My integrated lesson is based off of a lesson plan I
designed based on Mandalas. The lesson is geared toward 8th grade
students and can be arranged to work for 6th and 7th
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.
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