School Name: Healy School
Teacher Name: Mrs. Blue
Section I: Arts Integration – 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.
For the first ATLAS project my 7th graders learned about Do Ho Suh, the Korean Sculptor. He is a modern artist who is still creating art, which resonates with students. We began the lesson with a short video of Do Ho Suh creating an exact replica of his first apartment in New York City with muslin. We had a class discussion about their feelings about Do Ho Suh’s style of art. The class then worked in 8 separate groups to draw a room on their ipad’s that they could replicate three dimensionally with various supplies. We then translated their digital drawing into a 3D design.
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?
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?
Inquiry Question: What does home mean to you?
Big ideas: Students explored the space we live and spend our time in. We discussed how this space affects our livelihood, emotions, and our day to day routine. We discussed what things in our home make where we live the perfect place to live. We discussed the things we need in our homes to keep us content.
The inquiry question addresses these by being very open ended to instigate conversation. The kids had no problem piggy backing off of each others ideas and deeply exploring the meaning of home.
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.
Using iPad’s to research Do Ho Suh and his exploration of home kept students engaged and focused on the inquiry question. They were able to watch YouTube videos narrated by the artist which allowed them to see the artist creating art in the space he considered “home”. Research allowed students to form a deeper connection between a modern day artist and the art they were creating.
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?
This unit made the connection between the social sciences and visual art. Students discussed different time periods and how homes during that particular decade or century were modified to meet the needs of those during that time period.
In construction their 3D homes, students had to incorporate math skills as well, keeping things proportional and lifelike. They recalled how Do Ho Suh made actual models of the homes he was replicating.
6. How did the curriculum evolve based on the unit inquiry process?
Throughout the inquiry process students students modified their ideas to fit within the parameters of the assignment and to maximize use of the supplies provided. Items that were initially prepped for creation may have been too challenging with the given supplies and had to be “paired down” for success.
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 self-directed throughout the entirety of this project.
-Deciding in their groups what to put in their room
-Students decided which materials to use based on functionality and what they though was aesthetically pleasing
-Students decided which items were meaningful enough to warrant creation.
-Students brainstormed and collaborated during class discussions.
-During presentations students chose who would prepare each part as well as who would video presentations.
8. Please explain what opportunities the students had to reflect on their experiences and react to the work of their peers.
We paused for reflection and discussion throughout the process on many many occasions. Students also filled out reflection worksheets!
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?
Everything from their initial drawings of “home” to their final presentations helped guide my teaching practice.
10. Describe how the students’ work was shared in the school or publicly. Why was this an important part of this unit?
Completed homes were displayed on a table in the hallway for a few weeks for everyone to view and appreciate along with images of Do Ho Suh’s vision of home.
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?
-Initially students discussed home in small groups and as an entire class.
-Students collaborated together to create their team drawing of what they wanted their home to look like in 3d form.
-Students created every item in their home as a unit, helping each other with size, shape, and structure.
-Students planned their presentations as a group, with very little help from me.
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?
Students had ideas and suggestions throughout the process, even it it was a request for a certain supply. All of their ideas were feasible and made their final products more meaningful to them and more successful in the long run. Given the fact that they were self-directing for the majority of this project, their ideas were meaningful and important to the success of the project.
13. How did you collaborate with other teachers in your school to plan and/or implement the unit?
For this unit I collaborated with a teacher from the Art Institute of Chicago who came to Healy to work with us throughout the unit.
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?
Technology used for this project…
-iPad’s for initial research about Do Ho Suh
-Digital cameras to photograph their completed homes
-iPad’s to record their presentations
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.
16. How did you use technology to enhance the learning environment for both you as a teacher and for the students?
The iPad’s enhanced learning by assisting students with research and providing a lens for photography as well as videography. Having these available created an ease of learning that could only be replicated with the availability of multiple computers, which require much more space.
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.
Technology met my expectations in this unit by making the unit more successful and allowed completion with ease.
Rather than drawing their initial images of “home”, students could have drawn their images in an app, adding an additional technology element to the lesson.
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.
The use of the iPads really assisted in self-reflection and analysis. Due to the plethora of footage available of Do Ho Suh on the web, students were really able to “dive in” and learn about his life and style of art. They were able to watch many videos of him creating his version of home and learn about him as an artist. Therefore, students formed a connection with Do Ho Suh that otherwise would not have formed. There final products reflected this connection in their design choices.
19. How did the use of technology drive student creative artistic expression? Please provide student artifacts that exemplify how technology supported their artistic expression.
Technology drove students inspiration in this unit by creating background information and allowing students to form a connection between the artist and their final product.
20. How did the integration of digital media technology impact your teaching practice?
The iPad’s are an integral component of the art room now. We use them almost every day. When students have an inquiry about artists, images, etc… they use the iPad’s to assist them and need very little assistance from the teacher. With more and more exposure, we can incorporate advanced versions of technology allowing students to become even more comfortable using technology to enhance their visual art.