students to have the opportunity to use technology at one time. Students who have laptops, for example, would be given the option to use their own laptop in a class activity rather than using the school provided laptop, therefore making the school provided laptop available to a student who does not own their own. In order to best use technology in the classroom, I think it is important to think about the multiple benefits they can potentially have.

"Peer to Peer" technology inclusion is a topic discussed in the article which caught my eye. Using technology in co ordinance with this strategy is being called "social learning," and apparently will continue to become popular within classrooms in 2012. From my own personal education experience I can say that I have been a part of "peer to peer" technology inclusion strategies. Whether it be simply texting a classmate in order to decide on a meeting time and place for a group project, or utilizing video chatting to have a discussion with an expert in art who lives halfway around the world, this "peer to peer" strategy has positively affected me, and I will definitely strive to utilize such a strategy in my own classroom one day.

Overall this article discusses many technical issues that educators of 2012 will face while including technology in the classroom. From "bandwith issues" to trying to create the best and most useful "natural user interfaces," it seems that with every technological leap forward in the classroom we as teachers will need to plan ahead and do our best to tackle the technological malfunctions and issues which undoubtedly come with new technologies.

Teachers, Facebook, and Students

Recently The Los Angeles Times published an article stating that the New York City Education Department has released a set of guidelines for teachers that bans teachers from "friend requesting" their students on Facebook. The article, titled "Teachers, No More Friending Your Students in New York City," states that teachers are still allowed to use social media sites, however they are not allowed to contact students using sites other than purely academic sites created for classroom use.

After reading the article I can't decide what shocked me the most: the fact that this article implies that it is common for teachers to contact students outside of class for non-academic reasons or the fact that action is being taken now rather than earlier. The article even implies that teachers are unaware of the negative connotations that come with connecting with students through social media sites.

This article addresses a side of technology inclusion which perhaps needs to be spoken about more. As technology continues to influence society, the personal and professional norms continue to shift. While I understand that people need time to adjust to these constantly changing roles, I also think that it is especially important for teachers to be conscious of their actions both in and out of the classroom. Teachers play a pivotal role in the lives of students, and now more than ever I think teachers have the ability to make or break a student's education.

Sculpture & Technology

Sculpture and Technology: unless you're an artist or art enthusiast, you probably don't understand the close relationship between the two. Of all the art mediums, sculpture has been the most transformed by technology. Over the past two decades alone the number of sculptural pieces which include some reference to or inclusion of technology is tremendous. To the right is one example. Jean Shin's "Sound Wave" (2007) sculpture is made entirely of melted vinyl records, and is said to "connote 'the inevitable waves of technology that render each successive generation of recordable media obsolete.'" (Smith, Roberta. "Sound Wave, Sculpture by Jean Shin." Neatorama. n. page. Web. 1 May. 2012.)

I am glad to say that the art classes I have taken thus far here at Montclair State University have made me aware of the inclusion of technology in the art world, and they have even encouraged me to do the same in my own art. Seeing examples such as the one above only supports the idea that technology inclusion is critical in all classrooms. If the key to creating a meaningful education for students is to somehow relate and make relevant what is happening in the classroom to something outside it, then my classes have done exactly that, and I hope to one day successfully do the same.

News of Cezanne Watercolor Selling Spreads Like Wildfire

This morning, the news that famous artist Paul Cezanne's watercolor painting sold for $19 million showed up on my Optimum homepage. I was immediately intrigued to read the article, and it got me thinking: what will the relationship between art and technology be 20 years from now? We have come so far in terms of technological innovation in art, it's hard to imagine going any further.

Perhaps more interesting is wondering what the relationship between technology and art will be like in the classroom 20 years from now. Last semester I took a class titled ARGS260 Digital Technologies for the P-12 Art Classroom. Often we had discussions about the level of technology inclusion that should be in the art classroom. Of all the disciplines art education has perhaps the most unique relationship to technology because of its origins and principles. The very principles of art are based on the idea that art is done by hand either directly or indirectly through manual machines. The interaction between a human and its art is arguably what makes art so significant. I think it can be said that the presence of technology in the art classroom has the potential to harm the principles of art, however I also believe that its presence is positive. I understand the importance of technology inclusion in the classroom, but also the ability for art to stand on its own without technology. I think this issue is one that myself and my art educator colleagues will continually face in our future careers.


For those interested in reading the article, here it is!
Rare Cezanne watercolor fetches $19M at NY auction

Social Media Sites: All Bad?

Recently I've been reflecting on the presence of social media in my own life. Like nearly all college-aged people, I have a facebook. Over the years I have also found my way into the "Tumblr" and "StumbleUpon" online communities. While Facebook does not, in my opinion, serve many if any educational purposes, I believe that both Tumblr and StumbleUpon do. I wonder this: do these social media sites have a place in the classroom? Tumblr, which is a scrapbook inspired social media site in which users reblog and post photos, text, video, and audio, has a diverse audience of users, from high school aged individuals simply looking for an outlet of expression to teachers and professionals alike simply looking to network and share their knowledge of their expertise. Below is an example of a Tumblr blog I myself follow which serves both an educational purpose and an individual interest:

 cavetocanvas.tumblr.com

 StumbleUpon is a social media site in which the user selects his or her interests from a list of categories and, based on the selections, the user is taken to random websites. I believe that both of these sites have the potential to be useful in the classroom. As a future art teacher, I strive to be able to engage my students in a way that incorporates 21st century technology. Tumblr could be used for students to make blogs focused on perhaps art history or a particular art medium. Students are already interested in these sites; why not educate students at the same time?

Stop-Action Video Lessons

Recently I've been on a video craze. I feel like I have been introduced to a number of influential videos in my classes lately. The above video, entitled "MUTO", is one I saw in my sculpture class today. This video demonstrates an art form called "stop-action video." Each frame is a different photograph, a different moment in time; the artowork which seems to move in this video is purely 2-dimensional art but, through minor changes and additions, the work is layered so that each photograph, when put together and viewed quickly in a video format, works together to make a moving image. While this is a very high end form of stop action video, I think it has meaning to us as educators. Students need to be introduced to non-traditional projects and subject matter such as this. I believe that not only would students be enthusiastic and engaged in creating projects such as this (on a small scale of course), but they would have the opportunity to strengthen their technological skills. If I were to focus an art lesson or unit on stop-motion photography and video the class would be preferably composed of 4th and 5th graders. This sort of project does not require much technical knowledge; video creation programs found on both PCs and MACs make it incredibly easy to paste photos and instantly compose a video.