Bulb Archived: Brennemann ATLAS 2015-2018: Foss (Year 1, 2015-2016)

ATLAS Y1 (2015-2016)

School Name: Brennemann

Teacher Name: Edward Foss

Directions: Below are questions that will help you to complete your Project ATLAS Digital Portfolios. Complete this survey based off of technology integrated art project completed during the 2015-2016 school year.

For each question, please include your written reflections.  You are also encouraged to provide other multimedia to deepen your written reflections and exemplify your analysis.  Multimedia can include images, sound files, and video clips.

Please annotate your multimedia, describing why you have chosen these particular artifacts, what you are interested in your audience knowing about them, and why they are important to share.

Section I: Arts Integration – Documentation.  Please upload documentation from your project.  Please include a variety of media forms for your documentation.   

1. Documentation should not only provide a narrative, or story, of your project, but should also provide evidence of students’ engagement in the unit inquiry.

This Project was done simultaneously with project 2 during the 2016-2017 school year.

2. Through your documentation, please provide student artifacts that depict the range of work completed.  For example, what were the various ways in which students responded to various aspects of the project?

Students worked on the concept of rebirth and we explored identity via a unit of study on the Harlem renaissance.

Section I: Arts Integration – Inquiry

3. What is your Inquiry Question for your ATLAS curriculum unit?  What big ideas does this inquiry question address, and why do you think the question successfully addresses these?

How can students create artwork about their identity, inspired by literature, art and fashion from the Harlem Renaissance?

4. How did student research help them to engage more deeply with the unit inquiry question? Explain how your students conducted research for their ATLAS project, and how that research opened up avenues for further inquiry.

Students researched the Harlem Renaissance via their English Language Arts class, as well as through selected readings in art class and by listening to jazz music and seeing fashion from the era.

5. Describe how the unit inquiry opens up avenues for interdisciplinary connections between the arts and academic content. How did arts processes and/or research practices facilitate students’ understanding of the academic topics addressed in the inquiry question?

Some students began to understand how their ancestry has shaped their development and how they will forge their future identity with their origins in mind, while their respond to their current world and realities of our times.

6. How did the curriculum evolve based on the unit inquiry process? 

The students wrote poetry in response to poems and historical writings. The students created self-portraits with the idea that their portrait was to be public and seen by others.

Section I: Arts Integration – Create Works

7. How did students self-direct while creating their artistic work during the ATLAS project?   Please provide any examples for the ways in which students made their own aesthetic choices and direction for creating their artwork.   Examples might include but are not limited to:  how did students make choices about the use of materials, how did they decide what they wanted to communicate, how did they make decisions about how to present work?

Students decided what type of self-portrait(s) to use to create their journals. For example, realistic or cartooned. 

8. Please explain what opportunities the students had to reflect on their experiences and react to the work of their peers.

We had periodic critiques, read-a-louds and journaling exercises done in small groups.

9. How did the students’ artifacts from various stages of the ATLAS Unit impact your teaching practice? Please provide artifacts that exemplify your points.  What did you learn about your teaching practice from looking at these artifacts?

I was reminded of how shy middle school students can be, and to be patient with their efforts.

10. Describe how the students’ work was shared in the school or publicly. Why was this an important part of this unit?

Work was shared within the art class and with their English Language Arts teacher.

Section I: Arts Integration – Collaboration

11. How did students collaborate at different stages of the project? Examples might include but are not limited to:   did the students research together, did they create together, did they critique together, did they present together? 

Students explored the Harlem renaissance together. They also learned portrait skills taking turns drawing on another, giving and receiving feedback, and consulting visual art resources on the proportions of the face.

12. In what ways did you collaborate with the students for this unit.  How did the students impact the way in which the curriculum was implemented? For example, how did students help you plan, develop, and/or implement the curriculum?

We had periodic critiques, reviewed rubrics regularly and revisited literature and poetry on the Harlem Renaissance. Students chose the directions hat the project would take. The self-portrait idea was something all of them valued as they saw them selves transitioning from early adolescence into middle adolecense and high school. For many, their work became a record of their youth.

13. How did you collaborate with other teachers in your school to plan and/or implement the unit?

We explored poetry, jazz and the visual arts of the era.

Section II: Technology Integration

14. What was your process for selecting this form of digital media technology? Why did you think this form of digital media technology would be ideal for student learning? 

I had received the ¡PadPro from ATLAS and it seemed natural to use it to record video.

15. How did students use digital media technology to direct their own learning? Provide artifacts to show evidence of how students used the technology to direct their own learning.  Examples might include but are not limited to: making choices about technologies to use, using technology to facilitate experimentation, using technology as a research tool, to express themselves artistically, and/or to make meaning of their experiences. 

The digital media was used as documentation and presentation of student artwork, as well as a catalyst to inspire students’ thinking about their identities. 

16. How did you use technology to enhance the learning environment for both you as a teacher and for the students?

As I stated, I think the technology was added as a feature to the learning, but was not the driving force behind the work.

17. In what ways do your chosen technology resources align with your goals and outcomes for student learning? Looking back at the unit, how did the technology meet, not meet or exceed your expectations for facilitating student outcomes. 

I think the technology could have exceeded my expectations if each student would have had an ¡Pad to work with and created a self-portrait in ¡Photo.

18. How did the use of technology contribute to students’ application of higher order thinking skills?  Examples of student higher order thinking skills include metacognition, self-reflection, analysis, and application of knowledge or skills.

As mentioned in the previous response, I think having greater access to technology would have helped me to push the students to a greater level of interaction with the technology.

19. How did the use of technology drive student creative artistic expression? Please provide student artifacts that exemplify how technology supported their artistic expression. 

Artistic expression was driven more by traditional art media rather than technology.

20. How did the integration of digital media technology impact your teaching practice?

The impact on my teaching is that I could see that I wanted to better utilize the technology in the classroom in the future.