BHS Art History Wiki Project
I Introduction - Goals and Objectives
II Needs Assessment
III Learner Analysis
IV Instructional Strategies and Sequencing
V Evaluation
VI Development Process
VII Appendix
I. Introduction
One of our most important missions in the Fine Arts Department at BHS is to connect students to the greater world of art. All Fine Art's programs in the district have the self-imposed mandate to include a base-line art history project using career technology during the year. Our mission at BHS is to pilot a new type of technology enabled research project leveraging Web 2.0 technologies. The vision for original District the project was to create a common assessment tool for the whole district - but the assessment is based upon using Power Point. After having taught this Power Point project over the last three years, we've found parts of the research tasks that need to be better prepared to allow for student learning, and opportunities to use new technologies for a more enriching and interesting project for the students.
Due to changes in the nature of the Internet, computing is moving more and more to an online format. Formats such as
Wiki, Blogs, online social networking and moodles, as well as suites of Internet productivity applications are becoming the norm in many educational and business settings. Teaching our students to use these tools not only better prepares them for their future careers and education, but starts to harness the potential of doing complicated tasks with the school computer labs without having to buy our own specialized software at the local site.
By students creating a resource that can be used in subsequent years, we are also adding a new element to the existing project objectives.
Goal
Students will work in a collaborative setting to create a school wide art History Wiki using a number of web 2.0 technologies. Objectives
- Students will work collaboratively on an art history research project using web 2.0 applications such as iGoogle docs
- Students will create video projects and learn how to post them online and place them in a Wiki
- Students will contribute to a course Wiki and critique other entries in the Wiki
- Students will practice good design skills in their Wiki page construction
- Students will make clear connections between different art styles, and how historical events and art interplay
II. Needs Assessment
The current common assessment Art history research project decided by the district is a PowerPoint research assignment. At BHS we have determined that this assignment fails to meet the needs of students, and that it is in need of updating for new technology opportunities. There is a big push for Career Technology skills in schools, and although Power Point is a useful technology, there are many newer technologies that students need to be capable of using.
The previous curriculum for the project revolved around an artist list, a slide list, and a brief introduction to Internet search and Power Point(appendix 2a). Students would be shown examples of previous assignments, we would go over the slide list, and students would be shown how to use google to do web searches. In a previous research assignment students had already experienced using a search engine, copying pictures from the web to a Power Point file, and proper citation of their sources.
In order to meet our instructional objectives there are several shortcomings to this curriculum that need to be expanded. In researching past student projects and looking at students who achieved high, medium and low grades it became apparent that many students were not prepared to either find high quality resources, or to make inferences about connections between artists and historical events or time periods(appendix 1a).
In addition to teacher dissatisfaction with student achievement, student satisfaction with the project was low. Many felt that the project was not interesting, that information was hard to find, and that teachers did not adequately prepare them to achieve top marks on the assignment(appendix 1b).
III. Learner Analysis
- 9-12 Grade public High School Students
- Currently enrolled in either Ceramics 1-2 Art 1-4, Digital Multimedia Art and Design 1-2, or Drawing 1-4
- High variety in learning styles, previous experience and aptitude (need to preselect groups?)
- Some students receive IEP or 504 accommodations and need special grouping and support
- Base line level of Internet experience allows most students to do basic web tasks. It is very rare that students are unfamiliar with computing
Context Analysis
- IMac lab on campus that can be used for video editing and computing
- IMac in the Art classroom that can be used for video editing
- Need to procure a digital video camera for each classroom or borrow from video classes
- Ceramics classroom should have an IMac for editing
IV. Instructional Strategies and Sequencing
In order create an effective strategy and sequence the instruction each objective should be considered. For each objective I have outlined new steps that will aid students in successfully completing the objective
- Students will work collaboratively on an art history research project using web 2.0 applications such as iGoogle docs
- Using online formats allow us to use any of the three computer labs at the school or school classroom computers to work on research and wiki building. This will greatly reduce problems we've had with students not communicating with partners or having access to their work.
- By focusing on web applications we will be introducing many students to skills they will utilize more and more in todays higher learning and careers
- Students will create video projects and learn how to post them online and place them in a Wiki
- Our research suggests the students would be more engaged in making connections between an artist or style and history by creating a short film
- By using video we can incorporate new technologies into our curriculum including online editing like jumpcut.com
- Students will contribute to a course Wiki and critique other entries in the Wiki
- This will allow subsequent generations of students to add, monitor and critique the resource. this will be a vast improvement over merely showing examples from previous semesters
- Students will practice good design skills in their Wiki page construction
- A big part of this project is how students use font, images, spacing and organization to effectively communicate knowledge
- C.R.A.P. elements of design by author Robin Williams will be used as a simplified set of design principles for graphic design. The current art curriculum uses a similar but broader set of principles that the students will be familiar with.
- Students will make clear connections between different art styles, and how historical events and art interplay
- By having an online resource where students can critique others work and watch it progress they will have more opportunity to see connections between the different subjects
- By pre-screening websites for content, and creating a set of essential questions for each topic students will be giving enough guidance to effectively complete this objective
Prerequisite Knowledge Required
Basic computing skills include
opening applications, familiarity with a web browser, ability to copy and paste images, ability to use search engines and follow web links
Other prerequisite knowledge and skills
Fundamental understanding of the Elements of Art and Principles of Design
Strategies
Based on observation and student survey, it is clear that we need to create more emphasis on the making connections portion of the assignment, use better collaborative tools in groups, making the project more engaging, and create a series of resources so students will be using at least one excellent resource for every research topic.
In addition, Power Point is only one of many career technology applications, and although we plan on using Power Point in other projects, we have decided to use iGoogle power point and Google docs in concert with del.icio.us to share information between partners in groups as more effective applications. By adding a video segment to the assignment as a requirement and tying it to the making connections portion, the project will be more engaging and harness yet another set of career technology skills.
In terms of instructional theory, in these art classes students are used to working in a hands on and social format. There-fore, a research project also needs to be carefully crafted to not contradict their assumptions about what the class day will hold for them. Students react with obduracy to class days that focus on more 'mainstream' type of work commonly found in academic course. One tenet of a studio lab class is that students learn by
'by observing and copying the behavior of others' (Bandura 1970). This sort of social/situated learning concept relates also in the sense that motivation is a key ingredient in the process that needs to be nurtured by structuring work time to match student expectation of what the course will be.
Sequencing
Some additions to curriculum planning will need to include introducing students to videography tools and techniques. One possibility is to have students film each other working on projects and create short videos. Students will also need introduction to iGoogle docs, using social bookmarking, and training in the use and purpose of a Wiki. The entire sequence of these steps, how to fit it into vertical planning for the arts classes, and actual lessons are in the development stage.
V. Evaluation
Summative Evaluation
Summative evaluation consisted of surveying students using an exit survey regarding the Power Point project (appendix 1b). Student work was evaluated to see what objectives we were meeting, and which goals needed improvement or needed to be added. Instructors also held a number of curriculum meetings where we discussed the project and what we could do to improve it (appendix 1a).
Formative Evaluation
At this point, pre-instruction, we are determining how to evaluate the success of the student work that will be produced. OUr teaching team is creating a rubric that we can bring to the District Art Meeting in early January. A new exit survey, review of the finished projects by the district art teachers, and further instructor discussion will all play a role in our evaluation.
VI. Development Process
Content Review
The content review process if complete in Stage 1, including SME evaluation from school faculty, survey data analysis, and assessment of needed improvements. We will be continuing our Summative Evaluation through the school District Arts Meeting in January.
Document Design
The structure of the basic project is taking shape on Wetpaint at
http://bhsarthistory.wetpaint.com/. Further design will be ongoing throughout the months of January and February. Teachers will be creating online resources for students. The majority of the work will be going towards organizing research areas into topics, creating Focus Questions for topics, and creating a rubric for the project. The full design document will be elaborated as instructional strategies and sequencing are determined and formative evaluation is designed.
Alpha
An alpha version of the project will be completed by the District Arts Faculty meeting on January 24th. SME critique of the project and the revised learning objectives will be assessed and discussed.
Beta
The final version of the project needs to be completed by March 2008 to be used by the students from the various art courses. The final version will encompass the completed Wiki.
Deployment and Evaluation
In order for deployment to be complete, all considerations into learning context must be addressed. The appropriate computing and videography equipment will need to be purchased or it's use arranged for. Also, in the deployment phase students will be given access to the Wiki for editing and posting purposes and it will become a live document.
Deliverable
| Activity
| Due Date
|
Content Review Stage 1
| Review surveys, teacher round table to refine objectives. Discuss new possible technologies
| November 2007
|
Document Design Stage 1
| Elaborate project scope and stage in Design Document Stage 1
| Decmeber 2007
|
Alpha
| Produce most of the topic areas and focus questions for the Wiki. Finalize Wiki templates and 'look'. Instructional sections complete
| January 24, 2008
|
Beta
| All topic areas and focus questions completed. Calendar posted. Students access created for the live Wiki
| February 28, 2008
|
Deployment and Evaluation
| Have students produce their Wiki projects. Give students exit survey and hold a Stage 2 Round Table
| March 2008
|
VII. Appendix
1a) Teacher Round-table
Teacher agreements based on our experience teaching this assignment, observing student performance, and evaluating the outcome include:
Students often use poor resources - Students often find poor or questionable resources
Students need to collaborate more effectively - Students do not share access to resources (one student alone has the power point saved to their network drive or USB thumb drive)
Most groups do not form connections between their research and other world events or art movements
- This higher order thinking is possibly the most critical component of the research.
- We need to do something more active that can appeal and be accessible to the widest assortment of students
- Only the highest achieving students seem to be acceptably performing at this level
- Teachers need to give focus questions, essential questions, that can be used as the basis for students to make the connections
Power Points are not really useful except for the class in which they are made
- Students may work harder if they know their work is publicly viewable
- Students will continue to build up the resource and it will be a 'living' document
- Students will have a rich assortment of examples to see from previous years
- Wiki can leverage all of the other resources on the Internet to add to the student content
1b) Student Surveys
Survey Results from Ceramics 1
Note: Students who elected to sign up for Advanced ceramics had a notably higher level of engagement and Connections. This trend continued in other classes
2a) Previous Assignment Resources
| Artist Research Project Guidelines: This is your FINAL project for ceramics 1/2 It is worth 100 points You may work alone, or with a single partner (no groups of three) 1) With your partner chose an artist from the list. Before making your final selection make sure that you can find enough information and artwork online. 2) Before starting your slides, review the slide list and find all (or most) of the information and pictures you will use to support your presentation. 3) You can (and should!) save images and information either to your Schoolloop digital locker and to your personal network space. 4) You will be graded on the quality of your information FIRST and then the quality of the presentation SECOND. You can not make up for poor research with a flashy presentation 5) We will have 4-5 class sessions to work in the library or computer lab. It is expected that you will spend 2 or more hours outside of class time finishing the project. RUBRIC All information required from the slide list is presented effectively:
10 (Above requirements. The students show additional information and draw
personal inferences about the artwork that they support with evidence) 8 (Most information is presented, is properly cited, and is accurate) 6 (Most information is presented, but there are many inaccuracies or poor research) 3 (Most slides not completed) Presentation clearly communicates information and shows good slide design 10 (Slide presentation reflects the artist’s style and compliments all information) 8 (Slide design effectively communicates information) 6 (In general slide layout does not effectively aid in communicating ideas and
information) 3 (Communication of information is lost by poor slide design on most slides) |
| Minimum Slide Requirements List Each student or pair of students will create a multimedia presentation (Microsoft’s “PowerPoint”). Each group is required to create a minimum of 15 or more slides in the following suggested sequence: Slide #1. Title: Art Research and Multimedia Project
Include: Name of artist or a title that represents them and their work Slide #2. Members of Group Slide #3. Biography: The name of the artist List the date of birth List the place of birth Suggested: Picture of the artist Slide #4. An example of the artist’s artwork Include: The title of Artwork Media or Materials used Size or Dimensions Date Artwork was created Picture of the artwork à Try to pick an artwork that represents BEST what this artist creates Slide #5. Education: How did the artist learn art techniques? Be specific about art schools attended, whether taught by a master, self –taught, and so on. If the artist is unknown, what cultural style and production was used? Optional: Photo of the young artist. A map of the country, picture of a school or flag Slide #6 - 8. Other Works: What were this artist’s most famous works and where are they today? If the artist is unknown, discuss other similar works from the time period (this would be for a slide show on a culture rather than an artist). Required: 3 slide minimum of other artwork Include: Title, date, media, and current location Slide #9. Element of Art: Looking at your primary artwork from slide 4 identify one element of art, where the artist used it, and how the materials and techniques were used to express that element in the work. Required: Picture of the artwork à Use an arrow or other PowerPoint drawing tools to identify one element of art Slide #10. Principle of Design: Look at this artwork and identify where the artist used one principle of design and describe how the materials or techniques were used to express that principle in the work. Required: Picture of the artwork à Use an arrow or other PowerPoint drawing tools to identify one principle of design Slide #11. What techniques, tools and materials did the artist use to create the artwork? Suggested: An extra slide that goes over processes in detail, especially if the artist uses techniques we have not studied in class Slide #12. Which style, time or culture does this work belong to? Suggested: A map of the country, historical or cultural image Slide #13. What cultural or historical event may have influenced this work? Suggested: Look at other artwork from the same time period or look for references in critiques or articles about the artist’s work. If you are having trouble isolating a cultural/historical influence, does the artist’s work have a theme you can discuss? Slide #14. Evaluation: Your opinion of whether or not the piece of art is successful based upon what you have explored in description, analysis, and interpretation.
Defend your answer being candid as possible to the specific strengths or weaknesses of the work.
Required: Picture of the artwork Suggested: Arrow to identify strengths or weaknesses Slide #15. Credits: Information/Picture/Sources/
Required: Make sure to include all your MLA Citations here! Slide #16. Optional: Special Thanks Optional slide ideas – To get the best grade possible it is HIGHLY recommended that you include at least one of the following: · Discuss other contemporary art movements or interactions with other famous artists - Show examples of artwork or artists that influenced your artist
- Show other artwork of your artist and discuss its connection to the artist or time period
- Show how the political or cultural climate of the time effect the artwork you show
- Discuss a debate or conflict in the art community regarding your artist or one of their artworks
MLA Citation: http://kclibrary.nhmccd.edu/mlastyle.htm#documents A typical citation my look like: Dawe, James. The Jane Austen Page. 16 Sept. 2003 <http://jamesdawe.com/austen.html>. | | |
|
Career and web 2.0 technologies that may be used:
WIKI site - http://bhsarthistory.wetpaint.com/ jumpcut.com (pwnoyes) - online video editing
voicethread.com - online photo show with voice over (possibility insteadof/in addition to video)
youtube.com - online video hosting
igoogle (docs) - online collaborative document processing (Power point, excel and Word)
google earth - online satellite imaging AND information gathering/displaying by geographical search
flickr.com - online photo sharing and creative commons photos
http://del.icio.us/ - online social book marking
Secondlife - online 3D virtual community with many educational resources and art displays
IMVU -
Camstudio/snapz - screen capture recording)
Bandura, A. (1971).
Social learning theory. NeW York: General Learning Press.
