ELA's for symbolism on wiki

Essential Learning outcomes - ACT

Symbolism in art lesson 4 and 5. (using a wiki)

Early adolescence band of development

ELA 25 - technology (designs, makes and appraises using technology)

• 25.EA.3 functions of tools and processes, and safety in their use and storage
• 25.EA.6 work independently or in collaboration with others to create solutions according to specified design criteria

ELA 7 - the arts (creates, presents and appreciates artistic works)

• 7.EA.2 technical terms and structural principles appropriate to the art form
• 7.EA.8 discuss the different ways artistic elements and concepts are used to convey meaning
• 7.EA.11 research an artist and/or artistic work in a way that informs and deepens thier understanding of the artist and artwork.
• 7.EA.12 interpret some artistic works and/or artists in the context of the society in which they lived and the dominant ideas of the time.

observation school advice on wikis

observation school advice on wikis

This week I have talked to a number of teachers at my observation school about how they use wikis. This school ( a private fee paying school) has access to internal wikis. Teachers said they were clunky but still used them. Although not as user friendly as external sites they were adequate for classroom use. This school is in the process of upgrading their intranet which promises to have a better wiki service. Teachers are enthusiastic about this.

One teacher who uses wikis on a regular basis said that students enjoyed using them and that they used the wiki in both an individual and collaborative manner.

Week 3+ Symbolism on wiki

Topic: Symbolism in art on wiki

Curriculum area: Art

Year level: 8

Time allocated: 2x 60 min ( lesson 4 and 5) in class plus time at home.

Students' prior knowledge and experience:

• lesson 1; information in symbolist lecture
• lesson 2; discussion of symbols and symbols in advertising
• lesson 3; drawing and association exercise

Learning outcomes:

• learn how to use a wiki and its role in this unit of work.
• through guided discovery learning, use the wiki as a place to create knowledge around the unit of work.
• communicate with classmates around the unit of work.
• use the wiki format to anaylse artwork and see how classmates analyse artwork.
• peer to peer learning.

Procedure class 1:(computer lab and projector required)

• in class lesson on how to use and navigate a wiki.
• Rules on appropriate behaviour and language.
• images and questions will be posted to guide students on how to use a wiki post instructions.
• each day an additional image or question will be added to the wiki to encourage at home use.

Procedure class 2:(computer lab and projector required)

• in class lesson on what is working well and how to use it more effectively.
• in class discussion on what has been learnt so far.
• add something you have learnt.
• students to start their own project page today, where they concentrate on one symbolist artwork that they like. Students to find their own image and information. This will continue as a homework project.

Assessment of student learning:

• level of interaction and contribution
• has the student created their own page (individual student page as an assessment item)
• in class discussions

Wikis in a visual art lesson

Symbolism in Visual Art

Below is a series of nine lessons on the topic Symbolism in visual art. ( this is a year 8 class in a private fee paying school where in school wikis are provided)

1. PowerPoint of history of Symbolism in art
2. Discussion on what is a symbol. Using advertising from a magazine identify the symbols used and what they might make people think of.
3. On each table there is an object. You will draw each object for 10mins then write every word you think of for two minutes. Circle around the room until all the objects have been drawn. Discussion on what everyone came up with.
4. Computer lab day and dunn..dunn..dunn wiki day...yeah for wikis. On the wiki there is a page for history of symbolism, a page for symbols in advertising, a page for objects and their associations. Everyone must contribute to two or more pages. Today you are to learn how to use the wiki and contribute to one of the pages.
5. Computer lab day. Today I would like you to read the contributions of your classmates and find a place where you think you can add something interesting that you have learnt. Maybe upload an advert and describe its symbols and how those symbols are meant to convince someone to but the product. Upload a symbolist painting and explaining the symbols in the painting what they do mean what they might mean, what you think they mean.
6. Sketch three ideas for a symbolist painting using some of the symbols and their associations you have learnt about so far. Homework make a contribution to our wiki.
7. Choose the best of your sketches and improve it. Draw it up onto a small canvas and start painting.Homework make a contribution to our wiki.
8. Painting symbolist piece.Homework make a contribution to our wiki.
9. Painting symbolist piece.

Rationale for using a wiki in the unit Symbolism for Visual art.

• to create an interactive environment where sharing information on a given topic is encouraged.
• for students to create a collective repository of information that can assist with other classroom activities.
• to support the notion that symbols and their associations are dependent upon the individual viewer, as will be discovered by the students as they read their classmates responses on the class wiki.
• to encourage discussion about artworks and their meanings.
• to encourage analytical and critical thinking skills.

making another wiki

Making a wiki in PB works.

This site is so much easier to use than wikispaces. There are easy to find links. There are no ads. BUT NO BACKUPS.

This is what PB works says about using a wiki in your classroom.

• building critical thinking and real world communication are its strengths
• publish class notes
• add powerpoint
• include schedules and policies
• add examples of work
• keep parents involved
• post assignments (no losing homework)
• students can create their own portfolios on their own page
• share and interact
• you can have multimedia plugins
• have student accountability (know who did what and when)
• page history facility
• reverse changes in case of vandalism or other upset
• create classroom accounts (no email) student login and password for security.
• THERE ARE NO BACKUPS.

http://jackieictwiki.pbworks.com/

wikis -act education dept.

This is what the ACT department of Education and Training have to say about wikis.

Benefits and Educational uses

• dynamic and collaborative
• anyone can change a page on a wiki so it alters the teacher/student dynamic
• the system matches what the teacher might already do
• wikis retain edited versions and history can be reviewed
• they are largely free, open software

Issues

• never authoritative
• specialised tagging requires additional skill set
• concepts of ownership and authorship need to be rethought
• teacher needs to relinquish control to students as peers

http://www.det.act.gov.au/__data/assets/pdf_file/0010/74485/ACT_EmTech_Report_v1_2.pdf

wikis+education+victoria

At: www.education.vic.gov.au/studentlearning/elearning/technology/wikis.htm

• advised wikispaces and PBworks are NO ADD sites
• section on setting up a wiki
• other useful information

Cybersaftey tips

• get permission from parents to publish students work
• students should sign an 'acceptable use agreement'
• do not use full names
• no addresses
• links to more useful information

Wikispaces

• free site (basic)
• 2GB
• request ad free
• unlimited users

PB Works

• free
• 1 workspace
• 100 users
• 2GB
• email support

Year 11 arts wiki

A year 11 art class used a wiki set up by the librarian.

The librarians goals were:

• to collect information and links to support teaching and learning
• to easily embed media and links to art blogs
• to create a dynamic resource that would constantly grow

The links to blogs were particularly successful, students created discussions around these most of all. And there were some useful and interesting Utube videos under the drawing link.

wiki link: artmatters.wikispaces.com/Year+11+Studio+Arts+09

Wet paint

On wetpaint

look at, education.wetpaint.com

• they no longer have ad free sites
• students under 13 cannot register
• they do have examples of how wikis have been used in education
• they do have wiki templates for education wikis
• there are examples of classroom wikis, student created wikis, group project wikis

schools and wikis: a case study

In a case study by Futurelab, a wiki was used to examine the usefulness of the format in a school setting.

Teachers looked for wikis that were:

• free
• were able to be accessed by invited members only
• that included a discussion page
• offering user authentication

In theory it was assumed that a wiki would encourage collaboration through a group writing process. That a wiki was a good way to teach knew knowledge building. That it could be a site of participation that was also a record of a community act. And that it was a authentic activity based on the constructivist view that learning is a social activity.

In the case study it was found that;

• very few students edited others pages, and when one student did it was met with hostility.
• that this refusal to impact on others writing was not seen in visual entries.
• Commenting on visual entries was seen as acceptable and legitimate.
• With visual entries students asked other students for help or advice.
• The studnets saw design as a periphery of school practice with one student stating "Writing's what gets you your grades, not pictures."
• this group focused on the task not on interactive engagement.

Grant, Lindsay (may 2006) Using wikis in schools: a case study.

FutureLab http://rhazen.edublogs.org/files/2008/01/wikis_in_schools_futurelab.pdf

wiki's in art appreciation

I'm thinking out loud (or more accurately out write) about the value of using a wiki in order to engage discussion about an artwork within a classroom setting. How to do this:

• most obvious; set as a homework task
• two and maybe most practical; book a computer lab and have a real time in class written discussion.
• three; a combination of the two.

What if the class studied one artwork a term? How would the discussions evolve? What age group would such a lengthy discussion be best suited to?

What if the class studied one artwork a week, for a ten week term, but on one artist and looked at a series? How would the discussions evolve? What would be the best age group?

What if the class studied one genre for example Renaissance or Symbolist? What length of time would be best suited? What age group would be best suited?

Mechanical painting

Year 7 Mechanical painting unit

Seven lessons: Discover the history behind mechanical painting and go on a tour of the process of making one of your own.

1. Introduction to mechanical painting in history. (PowerPoint)
2. Using a photocopier or scanner arrange two or three man made objects and make two to three prints. (Photocopier or scanner)
3. If using a photocopier, make one collage artwork by cutting up your photocopies and reorganising them on a new sheet of paper. If using a scanner you can make a physical collage or a digital collage by cutting and pasting, reorganising your images to create a new image. You will need a hard copy to work with. (Computer)
4. Using your collage as a preparatory sketch, make a painting. (no ICT)
5. con't painting. (no ICT)
6. con't painting. (no ICT)
7. finish painting.

Self Portrait unit

Year 8 tonal self portrait unit

I will be delivering 13 lessons to this year 8 group within the unit title: Me, Myself and I. Below is the lesson sequence and what technologies will be used.

1. Introduce myself, class expectations, homework drawings (use PowerPoint).
2. Teach tonal drawing and discuss self portrait photo design. (no ICT just old fashioned books)
3. Photo shoot. (digital cameras, mobile phones with camera feature)
4. Photo shoot part 2 and digital manipulation on photoshop. (digital cameras, mobile phones with camera feature, and computers)
5. Demo on how to draw a face with tone. (no ICT here)
6. Begin drawing self portrait, photograph progress. (digital camera)
7. Begin drawing self portrait, photograph progress. (digital camera)
8. Con't, photograph progress (digital camera)
9. Con't, photograph progress (digital camera)
10. Con't, photograph progress (digital camera)
11. Finish self portrait, photograph final work. (digital camera)
12. Download photographs into imovie:make a movie of your drawing process from beginning to end. (computer)
13. Finish and show movie. (computer and smartboard/projector)

the promise of a ministry for innovation, science and information technology

National plan is needed for emerging digital economy

• Anthony Wong, Australian Computer Society
• From:The Australian
• March 30, 2010 12:00AM

If Labor are reelected there is a promise to create a new ministry: For innovation, science and information technology. Implications of this are unknown (to me), other than government would appear to be taking technology as a pathway to influence of future society.

digital citizenship education

Joseph O'Brien writes, 'We need a clear citizens' vision of the way the Net ought to grow, a firm idea of the kind of media environment we would like to see in the future.' O'Brien talks of the need to create a sociological language, rules etc for on-line environments, otherwise how do we prepare young people to be suitably socialised for a society that will for a large part be experienced on-line. On-line communities are social entities. O'Brien questions how schooling is preparing the young for a future that includes on-line societies. 'Legal theorists, for example, are engaged in a vigorous discussion about how to define the Internet and participation in an online environment, while we in social studies have not even stopped to consider, from a holistic sense, the possibility that an online environment is significantly different from an offline one.' O'Brien suggests using a program like Second Life, that is like a 'laboratory of democracy' using avatars to critically evaluate on-line societies. 'Given the civic mission of schools, in general, and the importance of citizenship education to social studies, in particular, we may accept the premise that the Internet is a distinct place. If so, then our society is obliged to dedicate Internet space to serve the public interest to prepare the next generation for citizenship in an online environment.' (O'Brien,2008, p.143).

O'Brien, J. (2008). Are we preparing young people for 21st -century citizenship with 20th- century thinking? A case for a virtual laboratory of democracy. Contemporary Issues in Technology and Teacher Education [Online serial], 8(2), 125-157.

Retrieved from: http://ezproxy.canberra.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=34130504&site=ehost-live

art education helps in a rapidly changing world

'The point of arts education-actually of education in general- is to encourage students to investigate the world, to experiment and to test ideas, to gain skills for expressing themselves. Art teachers critical and imaginative thinking, which is more important than ever in a rapidly changing world.' Bridget Ganske (Masters candidate at Harvard Graduate school of education.)

IWB and group learning

Kent P and Holdway M. Interactive whiteboards, productive pedagogies and literacy teaching. [online]. Literacy Learning : the Middle Years; v.17 n.1 p.21-25; February 2009. Availability: ISSN: 1320-5692. [cited 25 Mar 10] All of the examples given in this article are based on the fundamental principle that group discussion can be initiated through the use of presenting lessons on the whiteboard. The IBW function of linking with other programs or digital equipment means that it is particularly useful in presenting students work and creating discussion around this. Kent argues that this type of teaching which he has named e-teaching can encourage high order thinking through reflection and group discussion.

art teachers, what of ICT?

From: Phelps and Maddison, ICt in the secondary visual arts classroom....(see previous post) Art teachers from rural NSW were part of a study to gather information about their values and attitudes to ICT in art education. Some said that digital art was cold and impersonal, or had a lack of physicality and therefor connection, others said that it was just another tool, opening up possibilities. Most used it for theory, having access to all images and all galleries. 'Liam believed that ICT helped art compete with other subjects; "When we use computers it makes us more attractive, more accountable...' Barriers were funding, resources. Two teachers said they did not want computers in the classroom. Equipment was found to vary considerably from school to school.

students need visual art

From: Phelps, Renata, Maddison, Carrie. (2008) ICT in the secondary Visual Arts classroom: A study of teachers' values, attitudes and beliefs. Australasion Journal of Education Technology. 2008. 24(1), 1-14. 'With an ever increasing emphasis on still and animated imagery, symbols and iconography in society, analysis, interpretation, extrapolation and evaluation of visual imagery has become just as important as art creation. Students need to be wise consumers, familiar with how the mass media operates (Hicks, 1993) and visual arts education has an important role to play in preparing students as visually literate and critical members of society (Brown, 2002; Schwartz, 1991). Furthermore, as the use of digital media has expanded, new career opportunities have opened up for visual artists. Students with knowledge, skills and proficiency in digital art and design are well situated to obtain employment in commercial visual arts contexts, such as advertising, film, animation and other computer graphic industries (Matthews, 1997; Taylor, 1999). Web 2.0 technologies such as Second Life and Flickr, together with the expanding games industry, represent environments in which digital visual art and design skills provide new opportunities for self expression, as well as enhanced commercial potential. ' (p.2)

blogs and literacy

From: Bryant, Lee. (2007) Emerging trends in social software for education. www.becta.org.uk/research This growing body of evidence suggests that blogs can be a key tool in developing literacy and writing confidence. Mark Ahlness, of Seattle’s Arbor Heights Elementary School, told the Seattle Times: “Never in 25 years of teaching have I seen a more powerful motivator for writing than blogs. And that’s because of the audience. Writing is not just taped on the refrigerator and then put in the recycle bin. It’s out there for the world to see. Kids realize other people are reading what they write. (p.11)