Bulb Archived: Healy ATLAS 2015-2018: Blue (Year 2, 2016-2017 – Project 2)

School Name: Healy School

Teacher Name: Mrs. Blue

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.

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This was the initial worksheet to start the shadow puppet brainstorming process.
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One group’s shadow puppet draft.
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Performance Time!

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 we use storytelling to show kindness through shadow puppets?

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.

We began our research by using the ipad’s to take a story walk through a website that taught us about Indonesian Shadow Puppetry.  

We learned about the artist Kara Walker.  She takes inspiration from European history painting such as creating scenes from literature and the bible to create art.  She works with storytelling but also uses her imagination to complete the picture.  Depicting slavery in the artwork, she used silhouettes to show the stereotypes from the era of slavery to modern-day concerns.

We then learned about the Indonesian shadow puppet artist named Jumaadi.  Jumaadi’s art is full of poetic mysticism (altered state/spiritual) bringing echoes of pastime through metaphor and symbolism. The Halsey Institute describes the characters in Jumaadi’s work as if they “seem to be carrying burdens of some sort, a metaphor for the human condition. Shadow puppetry is a widespread art form and source of entertainment popular in Java, Indonesia, Jumaadi’s birth place. Indonesia is also the birth place for shadow puppetry.  

After this initial research, students got into groups and began the process of developing their shadow puppet play.  We decided on a theme of “Kindness at Healy School” and from there they had full creative control.  They began by deciding on their “story” and creating short writing to go along with their story.  

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?

Through the inquiry process we realized that we were dovetailing visual arts, the social sciences, storytelling, and writing.  

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

As students brainstormed in their groups, their ideas changed and developed into great shadow puppet plays.  

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 began by self directing in their groups.  They used the decided theme of “Kindness at Healy School” to organize their thoughts.  Students then used realistic or fictional characters to demonstrate that theme and wrote their mini-play.   They worked collaboratively to decide what elements of the play to depict as shadow puppets.  Each student was responsible for making one shadow puppet, although they could work together throughout the process.  They decided how to communicate their play together as a group, with little guidance from the teacher.  

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

On the third class period the students practiced their plays and one-at-a-time presented them in the hallway.  Each shadow puppet play was recorded by a member of their team.  The plays were then presented to the class in their recorded form.  The class was able to give a peer review of their production.  

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?

As students progressed throughout the unit they made accommodations and changes that lent themselves to the creation of a successful shadow puppet show.  Some ideas they had in their initial writing didn’t translate to a play as they  had predicted.  We learned to be flexible and make necessary changes to fit the guidelines of the project.  

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

Student work was shared on the teacher website, school website, and in the school hallways. 

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 began by self directing in their groups. They used the decided theme of “Kindness at Healy School” to organize their thoughts. Students then used realistic or fictional characters to demonstrate that theme and wrote their mini-play. They worked collaboratively to decide what elements of the play to depict as shadow puppets. Each student was responsible for making one shadow puppet, although they could work together throughout the process. They decided how to communicate their play together as a group, with little guidance from the teacher.

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?

Initially, I collaborated with students to oversee their short story and approve it for the next stage of the process.  The students impacted the unit at many levels.  They had full artistic freedom as they worked collaboratively to write their short stories.  In addition, they used artistic expression to decide which elements of their story to represent in shadow puppets. Essentially, the students helped develop this unit from the onset.  

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

I collaborated with a teacher from the Art Institute of Chicago to plan and implement this unit.  We collaborated on a power point presentation for the students showing the history of shadow puppetry and featuring two artists who specialize in shadow puppetry.  Ms. Cha and I worked together throughout the entire process.  

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?

For this unit, students used iPad’s to explore Indonesian shadow puppetry.  They also used iPad’s to film the final produce that was then presented to the entire class.  

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.

iPad’s were used for research purposes as the students progressed throughout the unit and needed ideas for their shadow puppet plays.  

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

Technology allowed us to turn our plays into mini-movies that were presented and then critiqued by each class, creating valuable class discussion.  

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.

My goal for student learning for this project was to see a seamless transition from their written play into a successful shadow puppet show.  Technology made this transition possible.

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.

Students learned about the importance of voice projection by viewing their play after it had been recorded on an iPad.  Without a recording, students wouldn’t have had this opportunity and they would have missed the value in self-reflecting on completed work.  

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

Students learned how to change and modify their artistic expression based on how their play was received by their peers.  

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

Digital media makes my teaching practice easier when used properly and efficiently.