Art Technology Integration Pan

My integrated lesson is based off of a lesson plan I designed based on Mandalas. The lesson is geared toward 8^th grade students and can be arranged to work for 6^th and 7^th grade students. It studies the cultural and historical uses of mandalas, such as the representation of wholeness, Navajo Indians and Tibetan monks, as well as current mandala artists like Paul Heussenstamm.  Finally, the lesson studies Photoshop and its digital manipulation tools.

In constructing my integration matrix, the first content-based standard I used, focuses on documenting the early stages of the creative process with traditional or new media. It raises the question of what the purpose of a cultural art if technology is integrated. This serves as an introduction to the topic of digital mandalas. The class begins with a lecture to give students a foundational understanding of mandalas. The teacher will use a PowToon video as a quick introduction to the subject. In pairs, the students then discuss the many forms and uses mandalas have culturally and historically. Students are then asked the question, “Can such a historical and cultural art form be modernized?” Students then formulate answers, ideas, and questions of there own to discuss. This then leads to the introduction of digital mandalas and a group discussion regarding the similarities and differences between mandalas of the Navajo Indians and mandalas of digital artists. The ISTE-S standard of communication and collaboration is reached here because students must discuss their ideas and questions together and formulate answers together. The teacher will use a Smartboard to write down the similarities and difference in a ven diagram within the lecture presentation. Once students have had time to discuss different perspectives, they are then shown a YouTube video on how to create digital mandalas on Photoshop.  To aid in the introduction of Photoshop students are handed a worksheet with vocabulary as well as a step-by-step guide to creating digital mandalas. Students then begin to sketch ideas of what they want their mandalas to look like in their sketchbooks. It is here where the ISTE-S standard of creativity and innovation is used because students have to imagine and design their own original mandala design. Additionally this is where the ISTE-S standard of critical thinking, problem solving, and decision making take place because students must decide the layout, the form, colors and shapes they want to use in their design. By creating 4 or more sketches students must select one of those to create an artwork.

The second row in the matrix focuses on the role of individuals experimenting, innovating, and taking risks to pursue ideas in the process of artmaking. Students will use computers to research images and inspiration to help create their final artwork. Students will create a final sketch to use in the design of their digital mandala. Once students are satisfied with their final drawing students will use digital cameras to take photographs inspired by their research and sketches, whether it be nature, family, or popular culture. Their photographs will be uploaded to the classroom computers. One uploaded the photographs are ready to be used for digital manipulation in Photoshop. From these photographs students will create a digital mandala using Photoshop and its digital manipulation tools.  The ISTE-S standards were reached threefold: Creatively and innovatively designed sketches and photographs to be used in final construction, researched images and inspiration to use, and made formal decisions on what to use in the final construction of their digital mandala.

The third row in my matrix aligns with the row above.  ISTE-S standards creativity and innovation, and critical thinking and problem solving are used. This is where students use the digital tools of Photoshop to revise and produce their final mandalas. Students will ask questions, examine and reflect on, and plan revisions on their mandala in progress. Students will refer to their sketch, inspiration, original photograph, and step-by-step hand out to help them create and finalize their mandala artwork.

The final row’s standard greatly aligned the use of technology in a visual art lesson. The students have now finished their mandalas. The will first print out their final work and fill out a self-assessment to see where they fall on the rubric scale. They will then hand in their finished work to the teacher. The teacher will use Edmodo to create a discussion board and quiz for the students to use. Students will post their final creations on Edmodo to share with each other. Students will critique each other’s artwork on Edmodo by describing, analyzing, interpreting, and evaluating what they see on at least 4 classmates artwork. Students will also compare and contrast how technologies have changed the way artwork is preserved, presented, and experienced. Next students will take a quiz on Edmodo showing their ability to recognize terms and definitions, and important information used throughout the lesson: mandalas and their uses, JPEG, browse, network, edit, copy, layer, etc. Two ISTE-S standards were reached: Information fluency and critical thinking. Students will demonstrate their understanding of the tools and many uses of mandalas throughout history. Students also critically think to discuss one another’s artworks.

Using the computer, Internet, Edmodo, Photoshop, PowToon, and Smartboard in my lesson on mandalas has improved upon it greatly. My lesson had already required the use og digital cameras and Photoshop but by adding more and more technological uses to the lesson I think point of the lesson was enhanced. Students will clearly see the way technologies have changed the visual arts. I believe these technologies aid in reaching my content-based standards and the ISTE-S standards.

https://docs.google.com/document/d/1luxGafLUqsmkfjoZqZB8n7dM3kftGfj1a4HlPSfGUow/edit?usp=sharing 

Padlet Unit Plan

I chose the topic of Digital Mandalas because mandalas are such a historical and cultural art.  There’s been debate in the visual arts if technology is limiting the creative process. I thought having students create a digital form of such a cultural art form would be a great way of showing technology’s usefulness in the arts. Mandalas can be found anywhere in nature: sun, moon, and planets, as well as in architecture, and social construct—family, friends, and community.  So why not in technology? The choices I made in choosing my topic were similar to my essential questions and my unit goals. I want students to understand the concept of mandalas and where they come from, but to also think about technology’s purpose in the visual arts and its usefulness as well as its limiting properties. I went about finding sources by searching ‘mandalas’ and ‘mandala artists’. The websites I found had links to information on the historical and cultural uses of mandalas and current artists that create them.  I chose Photoshop because it’s a great tool to manipulate and create digital artworks. I, also, chose Emodo because its an amazing app that allows you to share thoughts and images with the class, and students can take quizzes so that the teacher can see the level of understanding students have on mandalas and Photoshop tools. I really enjoyed using Padlet. I think this is one of the best teaching tools I’ve seen this semester. I will be using Padlet in my classroom.

My Padlet

Get Moving: Paper by Fiftythree

1. Paper by Fiftythree

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3. https://www.fiftythree.com/paper

4. This app was rated four out of five stars.

5. Paper gives you the mobile ability to draw sketch, outline, write, and color. Whatever you create on Paper you can share on Mix. Every tool in Paper becomes more expressive when users use Pencil.

6. Paper by Fiftythree is a free application.

7. Paper is a mobile sketching tool. It includes tools like Pencil which is a Bluetooth stylus, and Mix which allows users to share their designs with other users. Its a great for students to sketch on-the-go and share their designs with other students and here critiques from outside the classroom.

8. The only complaint I could find is about the "undo" button. The button is gesture based and makes it awkward to use and users end up marking up their page, which is very frustrating.

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Supporting Instruction With Technology

I chose my lesson plan  because it used Photoshop for a lesson on Mandalas which is usually taught using the mediums pencils and paint or paper collage.  I saw it as a progressive lesson, one that moved forward with technology and not against it. Photoshop is great for a variety of art lessons and activities, for instance color theory. The lesson plan lacked instruction and had little description on the goals and steps for completing the lesson (from what I'm being taught which is a very long and descriptive lesson plan). While the lesson used Photoshop I found myself adding more and more technologies that could be used for lecture and class presentation. I used Emodo for class quizzes, critiques, and the sharing of what they learned from the lesson. I also used YouTube for examples, using sketchbook applications to show and draw their ideas, using smart boards to visually show the students the process of creating mandalas on photoshop, and using Powtoon for some quick facts on artists and a short history on mandalas. The visual arts standards incorporate many things that focus around creation, presentation, responding, and connecting. I believe that Coggle would be useful in an art classroom. As artists we need visuals even when it comes down to writing out ideas and jotting important notes. Applying that visual need to Coggle and its web creating ways, can be beneficial. Coggle would be appropriate for students to make a timeline of an artist or art movement, skills/process needed to create an artwork using any variety of media, or webbing out ideas for an artwork they want to create. 

My Coggle

Get Moving: MoMA Art Lab

1. MoMA Art Lab

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3. https://itunes.apple.com/us/app/moma-art-lab/id529886963?mt=8

4. 4 out of 5 stars

5. The MoMA Art Lab is an iPad app that introduces children to modern art and gives them the tools to create their own pieces. Included are drawing tools, collage tools, art inspiration, activities, camera, and a gallery. The ideas and activities prompt children to get creative with the digital tools provided and can easily be adapted to a hands-on activity. Activities reference artists from MoMA's collection and inspire children to create in a similar style.

6. It is a free app.

7. MoMA Art Lab is great for students on the move. Students are inspired and prompted to create works of modern art and learn new techniques and skills that can easily be transferred from computer to hands-on activity at home or in the classroom. It's a great tool for teaching students about modern artists and the many skills it takes.

8. Its for a younger age group (6-8) so activities may be too easy for older students.

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Get Moving: Sketchbook Express

1. Sketchbook Express

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3. https://itunes.apple.com/us/app/sketchbook-express-for-ipad/id410871280?mt=8

4. 4 out of 5 stars

5. Sketchbook Express is the free version of Sketchbook Pro. Sketchbook Express is for iPads, iPhones, Kindle, and Android. A fun and intuitive drawing app for on the go. You can use professional tools and brushes to create doodles, sketches, and drawing wherever you are. The tools are fun to play around with; they're versatile and have great quality for creating digital art.

6. It is free.

7. Sketchbook Express is a digital sketchbook for on the go, mess free. Students can practice their drawing skills anywhere and everywhere using almost any device.

8. Students who want more tools and features will need to buy the Sketchbook Pro for $4.99.

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Form Groups: Edmodo

1. Edmodo

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3. https://www.edmodo.com/

4. 3 1/2--4 stars out of 5

5. Edmodo is a social platform for students, parents, and teachers grades K-12. It has the looks and feel of Facebook but with an educational perspective. It contains polls, assignments, grade books, and quizzes. Edmodo makes it easy for teachers and students to stay connected and share information.

6. It is a free website as well as a free app for Android and Apple users.

7. Edmodo is great for Form Groups because it makes it easy for everyone to stay connected in the classroom and while at home. A Jigsaw activity could be done completely using this site. Groups can be formed on the site, students stay connected and share the information they've learned about a topic. At the end a quiz can be taken to see what they students have learned from the activity. Foursides is another activity I could use Edmodo for. I can create polls with specific statements regarding an article from class.

8. I could not find any issues with Edmodo. Maybe a limitation would be if I created an assignment for students to complete at home and a student doesn't have internet access or an Apple or Android product.

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