Project Goals:
Teacher Goals:
- Students will share their artwork beyond the school building.
- Students will give feedback about artwork found outside the school using the four stages of art criticism model.
- Students will get feedback about their art from someone beyond their school building.
- Students will reflect and process the feedback given in a useful way.
BCPS Art Standards & Indicators
Aesthetics and Criticism
Students will identify, analyze, and apply criteria to make visual judgments.
FA4.2 Reflect on and apply criteria in evaluations of art to support artistic decisions and set new goals.
Habits of Mind
a. Students will demonstrate positive attitudes, ethical behaviors, and confidence in their ability to participate in the visual arts.
b. Students will demonstrate and apply productive artistic behaviors in order to make contributions to society.
FA5a.1 Recognize, provide, and accept constructive criticism to support artistic development.
Students will identify, analyze, and apply criteria to make visual judgments.
FA4.2 Reflect on and apply criteria in evaluations of art to support artistic decisions and set new goals.
Habits of Mind
a. Students will demonstrate positive attitudes, ethical behaviors, and confidence in their ability to participate in the visual arts.
b. Students will demonstrate and apply productive artistic behaviors in order to make contributions to society.
FA5a.1 Recognize, provide, and accept constructive criticism to support artistic development.
ISTE Standards & Indicators
Communication and collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
Setup & Materials Needed:
Materials
Required:
Smart Phone with Camera
Wi-Fi or data usage through smart phone service provider
Instagram App & Instagram Account
Google+ Account (Teachers Only)
Optional:
Computer/Laptop/Tablet
Digital Camera
Required:
Smart Phone with Camera
Wi-Fi or data usage through smart phone service provider
Instagram App & Instagram Account
Google+ Account (Teachers Only)
Optional:
Computer/Laptop/Tablet
Digital Camera
Contingency Plan:
For Smart Phone Use: If smart phone use becomes a problem this project could easily be adapted to the Edmodo platform using the HP Revolves provided by BCPS.
For Pairing Students: Ideally there would be even numbers so that each student could have one partner; however, in the event a school wants to join the project and numbers are not even between schools. Corresponding teacher may have to buddy with a second school or alter the structure. Telecollaborative coordinator will help to facilitate this if this issue should arise.
For Smart Phone Use: If smart phone use becomes a problem this project could easily be adapted to the Edmodo platform using the HP Revolves provided by BCPS.
For Pairing Students: Ideally there would be even numbers so that each student could have one partner; however, in the event a school wants to join the project and numbers are not even between schools. Corresponding teacher may have to buddy with a second school or alter the structure. Telecollaborative coordinator will help to facilitate this if this issue should arise.
Other projects similar to mine from iearn.org
In the process of researching this project I researched epals and iearn to find anything similar to the project I was constructing. The epals website did not have anything reflective of what I was developing. So below are the description of the projects I found on iearn and how they are similar and different to mine.
Literature Review #1: The Art of Calligraphy
Summary:
This project is designed for students to explore the art of Calligraphy, learn its history, and learn techniques. Students will select or create short text focusing peace, love, tolerance, friendship in the form of poems, slogans, phrase, words, select sayings from Sufis or scholars, and use different medium including software to produce calligraphic pieces and share their completed projects in the interactive forum and a web gallery. Likewise students will get an opportunity to appreciate and comment on the pieces Calligraphic art designed by peers from participating countries.
How is it like mine?
The Art of Calligraphy project is similar to mine in two ways: First the students contributing to the telecollaboration are making something artistic. The second way the projects are similar is that after making something the students then post their work and get feedback on their efforts from peers outside the school building.
How does it differ?
This project differs from mine because in the calligraphy project students get a choice on how they express themselves as long as they are using calligraphy to do so. These student could choose a poem, word, or slogan and they got to choose their theme. In this way it is very different because even though calligraphy y is art it is probably not they kind of art an upper level art student would choose to critic. The students partaking in my project are more likely to share a drawing or painting of a still life, portrait, landscape etc.
Summary:
This project is designed for students to explore the art of Calligraphy, learn its history, and learn techniques. Students will select or create short text focusing peace, love, tolerance, friendship in the form of poems, slogans, phrase, words, select sayings from Sufis or scholars, and use different medium including software to produce calligraphic pieces and share their completed projects in the interactive forum and a web gallery. Likewise students will get an opportunity to appreciate and comment on the pieces Calligraphic art designed by peers from participating countries.
How is it like mine?
The Art of Calligraphy project is similar to mine in two ways: First the students contributing to the telecollaboration are making something artistic. The second way the projects are similar is that after making something the students then post their work and get feedback on their efforts from peers outside the school building.
How does it differ?
This project differs from mine because in the calligraphy project students get a choice on how they express themselves as long as they are using calligraphy to do so. These student could choose a poem, word, or slogan and they got to choose their theme. In this way it is very different because even though calligraphy y is art it is probably not they kind of art an upper level art student would choose to critic. The students partaking in my project are more likely to share a drawing or painting of a still life, portrait, landscape etc.
Literature Review #2: My Dream World
Summary:
A warm and open place for all students to share their ideas about their ideal world. This project provides an opportunity for the students in schools around the world to share their ideas about their dream world through writing essays, prose, poems and short stories or drawing pictures. Students will comment on the work of other students.
How is it like mine?
The My Dream World is like the Art of Calligraphy project and therefore also is similar to mine in two ways: First the students contributing to the telecollaboration are making something artistic. The second way the projects are similar is that after making something the students then post their work and get feedback on their efforts from peers outside the school building.
How does it differ?
This project differs from mine because in the My Dream World project students have to focus on a theme. These student could choose various art mediums to express the theme. Students in the “My Dream World” project could write an essay, poem, prose, story, or drawing to express themselves. In this way it is very different because even though students get choice like in my telecollaborative project a written piece of art is not the kind of art to share using the Instagram platform. Again the students partaking in my project are more likely to share a drawing or painting of a still life, portrait, landscape etc.
Summary:
A warm and open place for all students to share their ideas about their ideal world. This project provides an opportunity for the students in schools around the world to share their ideas about their dream world through writing essays, prose, poems and short stories or drawing pictures. Students will comment on the work of other students.
How is it like mine?
The My Dream World is like the Art of Calligraphy project and therefore also is similar to mine in two ways: First the students contributing to the telecollaboration are making something artistic. The second way the projects are similar is that after making something the students then post their work and get feedback on their efforts from peers outside the school building.
How does it differ?
This project differs from mine because in the My Dream World project students have to focus on a theme. These student could choose various art mediums to express the theme. Students in the “My Dream World” project could write an essay, poem, prose, story, or drawing to express themselves. In this way it is very different because even though students get choice like in my telecollaborative project a written piece of art is not the kind of art to share using the Instagram platform. Again the students partaking in my project are more likely to share a drawing or painting of a still life, portrait, landscape etc.
Literature Review #3: Folk Tales/Storytelling: Past and Present
Summary:
This project aims to revive the tradition of storytelling through digital tools and connect students from different parts of the world on the project forum to share their stories, experiences and aspirations. Students will share their stories through any digital form they wish to use (video, audio, text, or photos). They will also record their elders and community leaders telling stories and will share them on the project forum. This will help them learn and practice digital tools and media production skills and get connected with students from around the world. Live communication is an important aspect of today’s global citizenship. Skype and other tools will be used to conduct live storytelling sessions. Another important feature of this project is inclusion of student-facilitators and student- trainers who will co-facilitate the project activities and train their peers through face to face and online training workshops. This way they will play their role as active and responsible digital natives.
How is it like mine?
Like the previous two projects the "Folk Tales/Storytelling: Past and Present" is a strategic telecollaborative project and therefore is similar to mine in two ways: First the students contributing to the project with something they make. The second way the projects are similar is that after making something the students then share their work using digital tools and get feedback on their efforts from outside the school building a forum.
How does it differ?
This project is different from mine because they have introduced the element of student-facilitators. Though this idea seems noble I think I'd have to run the project a few times in order for this concept to be effective. This project also uses live connections like Skype. In my project I have the teachers using google hangout to chat. I think in the future it would be good to have student do the same thing. But to start I think keeping it small and attainable is best to start; however, I think in the future it would be good to have students do the same thing.
Summary:
This project aims to revive the tradition of storytelling through digital tools and connect students from different parts of the world on the project forum to share their stories, experiences and aspirations. Students will share their stories through any digital form they wish to use (video, audio, text, or photos). They will also record their elders and community leaders telling stories and will share them on the project forum. This will help them learn and practice digital tools and media production skills and get connected with students from around the world. Live communication is an important aspect of today’s global citizenship. Skype and other tools will be used to conduct live storytelling sessions. Another important feature of this project is inclusion of student-facilitators and student- trainers who will co-facilitate the project activities and train their peers through face to face and online training workshops. This way they will play their role as active and responsible digital natives.
How is it like mine?
Like the previous two projects the "Folk Tales/Storytelling: Past and Present" is a strategic telecollaborative project and therefore is similar to mine in two ways: First the students contributing to the project with something they make. The second way the projects are similar is that after making something the students then share their work using digital tools and get feedback on their efforts from outside the school building a forum.
How does it differ?
This project is different from mine because they have introduced the element of student-facilitators. Though this idea seems noble I think I'd have to run the project a few times in order for this concept to be effective. This project also uses live connections like Skype. In my project I have the teachers using google hangout to chat. I think in the future it would be good to have student do the same thing. But to start I think keeping it small and attainable is best to start; however, I think in the future it would be good to have students do the same thing.