Arts+TPCK

Arts Lesson developed with TPCK framework.

**Post the lesson by October 20th (19th?) to allow for discussion. DS**
Penny Nutting Mary Chouinard WIKI @Media Projects page link.

**Discussion:** Hello there Erin and Penney. This lesson is due Week 8 -- October 21st right? Hello! October 20? Ideas? I have to get beyond these past 2 weeks first. I am overwhelmed right now, but ready for it to smooth out. PN091609 :)

So Penny, it is just us. Erin apparently spread herself too thin. I understand that you want to get your bearings before we start with anything here -- that is fine with me. Art is my number two passion after science -- I like to draw and do pottery but haven't done either in a long time, and I love to write but am just getting my feet wet with that. So this can be your call if you like. We could do something with integrating technology (your specialty) and the arts which could be really fun -- iMovie or Presentation with annimated links. . . whatever you want. I'll be blue on this wiki and you stay with red ok??

We have a little time yet. I wonder why I chose arts (my first pick) when I'm not even artistic. My only claim to fame is my daughter's artistic ability. Oh well. I do like using technology for Digital Storytelling and I've done animations with kids before. Or I was thinking of some lesson that encouraged students to use digital art to showcase learning. Have you been to Glogster, online digital posters. I still haven't used it but would like to come up with a lesson for it. What are your ideas?

​ ​ I briefly checked out Glogster and I think I might like that -- more importantly I think that it would appeal to students. I don't know if my students could use it at my school, but if not I can adapt something else that they could. The idea of creating a digital poster is appealing to me because I often have students create either a poster or a tri-fold brochure for one of my first lessons of the year, so I would like to offer them the choice of doing it either by hand or digitally. The lesson that I typically have them illustrate is one that I have already shared with this class, the Steps of the Scientific Process. This concept works well because it allows them to creatively depict their interpretation of this process, often in cute, cartoonish and/or humourous ways. But I could also do this with other concepts, like lab safety or atomic structure. What is your content area again -- technology right? But I guess the "content" should be fine arts, so somehow we will have to focus the lesson content on the actual teaching of graphic composition or something. . .???? That is ok too, my original education concentration at Farmington was fine arts in which I earned 30 credits, so technically I should be qualified to teach a little something about that.

Brainstorm Meeting with Penney and Mary at Thomas on 10.7.09 (updated/revised 11 pm 10.7.09) Read Tpck regarding fine arts Students learn a science concept and choose the type of digital medium they want to use to display their knowledge as well as their ability to create a product that shows awareness of basic design concepts ComicLife - Mary Aviary - Penny Glogster - Penny Trifold - Mary Nets for creating three-dimensional objects that contain information on each "face" (cubes, 6 faces; pyramids 5 faces) - Mary Science content – States of Matter - we can make the lesson for 6-8th grade to account for the population we both teach We are presupposing basic familiarity of students and teachers with chosen digital tools Will provide rubrics for each medium that measure science concept knowledge //and// layout design concepts

10.8.09 Penney - check out this web site that provide templates for making nets (You might have to scroll down to see the templates) http://www.tessafrica.net/index.php?option=com_resources&task=searchDownloadFiles&type=pdf&id=289 I usually copy them on 8 x 11" paper, and then enlarge them if I can to fit a 11 x 17" sheet so that the 3d shape is bigger and they can fit more information and pictures on their 3-D block.

Here is a link summarizing the way in which individual atoms move in solids, liquids and gases. I like the videographics. We could use this for //some// of the background information. http://www.chem.purdue.edu/gchelp/atoms/states.html

10.10.09 Another link for background information on states of matter in more explicit text form is: http://www.chem4kids.com/ I think between these two sites enough content will be provided for the content piece of TPCK. It should be supplemented by discussion of course, especially to clarify some of the slight misinformation in the text.

10.12.09 Penney - I have been working on the rubrics for the Tri-fold Brochure, the 3-D Block and the Poster. Below I have included one 40 point rubric and three 120 point rubrics. I do not find the 4 or 5 point rubrics useful, so I always award more points so that I can play around with numbers a little easier. If you would like to modify them for this lesson, that is fine with me, but teachers can modify them as needed anyway, so they are just examples. I do not think that we need to do Comic Life or Aviary for this lesson, it is probably too much -- don't you think? I also started the Lesson Plan, but I saved the Template as a Word doc because I don't like using Excel for text. I will upload it as is, and you can add or delete things too. So we can use this document as our work-in-progress lesson plan until we have a final draft to share with others on the Discussion Board. But I guess we will have to save any changes that we make and upload a new document each time so that we can see those changes. Any idea how we can do this better?



I just checked this out. You have done a ton of work! Do you use a 20 point rubric in 8th grade? How does that translate to a standard grade 1-4? The "Exploring 3-d" resource is GREAT! Do you want me to copy and paste the shapes into a document that students then fill in via digital means? I will work on the lesson plan and get back.

Penney -- I have done //some// work, but have really only adapted the templates from things I already use in my classes, so perhaps not as much as it seems. It would be //awesome// if you could copy and paste the shapes into a document that students could then fill in! for the 3-d! I have them drawing them by hand, and making sure that their info fits onto the pre-measured shape (face) by using the rulers on WP for an esitmate. Your way would be better.

As for the grading: I use whatever "denominator" or "total points possible" that I want to. Students earn the points they earn for any given category, these are added together, and I divide their (earned) numerator by the total-points-possible- denominator; multiply by 100 and I get a percentage grade. Does that make sense?

I made a couple changes/additions to the lesson plan: Have at it Penny!! 10/16 Just to let you know, I will be working on this on Saturday. Been a really busy week. 10/17 Mary, I'm thinking about choices we are giving to the students to respond to projects. At the elementary level it often looks like a book full of templates and ideas for responding to, for instance, books or alternatives to book reports. So, I'd like to set up our ideas on another wiki page, that can be cut and pasted to any of our own wikis, that gives all these ideas that we've started and can be added to. In TPCK, I note in the reading, pg 190, the following: "Integrating arts across all subject areas ensures that students are receiving the benefits of arts education." So I see this as our direction for this lesson plan. Penny 10/17 I agree that choice is key here -- it hits on the creativity piece as well as much needed differentiation. Do you have plans to change the lesson plan to reflect this direction -- away from just the science content? But using another wiki page will have to be your design -- I am just not familiar with using wikis enough to understand the benefit of creating another page (have trouble enough using just one quite frankly!) but am certainly willing to follow your lead.

11:45 I changed the lesson plan //title// and //content area// to reflect this new direction. I also have started alignment with the MLR for fine arts. I am not seeing the technology standards that I want to see and think should be there, but I have aligned our lesson with the Fine Arts standards just fine. (Maybe it is time to update the MLR's, or is that what the PEI's have done? Will look in to this.) Anyway, my next step is to align our lesson with the NETS. BTW I cannot see your new wiki. Can you post a link here again? WIKI @Media Projects page link.

I will align the lesson to NETS next. 10.18 Penney. I'm getting nervous here, because I have to be finished with this assignment today as I don't have any time to work on it tomorrow, when it is due. I am making changes to the lesson plan, and have not heard from you about those changes. Here is another version of the lesson plan for you to look at. I assume that you are working on the lesson on the other wiki that you created (?) but I cannot access that wiki so I don't know what you are doing. I am not sure why we needed another wiki page for collaboration, but I don't feel like it is facilitating that collaboration. I hope you contact me soon. I will continue with the lesson plan anyway I guess, in case I don't hear from you. I certainly hope that I am not duplicating the work that you are doing!

Mary, here is a PDF version of the lesson plan. I did have trouble with the table wanting to create a heading on each page. I tricked it into having a heading that is just the plain line with a color dumped in. Then I thought that it would be easier to share as a PDF since each of our programs open things up differently. Here is a look at the pdf and what I've done so far. I worked on the procedure from the objectives list. I changed a couple things along the way (text to content in the first line of the objectives, added software names, other is mostly formatting. Am I headed in the same direction? Any changes? or additions? Let me know. I'm available all day!!!!! It is not the final copy. It is not done. Still working! Just let me know if question or change. Final will be attached to wiki. Have you been to wiki? We'll post wiki address as our final place to go from forum.

Penney. Hi! Thanks for doing the rest of the LP. The only confusion I have now is that students should use all rubrics (tri-fold, poster, and 3-D block) to guide their performance, and I don't see that on the procedure part of the LP. (I don't want to make any more changes to the LP, but if you do that would be good.) I will also let you post it to the wiki or the forum, to avoid duplication. When you say "have you been to wiki yet" I am not sure what you mean. I thought this was the wiki, and I have no other link (that I know of) to any other wiki address. Are the links to the text embedded in the LP somewhere? Thanks, Mary WIKI @Media Projects page link. I am almost finished. Just above I've put the wiki PAGE link. I had it up by your question. Now it's down here. I just hope it works, though I don't know why it shouldn't. What doesn't work is the TABLE function. I've wasted some time with that!!! I am on #6 on the Lesson Plan at this very moment, ready to put in the assessment piece with the rubrics as the guides. Will there be any peer assessment or self assessment? I can add that too, .... Though, I still don't understand the points on your rubric, but not a problem. It's 5:00 - give me another hour then check it all out. It may be ready to post to forum and I will do that, as you suggested, when it's done. But I am still open to changes etc. Penny Done for now unless you have suggestions. WIKI @Media Projects page link.

Wow. Nice job, and it looks like we BOTH did a ton of work. I love your organization of the lesson, and the Glogster Tutorial is awesome. I did not quite understand Glogster even after I checked it out before, until I saw the tutorial. Thanks so much for doing all this work. Til next time ;)