Visual Arts
Comparative analysis: Realism and links to South African art
In 2011 I dabbled with flipping the class, but this year I have planned to give my Grade 11 Visual Arts class more responsibility for their own learning.
For the first time in my teaching career, I am using a text book, from +Future Managers. This is the first text book that I have found that encourages learners to think, enquire and analyse. Learners may choose either the eBook or the hard copy, according to their learning styles. Although this is the prescribed text book, I supplement this with many more art works and analytical tasks and discussions.
For many years all my notes, visual aids and extra resources were posted on our intranet via iWeb, my favourite web site builder. If learners were ill or away for one or other reason, they could access all the resources they needed from afar. The challenge was to find a 'vehicle' that would allow both delivery and submission of tasks. Much of 2011 and 2012 was spent researching a zillion VLEs (virtual learning environments). Many of them think they are VLEs, but they are actually more administration platforms. As I said to our teachers, I still have not found the 'one stop shop', and have finally admitted defeat. There is no such thing!
In the meantime, I have decided to use my iWeb (very visual), +Edmodo and +Google Docs.
A typical theory lesson will look like this:
Learners will receive an instruction on +Edmodo to watch a video clip (always only a few minutes) or read a page in their textbook (usually the characteristics of an art movement).
Before the next lesson they have to submit a quick quiz that I have prepared in Google Forms.
I am then able to see who has done their homework and who has understood the task. Badges are awarded to those who submit early - I never thought that such a simple reward would motivate 17 year olds!
One of the great features of Edmodo is that you can access your Google Docs from the Library.
In class I do a quick question session to refresh their memories. This is done via Explain Everything - the iPad is passed around the class and learners are asked to identify and note characteristics on the iPad screen, which is projected onto the large screen in front of the classroom via Reflection/Reflector. They love this activity and are super keen to be the 'writer'!
Thereafter they do a visual analysis, either in small groups or individually. This is either submitted via a Google Form or it is printed/written and placed in their files. While they are busy with this task, I walk around and ask leading question in order to assist them with the task.
Comparative analysis between Realism and South African art work
Sometimes, usually as they enter the classroom, I ask them to identify characteristics from an art movement in a contemporary photograph, thus reminding them that they need to be flexible.
So... rather than shopping at one shop, I am happily shopping around to see where I can find the best bargain!
Last year I was introduced to Google Art Project and was blown away by the experience of 'walking' around a virtual gallery. This is the art world's version of Google Earth's Street View. To date, 261 galleries are featured, with 72 available in the Street View version.
The choice of galleries available in street view
My plan was to engage my students before we launched into Impressionism. The objective was to expose them to Impressionist art works of their OWN choice, encourage them to explore, collaborate and discuss in pairs, and then answer some questions and do a visual analysis, on their own, in a Google Form. The form would then be shared to all the students so that they could learn from each other.
In addition to a demonstration, they were given verbal and digital instructions, which were accessed via Edmodo.
My Grade 11 Visual Arts Edmodo site
The instructions were to visit the Musee d'Orsay in Google Art Project, go to the 5th floor and explore the Impressionism Gallery.
The instructions that are available on the Grade 11 Visual Arts Edmodo site
It was most rewarding to witness the excitement once they started their virtual journeys - this is not the reaction one sees when they look at a slide show or pictures in a text book or e-book!
The first screen one sees after selecting street view (the little yellow man)
Inside the Impressionism gallery on Level 5
Helping a student
I also observed more collaboration than usual, with learners peering at each others' screens to see where they were and what art works they had chosen.
Grade 11 Art students collaborating
They had to be reminded that there was a Google Form to fill out, as they wanted to explore forever - not a bad thing!
Some of the responses required on the Google Form
Some of the Google form entries that were shared
Although they were given a rubric, this was not planned as an assessment task, but rather a 'fun' and engaging way to introduce them to Impressionism... and fun they certainly did have!
Simple rubric for guidance only
I highly recommend this 'one lesson' activity to add a little punch to your theory lessons.
In 'action' with Reflector displaying my iPad screen and Edmodo on the white board
Technology used: MacBooks, iPad, projector, white board, Pages, iPhoto, Reflector, Splashtop, Googleartproject, Google forms, Edmodo.
Final Assessment Project: Homeless
PDF: http://goo.gl/agzJyE
iBook: http://goo.gl/4xyU7T
I do believe that most of the teachers at 'my' school are tired of hearing about 21st Century skills. However, in the same breath, I wonder how many of them have truly embraced this concept, consciously incorporating tools into their tasks and in their teaching, in order to grow these skills in our students? Several, I am sure... but how do we help the others to start the process?
In my own planning, I have found that one really needs to be conscious of the way one designs tasks and lessons, continuously questioning oneself and reviewing the lesson.
There is so much jargon attached to the term '21st century skills' that one tends to roll the eyes when this phrase is uttered. However, there is so much value in this concept if one ignores the jargon and just gets on with the job!
One of my latest projects with my Grade 11 Visual Arts students is a practical task dealing with homelessness. I mulled over this for quite a time as I witnessed students at our school generously collecting items and money for various causes, ranging from endangered rhinos to HIV sufferers and shoeless children. Some of them do 'visitations' to the communities, but I did wonder how many of them had a TRUE understanding of the suffering and poverty a few kilometres away from them.
So... in order to improve the 4 Cs of my 21st century students (Critical thinking, Communication, Collaboration & Creativity), I designed the following task:
The eBook that is available to the student via Edmodo
What I have been doing since last year, is presenting their practical task in an eBook, created with iBooks Author. It is then uploaded to my Edmodo site.
I make extensive use of Edmodo to deliver tasks and instructions and to receive responses
There are always 2 components to the practical task, or PAT (practical assessment task):
1 Journal - research, experiments, planning, preparation, process and reflection
2 Practical - the actual making of the art work
In this particular project, there are several preparatory exercises, some of which are:
1 Watching 2 short video clips before responding to them with a mind map.
The students were very sad after seeing these videos. In the core of the mind map they had to include the words 'destitute', 'homeless' and 'street children'. They will revisit this mind map after they have had contact with some homeless youth to see if their responses will be different (communication).
The instruction and examples of mind maps
(By the way, the light blue box on the top right corner relates to the CAPS)
2 The next exercise, on another day, was to watch 3 more video clips, the first was "Homeless" the song by Paul Simon and Lady Blacksmith Mambazo, while the other two looked at homeless people who had persevered and eventually received recognition for their hard work. This led to a discussion on how one overcomes adversity (critical thinking and communication).
3 At this stage the students are required to research on the internet to find artists who used destitute or homeless people as their subjects, or homeless people who were creators of their own art. The art works are analysed from two points of view: Firstly the use of the elements & principles of art, and secondly to present a justified personal interpretation (critical thinking, creativity).
The Journal tasks and a check list
4 In the next week the students will be visiting 15 homeless teenagers who have been enlisted in a 'Tell Your Story' programme, run by TLC. The idea is that they will have meaningful conversation (collaboration) that should lead to deeper understanding of the plight of homeless and displaced people, thus empowering my students to make art works with very strong messages that will be communicated to the viewers of their art.