Bulb Archived: Curie ATLAS 2015-2018: Bakova (Year 2, 2016-2017)

PreSchool Name: Curie Metro HS

Teacher Name: Viera Bakova

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. 

Students create two dimensional work of art  – Fantasy Building – create visual solution (linear perspective) using imagination (inspiration – surrealism).

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Students have learned about linear perspective and now creating their fantasy building 
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Students learned about color theory – color schemes and now they work on their compositions – Eric chose the triad scheme
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Discussion- critique
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Presentation- artist talk
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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?

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Creating  Fantasy buildings in two points perspective
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Choosing color scheme. working with water color, … 

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 

How can the process of artistic creation lead to self-discovery?

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.

The students had the opportunity engage with Curie’s artist in residence Andres Hernandez and  visit his SPACE studio. Students were able to see some artifacts from his preparation for architectural projects and this experience gave them a special connection to how the architects work.

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Research Surrealism
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Surrealism  inspiration

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?

Mathematics – students had the opportunities to use their knowledge from geometry class and advance in architectural drawings, learning linear perspective and then creating their own design.

Student then found the answer  –  “How Artists Create Shapes and Form in Space?”

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

The curriculum evolved , there were artistic things they were very appealing to us ( working also with ink) and eliminate project to only one dominant building –   scale down a bit because of time and the maturity level of the students involved. 

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?

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Studio Thinking Journal – Self-reflection

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

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Reflections

Students brainstorm in small groups and gave feedbacks to each other’s on their prelinary sketches. Moreover, they were allowed and encouraged to work together and talk about their work while creating, document their progress , reflect in their journals and then participating in the class critique.

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Critiquing artwork 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 learn how important is for my reflection to make documentation of my teaching practice. 

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Working with water color
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Gallery walk
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10. Describe how the students’ work was shared in the school or publicly. Why was this an important part of this unit?

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Exhibit

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? 

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Curation of Art Exhibit 
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Critiquing artworks

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?

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The Museum of Art Institute 

Students helped me plan after our visit Art Institute of Chicago, our artist in resident and we decided to focus on one building instead of whole city and we choose surrealism as our art movement inspiration for this project.

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

I collaborate with our artist in resident and consult their geometry knowledge with a math teacher.

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? 

Student researched art movement – surrealism, artists – comparative study and documented their process work.

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. 

Student researched art movement – surrealism, artists – comparative study and documented their process work. They have the opportunities to reflect and revise their work and see their progress.

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

We use information found on Web as research information and used  photo documentation for the school community presentation.

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. 

The technology I used – laptops for research, phones for student process work documentation and IPad for students’ artwork documentation.

I think if I felt more comfortable with using technology iPad and have more resources , I could have more interesting outcomes at the end of this project. I would like to extend this project as multimedia group project in the future.

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.

Documentation of students’ process work (phones, iPad) and writing feedback to each others’ work reflection on Edmodo in on their artwork in sketchbooks helps students to learn about their strengths and weaknesses.

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

Research about surrealism and virtual museum visits help students to explore and inspire in creating their own artworks.

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

I have had opportunities to reflect on my teaching practice.