Reasoning

Students are able to interact with content through: 

1. Digital tools: Having accessible and interactive content allows students to have fun and revisit information at any time.  

2. Scaffolded Learning:  Students will begin Lesson 1 with building their background knowledge on the history of collage and testing their knowledge at the end. In Lesson 2, students will apply the information from the prior lesson to help guide their creative process as they begin making their digital collages. At the end, they will write an artist statement to accompany the project. 

3. Interactive elements: Student are provided hyperlinks to additional resources that will aid in their engagement with the content.

The use of formative and summative assessments measures students' understanding across each point of the less through: 

1. Comprehension of content: Formative assessments such Kahoot and Artist statements to gauge students' understanding of lesson goals and information.  

2. Active engagement: Activities such as a gallery walk encourage students to interact with the work of their peers. 

3. Self-reflection: Students at the end of each lesson can use this opportunity to express some of the challenges, successes, and growth they experienced after the project. 

1. Critical thinking: Students are using digital tools to problem-solve, guiding decision-making, and analyzing themes to incorporate into their final product. 

2. Creation: Putting together a digital collage requires students to activate prior knowledge of art concepts and using digital literacy skills to aid in their creative process. 

3. Collaboration: Group activities such as peer critique can allow students to work together to provide feedback to one another to promote growth and improvement in art. 

The TPACK framework integrates technology, pedagogy, and content knowledge to create effective learning experiences.  

The use of technology such as Youtube, Padlet, Google Form, Photopea, and Kahoot create an interactive learning environment where accessibility is at the forefront and peer collaboration is encouraged. This ensures students are engaging with artistic techniques developed a century prior in a more modernized context.

1. Multimodal learning: The use of text, images, and videos can accommodate students with different learning styles. 

2. Universal supports: The use of images examples, videos with captioning, and providing step-by-step instruction aid in student success and comprehension.

3. Differentiated tools: Students have a choice in the browser tools they would like to use on their project. 

1. In Lesson 1, students are introduced to the artist Raquel van Haver, a Colombian artist that combines Latin, Carribean, and African culture into her work. This incorporation of her cultural background can give students a point of reference and inspire them as they brainstorm the themes they will explore in their collage for homework. 

2. During Lesson 2, students are encouraged to explore their themes that are personal to them such as aspects of their background, stories, and inclusion of cultural imagery through symbolism. 

3. For critiques and reflection assignments, students are encouraged to share about their personal experiences that are depicted in their work and create connections with their peers through this cultural appreciation and exchange.