Bulb Archived: Hoyne ATLAS 2015-2018: Porter (Year 2, 2016-2017)

School Name: Thomas Hoyne Fine Arts Elementary School

Teacher Name: Andre Porter

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.

The sixth grade class of Thomas Hoyne Fine Arts Elementary School integrated Arts instruction into their ELA and Social Studies class projects to create a Cultural Arts Fair that was open for the entire school community to attend.

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 were very excited and spent countless hours researching and putting together engaging interactive exhibits that displayed technological skill/mastery that focused on the influence and impact that the Arts contributed to ancient civilizations.

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 the theme.

What role did the ARTS play in the development of ancient civilizations? The big ideas addressed by this inquiry question go directly to the combined efforts of technology and arts/artists to enhance ancient societies and civilizations. With ATLAS placing an emphasis on integrating technology into the Arts, it seemed a logical choice to investigate the Arts/technology integration in a historical perspective. The Arts played a huge role in multiple civilizations serving as a point of not just intelligence but higher order thinking and refinement. Gaining a deeper understanding of how one influenced the other was definitely worthy of greater investigation. 

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 conducted research via the internet following specific guidelines and parameters to complete the assignment. By working in teams, students were able to coordinate their ideas and refine the results of their findings to create “interactive exhibits” to display for visitors to their “Living Museum”.

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?


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


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 were given several weeks to work in their teams to create “exhibits” that were to be presented in an open setting (an in school museum). The students had total autonomy on how they prepared, created and presented their findings as long as the given parameters were followed. Instructors only served in an advisory capacity while students worked on their projects during school hours. After-school, students where allowed additional access to school technological equipment to ensure project continuity and completion in a timely manner. 

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

Students were allowed to experience the work of their peers during the “Living Museum” tour which took place at the school during academic hours. They had the opportunity to interact with each other and offer feedback on what they saw and experienced throughout the exhibit.  

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?


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

Students gathered in the school gym/auditorium to set up their “Living Museum” exhibits detailing their findings. The entire school population was able to attend and interact with students and experience there findings. 

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 had the opportunity  to work in teams or as individuals to complete their assignments. Students that chose to work in teams performed research together and designated responsibilities among themselves on who was to complete which area of their projects/presentations. They worked together to refine their presentations offering continual feedback to each other. 

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?


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

To allow for students to express their knowledge and mastery of digital technology, students had to create digital presentations to display the findings of their research. The presentations were displayed on laptops or iPads and were created to be interactive via power-point, Prezi and/or pre-recorded videos. 

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?


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.


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.


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


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