Wednesday, December 14, 2011
Lesson Delivery Reflection
CONTENT DELVERY ORGANIZER:
Throughout my developmental process of my lesson I tried to work concretely in the set-up of my lesson to the class. I wanted to introduce artist terms in an advanced way without confusing any non-art majors along the way. In order to do this, I focused on one aspect of Tamara’s camouflage science lesson, color. This decision to focus on one area of Tamara´s lesson, color, enabled me to have time to explain and relate to the art world. When I started to organize my thoughts about color, it came apparent that I needed to introduce the ideas of hue and form. Then for the students to fully understand form I wanted to introduce a couple shading terms in order see how form was created in 2-demensional art piece.
In order to push a concrete way of thinking about color, I wanted the students to handle an object that they could really analyze the color in person. I settled on a red apple, because it was recognizable, colorful, and spherical. From there I considered many approaches of explaining color, form, and the illusion of nature. I immediately thought of the quote about color. After sharing it I wanted to relate back to our discussion and then show art examples.
INTASC STANDARD 5: APPLICATION OF CONTENT.
Our unique approach to our camouflage lesson made this standard very possible. Considering how we combined two different content areas to teach one concept, helped allow students to make connections outside of the content area. For example, if our lesson was solely on the science side of camouflage or only on art, it would lose its appeal. This forced connection made between the two content areas brought in a new perspective on camouflage and engaged the learners on a deeper level of understanding of the concept. It also made it more relatable. Students were introduced to a concept that could be applied in many ways. After the lesson students could use these ideas of color, patter, shape, camouflage and make connection to other content areas. It broadens the possibilities of what is camouflage instead of only seeing camouflage in science.
In the first part of the lesson new perspectives were introduced about how nature used camouflage. The idea of camouflage by color, shape/form, and pattern was presented. Students had to think critically about what type of camouflage the animals/insects were using and why. Collaboration and critical thinking was used in this section of the lesson.
In the second part of the lesson camouflage in art was introduced. Using what they just learned students then focused on one area of camouflage, color. Instead of thinking of obvious reasons nature used camouflage. Students had to break down the idea of what is camouflage in the art world and why color is so important. This required looking at nature in a new way, instead of searching for it purpose, students are now trying to break down how to represent it. Once the technique of manipulating color to correctly represent nature, students had to consider reasons it’s uses in art.
In regards to relating our lesson to local and global issues, we could of including topics of animal extinction, poaching, invasive species, or art topics of modern advertising, animation, fashion, cultures. This incorporation of issues would help push students to make more connection between content areas. It would also help make the lesson more relevant.
the collaborative problem solving portion of this standard, more time could have been allowed for the group discussion. Maybe promoting students to work together and find camouflage example in the news or academic articles might have been a good project. Any assignment that helps get the students to work together to push connections and understanding to a deeper level.
LESSON DELIVERY:
In my lesson I attempted to engage the learners by asking directive questions to evoke a deeper level of thinking. I wanted them to really think about what goes into drawing reality. Considering the lesson as a whole, the collaborative work was done in the first half of the camouflage lesson. Where they answered questions related to slides of animals. The lesson could have been a lot more interactive and collaborative. Considering the time limit I wanted to focus more on my teaching than collaboration. In the future I need to consider how to ask the right questions to dig deeper into the thought processes of my students. My wait time needs to be adjusted as well. I have to work on my patience when it comes to waiting for the correct answer. I am too quick to switch/reword the question before they students are able to process the question/answer. Considering how much we covered in our lesson and the manner in which we did it, I feel we did quite well.
In the future I would have had the students work on a digital activity through a program like Poppet or Linoit, or another program that would allow for students to work through thought together. This way they are building off each other and the students are more engaged than with my lesson.
INTASC STANDARD 8: INSTRUCTIONAL STRATEGIES:
Throughout the planning of the lesson, I tried to include a variety of instructional strategies to encourage understanding. In the second half of the lesson I attempted to break down the idea of color in a very concrete manner. I introduced this idea of how artist see color with apples. From there I attempted to scaffold as much as possible. Building onto the idea of color with other terms like, hue, three dimensional form, highlight, shadow, etc. I shared relevant examples like the invisible man and objects like stop signs that incorporate/manipulate color to hide or attract your attention. If I had more time, next time I would have made that argument more relevant by discussing color choice in advertising or discussed another artist who manipulate color in interesting ways. One instructional approach that could have been emphasized more in our lesson, was social collaboration.
A great activity could have been to have the students work together to find other artists or advertisement that manipulate color in interesting ways, either to hide or to stand out in the composition. This would be a great example of anchored instruction and a way to make the lesson more relevant for the students. This way the students are discussing the concepts and learning from each other. With more time I feel I could have captured the attention of the students to make the lesson more exciting and meaningful. I am very passionate about art and I feel that is an important part in teaching. Without passion about the subject you are teaching how can you properly encourage learners to develop deep meaningful understanding of the content area?
Another instructional strategy I can improve on is asking the right questions and waiting for the appropriate answer. I was too afraid of going over the time, which I stuck to yes or no questions. To help make the students understand at a deeper level I could have had each student discuss and connect to life.
Apple Discussion Example Questions:
-can anyone predict what fill happen when you flip the apple upside down?
-What did you observe?
-How did it change?
-Can anyone describe to me what happened to the highlight?
-What would happen if….?
The importance of color in advertising discussion questions:
-How would you use color to help sell a product?
-What changes would you make about this desginers color choice?
-What purpose did the artist place on the color in this work of art? Where they inexperienced color.
–What does the color make you feel? Does if affect your mood?
DIGITAL DATA COLLECTION ASSIGNMENT:
In our lesson we tried to include a couple types of assessment considering our lesson was split into two content ideas we wanted to assess often to check if the students understood the direction we were taking the lesson. In the beginning Tamara started out with a verbal assessment about hide and seeks to check if the class had any pre-existing knowledge or experience with hiding or camouflage. Judging on the responses Tamara then knew whether or not to do into a deep explanation of how to play/hide. The class all raised their hands so Tamara then knew she could have the class compare the animals/nature to their own experiences hiding.
As the lesson went along Tamara and myself both included verbal assessment that we used to promote a higher level of thinking and also to check to see if the students understood. The final digital assessment we both used was Google Forums, where we prepared short answer questions for the students to fill out and submit. This was placed at the end of each lesson so the students could then make a personal reflection about what they just learned and we could use it as a informal assessment, making adjustments to the next lesson based on how the students answered the questions. Google Forums is neat because you can instantly read the responses and you also have the options of arranging the results on a graph- to visually see how well your students understand. I could see instant quality of Google forums as a useful way of assessing during class. I could allow time for the students to reflect, then switch over to an individual activity like drawing and use this time to quickly review their answers. This way I can correct any mistakes right away while it is still fresh in their heads.
Assessment is used a lot in art classes. If you consider a final piece of art, group critique session or even a sketchbook, there are many ways for teachers to formally and informally assess their students. In a studio based classroom learning comes out of personal growth/confidence, peers and other role models/ experts in the field. In the lesson delivery, my partner and I both included digital assessments in our parts of the lesson. In addition to the Google forum we both included some verbal assessments where we quizzed the students on prior knowledge and other content based concepts. Although the assessments were very vague, it was only the first lesson on art. I feel my assessment would be more applicable later on when students have been more practiced in their artistic language. The assessment that would go on in my first couple classes might be verbal where the students can learn language from a more knowledgeable peer and later on I might include more personal reflection and private meetings with each student. I don’t want to make sure I have some sort of an assessment in each class period so I can track and adjust the pace/direction of the class.
INSTASC STANDARD 6: ASSESSMENT:
I completely agree with the INTASC standard on assessment when it comes to the idea of using multiple methods of assessment to engage growth. Digital assessments are a great way to get instant results but not student are able to properly verbalize their thoughts or others might just guess on assessment/quiz questions. So it is important to vary the approaches of assessment including; formal, informal, group-verbal, personal interview, written reflection/explanation, multiple choice, visual/picture, motor skill, practical skill, concept based, reflection/opinion based, individual, collaborative, anonymous, public, etc. This way you can help find accurate and meaningful results and you can adjust your instruction to fit all diverse learners. I feel we did an adequate job of varying assessment in our lesson. Other aspects of the standard are the idea of monitoring student progress and also guiding teacher/learner’s decision making. Based on the results of the assessment teachers can make adjustments to their instruction. Teachers make their decisions on results and direct the learner to look critically at concepts. Without the development of appropriate decision making skills teachers or students cannot achieve their potential. In the end effective teaching cannot exist without assessment.
Digital Data Collection: https://docs.google.com/spreadsheet/ccc?key=0AtReRKtZZQapdHYzU1VJc1NTMjBIdUtRTmtVbENBb1E&hl=en_US#gid=0
http://en.linoit.com/
Lesson Plan:
https://docs.google.com/document/d/1v6ZqR4lwhhknOLDx4iqFrLMDLyt_AtRYZnpggOEm_dM/edit?hl=en_US
Mind Map:
NoteMaster Research
RESEARCH: Importance of effective critiquing to create personal-centered classroom.
I chose this article because it is a perfect example of the need for purposeful planning. I choose NoteMaster as a technology, not a a way to ditigalize note taking, but for alturnative project, like a digital critique. If teacher are not aware of everychoice made should be purposefully and built to achieve a certain goal. After reading this article, i hope teachers will consider the importance of creativity in classroom as well as purposeful lesson planning. Here is quote from the article describing the benefits and goals of a studio based classroom that is focused on the individual.
“This focus on developing self-regulation of learning, not just short run behavioral compliance; develop and work through personal teacher–student relationships rather than impersonal bureaucracies; be[come] a caring socializer rather than a remote authority figure; emphasize ethics and ideals rather than rules and sanctions; emphasize cueing before the fact rather than nagging after the fact. (p. 1)”
Recently schools are starting to realize the importance of student focus approaches to teaching. This in turn is creating a person'centeredness that is fostered in studio based classroom, like a fine art course. Activities that focus on individuals are individual art study, field trips, collaborative critiquing sessions, access to expert in field, panel discussions, and access to personal work space.
The article goes on to emphasize the importance of a students own physical space. With this space students feel more welcome and appreciated. When compared to other high school classrooms where students only occupy a empty desk for one class period and then they are herded to next period. The sense of home and ownership is built more in a studio focused classroom. With this ownership comes pride in ones space and in turn his or her space. A student would be more willing to work on own project, in own desk, with access to material and experts in field.
Another aspect of studio based classrooms that how individual space, ownship, and developing skills can create a educational machine that is proud of what they are producing and learning becomes an accomplishment. Creating this physical space alone is not enough, teachers need to remember the importance of lesson plans. Teachers still have the important task of inspiring and focusing the students on their task. Studio based classroom only succeed with dedication of staff but they can create a very beautiful attitude out of their students.
Recently the educational system has seen some focus away from teacher focused classroom to a more personalized-centered approaches.
Person-centeredness begins in SBL with a variety of inquiry strategies including field trips, individual and collaborative study inside the student’s own work space, and expert lectures and panel discussions.
Physical space. The initial proposal making of SBL takes place in a student’s own individual work space. In some ways, the shared physical space of a studio environment looks much like a well-used, well-resourced school building. In both settings, learners have access to a work space, learning resources (books, computers, media, manipulative), and experts in the field of study. The shared portion of the studio is not a particular desk but rather the shared resources used for inquiry within the learning space. Like a rich, well-resourced classroom, a studio allows students access too many tools of inquiry, like books, computers, special technologies, and experts.
I chose this article because it is a perfect example of the need for purposeful planning. I choose NoteMaster as a technology, not a a way to ditigalize note taking, but for alturnative project, like a digital critique. If teacher are not aware of everychoice made should be purposefully and built to achieve a certain goal. After reading this article, i hope teachers will consider the importance of creativity in classroom as well as purposeful lesson planning. Here is quote from the article describing the benefits and goals of a studio based classroom that is focused on the individual.
“This focus on developing self-regulation of learning, not just short run behavioral compliance; develop and work through personal teacher–student relationships rather than impersonal bureaucracies; be[come] a caring socializer rather than a remote authority figure; emphasize ethics and ideals rather than rules and sanctions; emphasize cueing before the fact rather than nagging after the fact. (p. 1)”
Recently schools are starting to realize the importance of student focus approaches to teaching. This in turn is creating a person'centeredness that is fostered in studio based classroom, like a fine art course. Activities that focus on individuals are individual art study, field trips, collaborative critiquing sessions, access to expert in field, panel discussions, and access to personal work space.
The article goes on to emphasize the importance of a students own physical space. With this space students feel more welcome and appreciated. When compared to other high school classrooms where students only occupy a empty desk for one class period and then they are herded to next period. The sense of home and ownership is built more in a studio focused classroom. With this ownership comes pride in ones space and in turn his or her space. A student would be more willing to work on own project, in own desk, with access to material and experts in field.
Another aspect of studio based classrooms that how individual space, ownship, and developing skills can create a educational machine that is proud of what they are producing and learning becomes an accomplishment. Creating this physical space alone is not enough, teachers need to remember the importance of lesson plans. Teachers still have the important task of inspiring and focusing the students on their task. Studio based classroom only succeed with dedication of staff but they can create a very beautiful attitude out of their students.
Recently the educational system has seen some focus away from teacher focused classroom to a more personalized-centered approaches.
Person-centeredness begins in SBL with a variety of inquiry strategies including field trips, individual and collaborative study inside the student’s own work space, and expert lectures and panel discussions.
Physical space. The initial proposal making of SBL takes place in a student’s own individual work space. In some ways, the shared physical space of a studio environment looks much like a well-used, well-resourced school building. In both settings, learners have access to a work space, learning resources (books, computers, media, manipulative), and experts in the field of study. The shared portion of the studio is not a particular desk but rather the shared resources used for inquiry within the learning space. Like a rich, well-resourced classroom, a studio allows students access too many tools of inquiry, like books, computers, special technologies, and experts.
Sunday, December 11, 2011
NoteMASTER: the master of notes.
FIFTH TECH PROJECT
NoteMaster Google App for iPhone and iPad.
INTRODUCTION to Mastering NoteMaster for iPhone and iPad.
Create stunning notes
You'll never be limited to boring notes again! Use NoteMaster to quickly and easily create notes containing text, images, headers, and lists. Images are inserted right into the note where they belong, without resorting to clumsy attachments. Bold text headers allow you to further organize your note into logical sections. Easily add bulleted lists, numbered lists, or checkbox lists with just a tap. Choose from a variety of gorgeous backgorunds and fonts for your notes.
Stay organized
Keep your notes organized by creating note categories and assigning your notes to them. Categories can be password-protected for privacy. Browse your notes by category or find them quickly using the full-text search.
Keep in sync
NoteMaster syncs its notes with the Google Docs™ program, allowing you to view and edit our notes online or on your computer---all text, headers, and images are preserved! Syncing is as easy as the press of a single button---NoteMaster keeps track of which notes need syncing, so you don't have to. Or easily share a note with a friend by e-mailing it at a rich HTML e-mail.
STRUGGLES IN IMPLEMENTING Pinterest in the Classroom
Don’t get blinded by the digital aspect of this technology. Yes some kids might find this technology more exciting than traditional pen on paper and may become more likely to take notes, but just because it is digital doesn’t mean it will instantly help the students learn more. Teachers still need to make sure student understand how they learn and process information, and they need to practice proper study habits. Also the focus should still be on the lesson itself, rather than what method you are teaching the content with. Students are engaged when teachers make lessons fun, not by what technology they are using. A lecture will still be boring even if students are using a popular digital technology like NoteMaster.
Troubleshooting when working with this technology. Some students might struggle with picking up skill steps like how to upload, make a box, add text, and attach a video. There are many variables to this website and it might become intimidating for some students.
PROMOTING BLOOM’S TAXONOMY with NoteMaster
Another thing to keep in mind when introducing a technology like NoteMaster is the low quality of thinking taking notes requires. Unlike other technologies that allow students to work through a process with their hands or a technology that requires an advanced level of thinking, NoteMaster lies very low on Bloom’s Pyramid. Traditional lectures that require the use of note taking doesn’t require a high level of thinking. Using NoteMaster paired with another assignment to help push students to the next level would be the best option. Having the students use NoteMaster during a presentation or while reading an article then reflect on idea using their notes, drawings, and pictures as a reference would kick them up to the next level of applying, evaluating or analyzing, based on how deeply they reflect on the subject.
Another way of using NoteMaster to engage and advance student thinking is by using it as a critique method. Students could fill out digital critiques of a fellow classmate’s artwork then share by Google doc or email their reflections to them. This way students could have a written copy of the critiques made by the class. With this method of thinking, student are developing their own opinions and thoughts rather than just copying down and regurgitating someone else’s ideas. NoteMaster turns into a reflective collaborative way of sharing rather than simply a way to record/copy notes.
NOTEMASTER BASED PROJECTS
- The main use I see for NoteMaster in my art Classroom is for a digital critiquing method. It would be a great time saver and a way for students to have a hard copy of all the critiques their peers make. They could use the capture feature to take a picture of the artwork and then draw onto the picture any comments they have. After they are finish, all they have to do is email the final critique to the artist.
-NoteMaster as a Digital note taking tool. This paired with another assignment where students are comparing different ideas or products or using NoteMaster in a more advanced method of learning. I hope students will push themselves beyond the basic thoughts and use NoteMaster in creative ways to organize their ideas and thoughts.
-NoteMaster as Reflection Tool. Students can use NoteMaster to catalog their experiences at an art museum or other artist location. Take a picture of favorite or confusing artworks and critique, question, or comment about the artist or the artwork. When they are finished they can email them to me and we can discuss them in class.
EXPECTED SKILLS by the end of the semester
-Correct use of tools (how to upload picture, write on picture, make a drawing, email, etc.)
-effective critiquing skills (appropriate use of artistic language)
-Creative connecting skills. Looks beyond the obvious and is able to make mature connections.
TRADEOFFS, BIAS, and LIMITATIONS of web based technology
Although NoteMaster offer a very applicable program for my art classroom, it still requires access to apple product. Low income school might not have access to these devices. If classroom can’t gain access to these devices, consider the adoption of other media such as blogs or even email, if apple product are not readily available.
Although NoteMaster offers a great resource for digital critiques, it doesn’t help build artistic language. Traditional verbal critique might work better in this case so students can learn from peers and the class can grow together. NoteMaster might be a better option for a more advance art class where the artistic language has already been built up.
NoteMaster does have a capture feature that enables the users to take a photo, upload it, and comment on it, but this digital photograph might not show the art works true colors (literally). The color or lighting might affect how the artwork looks like on the screen. I would still require the critique to sit in front of the artwork and make judgments off of real work not photograph of it.
This technology is bias towards general education population. Exceptions should still be made for ELL and students with disabilities who have trouble typing or expression their thoughts in words.
RESEARCH: Importance of effective critiquing to create personal-centered classroom.
coming soon....
TEST RUN ON NOTEMASTER
I can take notes....
You can make a check list with boxes/bullets to check off...
[X] Jfjdfalsjflasjfl
[_] Hffuuvj
[X] Hchvjvjvi
[_] jalsfjajflsajfljf
You can take a picture and draw on it...
[IMAGE 1]
I can upload a image...
[IMAGE 2]
You can sync with google doc...
and finally.... you can email the final draft.
FOURTH TECH PROJECT
Pinterest
INTRODUCTION: How to pin it?
Pinterest is similar to Diigo in the way were you develop a cloud of your personal interest, except instead of a “cloud” you “pin” or bookmark interesting images, article, or websites to your personal digital bulletin board. It is a great tool for exploring and searching for inspiration.
Using Pinterest in the Classroom would be great idea for controlled searching. Instead of searching on Google and risking the chance of finding inappropriate context is highly likely. Where Pinterest in a smaller search engine/social media where content information is controlled. Pinterest has rules about appropriate content and any inappropriate site or images are reported and removed.
Another advantage to using this website is how there is an application available to iphones and ipads. Which would enable teacher to use it mobile features. It would also extend the classroom outside of school. Meaning if a student would find inspiration outside of school they could use their own personal iphone or ipads to document and collect them to share later.
STRUGGLES IN IMPLEMENTING Pinterest in the Classroom
Issues might evolve while using this inclusion of this technology in the classroom when you consider the struggle of availability of computers for your whole classroom or the speed of internet access.
Another complication I could see when using Pinterest is the availability of it. It is a newer social media website, started by a man from Des Moines, and in order to sign up you have to be invited by another user or by the website manager. I wonder if they would have a problem with classrooms full of students signing up. Also another problem is it sometimes takes a couple days to be accepted to the website. So this isn’t a technology you can sign up and use in the same day. Teachers need to allow for time to be accepted. This might be a technology you introduce your students to the first day, sign them up, and have them search with tradition methods of searching for inspiration aka: library books and art/design magazines. This can introduce the idea of convenience of the internet but also allow them to decide with method they like better. Some in the end, after trying both methods might choose the traditional method over Pinterest.
I could also see some students getting off task. Although Pinterest had a large volume of artsy inspiration, student might get distracted and off task of their original idea. Personally I try and stay away from internet art databases because I tend to lose track of time and I have found myself zoning out for hours on website similar to Pinterest, like NotCot.org, and not accomplishing what I went out to do. On task activities that can bring students back to reality once in a while might help solve problems this issue. Another plan for keeping students on task might be to have the students work collaborative answering directive questions or working on a project.
EXPECTED SKILLS by the end of the semester
-ability to navigate the website and use the search tools effectively
-exploration of fluency, flexibility, originality, elaboration, and other methods of developing creative problem solving skills.
-knowledge of how to seek out inspiration (whether with traditional methods, Pinterest, or other web based inspiration engines).
-appropriate communication and critique skills (digital and verbal).
-Collaborative skills in brainstorming
PROMOTING BLOOM’S TAXONOMY
Pinterest incorporates many advanced levels of thinking on Bloom's pyramid. When using Pinterest, students are applying their preexisting knowledge of art forms and subject matter when analyzing posts. They are evaluating which post are most relevant to their project and deciding which approaches they like most. Pinterest also allows for students to create their own digital bulletin board which they get to choose what to share with the Pinterest community. Teacher should push students to interact or collaborate with their peers as well as critique other posts on Pinterest. The more they critically analyse themselves and their peers the more they will learn and grow as a person and an artist. Although Pinterest includes some higher thinking into it's programing, student will always achieve more with creative lesson planning. Teacher should keep trying to push the students to use these higher levels of thinking and ask directive questions that force students to think deeply about Pinterest and art.
TRADEOFFS, BIAS, and LIMITATIONS of web based technology
I like the general idea of Pinterest and how student would be able to easily search for artist and interesting approaches/technique. Yet I would be a little bit concerned with how the students are using this tool. Pinterest has a lot of interior design, baking recipes, and fashion ideas, and even though student could be using content for education purpose, I would be apprehensive that they are searching for personal enjoyment and not for the advancement of their artist skills/ process.
Although Pinterest does a great job with keep content clean and user friendly, it can be bias and juvenile with its users and their personal taste levels. Similar to Flickr, Pinterest opens its doors to everyone. Welcoming everyone to be more creative. This is a great way to get more people involved and interested in the art world, but it welcomes non-professionals into the mix. Students might get inaccurate advice and critiques. Make sure students are aware of this, and do adequate research to double check claims and/or quotes.
Also the website is welcoming and inspiring; it also is expansive and excessively large. Students might get caught up in the size of Pinterest and get a little lost or be overwhelmed with the volume of sources. Like NotCot.org, it is really intimidating when you face 1000+pages of uploaded articles. Direction is necessary to keep students sane and on track. Goals and directive themes should be placed on the students to narrow the options.
PINTEREST BASED PROJECTS
A good project for the student to work on their creative flexibility and originality would be to have shared assignments. Have the student work in pair choosing a topic or idea and then each developing a unique approach. It would be cool to see how each student can think of unique approaches to the topic. I would also make sure to have the students each develop three or more preliminary sketches before deciding on the final approach. They would be encouraged to work together to come up with ideas while, at the same time, critiquing each other's progress along the way.
Another project to encourage higher level of thinking when using Pinterest is a product development. Students would be required to use Pinterest to search for inspiration for a theme and then develop three different products that all incorporate that theme. Student would be using fluency, flexibility, originality, and elaboration skills again to develop their own creative processing skills.
Students could research other artist and/or products and develop unique approach. For example if the student has been drawing charcoal drawings for the semester/year, they could use Pinterest to explore other approaches and technique other artist have used. The great part about Pinterest is the social aspect. Comments are welcomed on the site and anyone can ask questions about how the piece was made or where they found it. It is a very education site. Not all the users are professionals, but they all are exploring their creative side. (It is similar to Flickr in this way).
Using the social aspects of Pinterest, student could be required to post a favorite piece of artwork. They could then have discussions, through comment tool, about the piece with other users. This project could help develop/practice their artistic language.
RESEARCH: Building Creativity with the FFOE Model.
Growing creativity with the combination of Pinterest and FFOE model. The FFOE model of divergent thinking was imagined in the 1950s by J. P. Guilford. It offers four different dimensions that make up creativity. In the article written by Candace entitled “Grow Creativity”, creativity can and should be grown in the classroom. The article goes on to talk about how there are four ideas that promote the growth of creativity in students and they are; fluency, flexibility, originality, and elaboration.
Beginning with the idea of fluency, how a person should have many possibilities or approaches to a project. Students can then research, evaluate, and experiment different approaches. Students need to develop their skill in fluency or their ability to generate many ideas. This creative skill of fluency can, in my opinion, be promoted with the use of Pinterest. Considering the setup of the website allows for a great deal of sources of inspiration. Until students develop their own set of fluency skills, student can work off of other users’ ideas. The key is for students to see how possibilities are endless. And how important it is to see beyond the original idea to the bigger picture. Never confine yourself, push to see how many different way you can manipulate one single idea. The article goes on to explain the importance of brainstorming and how it too can help build fluency. Things like a digital whiteboard or a social media website that would allow the whole class to elaborate/brainstorm on an idea would be a perfect example of using technology to help build fluency.
In addition to fluency, comes the idea of flexibility. Students should be able to look at a topic from different angles. A great start to this is by shifting viewpoints, angle, direction, time or place. Flexibility creates variety and extends results/outcomes. Flexible thinkers uncover entire new realms of possibilities. It can also promote interpersonal and cross-cultural understanding of peers and world. Flexibility can also be a key to originality, finding a new approach or way of doing something. Steve Jobs is a perfect example of someone who was creatively flexible and original. Pinterest can be the stepping off place for students. They can practice flipping an idea they find on Pinterest and giving it a creative spin. An art example of flexibility might be the Cubists or the impressionists. They developed an entirely new way of interpreting reality.
Considering that flexible approach to things can lead people to see things in a new way, leads us into the next idea which is Originality. Originality is when you create or generate something or idea that is unique, unexpected, unusual, the first of its kind. This section of creativity requires great risk-taking and innovation. This is the area of creativity that is suppressed in most school settings that focus on the “correct” answer. These disruptive ideas are frowned upon in school settings but they often generate great change in the real world. Originality cannot be forced, only reinforced.
The next and final area of creativity is Elaboration. It involves adding the final touches, filling in the gaps, embellishing, fixing the quirks, and completing the idea. This step to creativity has the details and content that makes the idea real. Without elaboration, others would not get to see the final project or the full potential of one’s idea. Collaboration can hold an important part of this step of creativity. Critiques and other methods of sharing concerns or praise will help idea reach this final step of creativity. This step is also the easiest section to fake. An example of this is how some students go above and beyond the requirements of a project just to get a good grade. Most of their added details are “fluff”, yet they often receive the highest grade. Shared online documents or mind maps is a good start to promote all students to add detail yet including some sort of a critique to make sure students understand and share these details.
Creativity has a huge impact on students’ future successes. When it comes to propelling yourself further into life, you have to have a creative outlook to solve problems efficiently and you always should have many options. There is never only one way to do something. Options are endless and as soon as students understand this, there will open up to endless opportunities. Teacher should try and use FFOE model to promote creativity skills that can extend far beyond the classroom.
SOURCES:
“Grow Creativity”, http://www.eric.ed.gov.cowles-proxy.drake.edu/PDFS/EJ926368.pdf
“Creativity”, http://en.wikipedia.org/wiki/Creativity
Saturday, December 10, 2011
POPPLET
THIRD TECH PROJECT:
INTRODUCTION on how to Pop it.
Popplet is a simpler version of Prezi. Instead of creating a final presentation like with Prezi, this technology allows for brainstorming and thought organization. It is an easy way to collection inspirations, organized your collections into flow charts where you can make links. Some might consider it as a virtual bulletin board, or live interactive white board.
This application is similar to the application we used in class (stixy.com) yet it is more visually attractive. Users can change colors and font, add pictures and organize according to your personal taste. It is incredible easy to use, you just double click and a “Popplet” pops up which you then are able to add text, draw, or embed a video/ picture.
Line links are easy to make between bubbles, all you have to do is click on one of the four circles on each Popplet. You can also drag links to connect as well as delete them as necessary.
Popplet it is a great tool for organizing your ideas or even assessing your students. Considering how easy it is to use, it has great potential for all grade levels or an easy technology to use if you do not have a tremendous amount of setup time.
Another great feature is that Popplet has is how you can add other users to your Popplet which allows for collaboration on a project. Once you are satisfied with you Popplet you can post it on a website, blog, twitter, Facebook, or wikis space.
STRUGGLES IMPLEMENTING
Students might get blinded by requirements. How much do I have to research in order to get an A? Instead of working through the inspiration and artist process freely, they might get distracted by laziness and turn to doing only what is required.
The learning curve for this technology is very low. It will be easy for most high school age students to pick up very quickly, although there still might be some questions how to set up an account. Allowing for class time to work would probably work best.
This technology needs to be introduced and taught in a certain way in order to advance the students learning. Teachers need to be aware of the basic level that this program exist on and should consider pairing it with proper question. In order to reach a high level of learning you need to assign an advanced project or content with abstract and tricky ideas as well as ask thought provoking questions that get the students thinking about why the ideas relate to each other. Teachers also need to promote linking different subject matters.
EXPECTED SKILLS BY END OF SEMESTER
- Use different methods to explore different ideas. No more jumping
- Be able to make intelligent connections
- Creative Problems solving
- Evaluate/weigh different options/ideas for artwork
- Organize order events/compare artist eras
PROMOTING BLOOM’S TAXONOMY
This technology is a great way to get the students to think outside the box. There will be literally working inside boxes, yet I wish to see the students making connections and seeing beyond the text in box. By using this technology students are able to see their ideas and inspirations next to one another; make comparisons and connections between each popplet; and brainstorm for possible projects or academic endeavors. Students have to applying their knowledge on a certain subject in order to create and organize a popplet. I hope to see students analyzing their popplet set up and thinking on deeper levels in order to make connections.
Considering this technology will be used in an art classroom. I would hope Popplet would be a way for students to organize their creative process of making an art work. Using Popplet as tool to work through problems and weigh possible approaches would promote a higher level of thinking. Critical and creative problem solving skill would encompass all parts of the pyramid and a useful skill students need to practice.
POPPLET BASED PROJECTS
Great way to visual timeframe in history how even correspond with other art movements. It would be a great way to visually see which artist was working during major historical events. Also compare works of artists working during the same time frame. They can see first time where inspiration comes from. Another reason creating visual timelines on Popplet is helpful is how students are more likely to remember these events if they are personally creating the timeline themselves. Lining up and arranging the artist in a way that makes sense to them.
Mind-maps, organize abstract ideas in mind. The students can use Popplet as a way to organize and make connections between concepts. Brainstorm possible approaches to a project in class or make sense out of a complex idea. It is a concrete way of solidifying ideas.
I would steer away from using Popplet as a presentation tool because it is just a fancy PowerPoint lecture.
I might create a Popplet that contain key terms or vocabulary from recent unit, and then have the students make connections between the terms. This could act as an assessment or a way for the students to organize class topics. Quickly at the end of class I might have the students connect the popplets to check if the class understands how each one links to each other.
Another great idea would be to have the students reflect on learning. I could create a Popplet with questions to assess the students on what they know about tomorrow’s lesson. Ask them to link terms together and answer short answer question to see what they already think they know. Or each week the students can reflect on what they learned in class by creating a Popplet linking terminology to artists or artistic movements. The great effect of Popplet is how you can color code the popplet bubbles. This way student can color code any terms they are confused about or even similar terms. Any of these assessments can be an individual activity or a group activity using Popplet tool that enable editing and collaborative organizers.
TRADEOFFS, BIAS, AND LIMITATIONS of web based technology
This technology is a great way for students to express themselves and develop an artistic process that can lead into a final artwork yet it might not be the most concrete way of encountering inspiration. Digital images and websites are limiting and do not exemplify true colors or textures. This technology is bias in a way towards nature. Students are seeing visual interpretations of nature, both photoshoped and manipulated.
Although there is a social aspect to Popplet, it isn’t as social as a group activity or just working near/with others. I find an art classroom can be very interactive; students are often inspired by their peers. Taking this classroom to a computer lab where the focus turns to a computer screen might limit the growth and development of the students. They are gaining some extra skills with web-based programs but they are losing the one on one interaction with their peers and the natural progression that a traditional classroom provides.
This technology might be limiting for some students. The ease of it program makes it easy to pick up but you can only do so much. Advanced creativity may be lost along the way.
RESEARCH ON Mind Maps and their Relationship to Creativity
According to the article mind mapping is an educational tool that utilizes lines, colors, characters, numbers, symbols, images/pictures, keywords, hand drawings, to associate, integrate and visualize a concept. With the help of mind maps one can coordinate abilities, logic, reasoning, thinking/knowledge, analyzing, creativity, imagination, memory, and planning/integration. The article goes on to explain how mind maps can be organized in a visual way with pictures as the main way for knowledge to be passed. Using this idea, there can act as a tool for English Language Learner because pictures are not limited by nationality or language. It is also a great tool for all young learners to use. The article introduces the idea that words are used as a tool for thinking in the human world, but it does not begin this way.
Pictorial representations are primal human traits and children first know how to draw then learn how to write. Considering this idea, learning and expression through visual mind mapping is an appropriate way for children to learn and can prevent difficulties of writing. The article then goes on to discuss if mind maps can foster creative thinking in young learners. With the help of the format of mind maps students can draw, write, and draw connection between different thoughts and subjects. Therefore mind maps can be seen as a product and a way for one to organize creative output. This idea of the visual importance of Mind Maps, which the article states, is very interesting. As an artist I have always found the idea of the mind and our subconscious very fascinating and I am also intrigued to find different methods of expression that allow for the map of the mind to shine.
When compared to creativity, mind maps offer a more alternative approach to assess and organize ones thoughts. It allows for one to see the concept on a broad scale. Mind maps help students to organize and link large amounts of information and/ or ideas. Students are encouraged to solve/link ideas in a new personalized way and put a new spin on problem-solving skills. One of the most important features of this method is its ability to visualize a concept. Although there are many advantages to this method of learning, students still need direction. This article points out the advantages of using this method but it is a little bias. Not all students will expand their creative thinking skills after making mind maps. Effective teacher direction is still necessary to have progress and to evoke brain potential.
SOURCE:
Chu, Ying-Chien, Lee, Chung-Chieh, and Wang, Wen-Cheng. “A Brief Review on Developing Creative Thinking in Young Children by Mind Mapping” International Business Research; Jul 2010, Vol. 3 Issue 3. Cowles Library.
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