Bulb Archived: Perez ATLAS 2015-2018: Koss (Year 2, 2016-2017)

School Name: Perez Elementary Teacher Name: Anne Koss

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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Students experimenting with materials.
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Finished drawing/painting of the cosmos by Diana.
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Students working at different stations for different materials.
Journey to the Cosmos-a finished movie by Raul. 
Journey to the Cosmos-a finished movie by Fatima. 
Journey to the Cosmos-a finished movie by Alyssa. 

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?

see above

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 multiple forms of media help tell my story and how do I choose the right ones? 

Big Ideas could include- choice and voice (not intended to rhyme) 

Through many stages/layers of this project, students had many choices to express their ideas/voice. 

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.

Research began with a close reading of images from the Hubble Telescope. They had to determine if there were translucent and/or opaque elements in the image. They continued their research by traveling around the stations of the room to experiment with media that would best represent their image. Students saw and heard examples of different stories of imaginary space travel. They dug deeper into their own thoughts through the use of a graphic organizer for creative/narrative writing. They were able to experiment with the iMovie application to achieve their voice in 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?

The unit inquiry opened up avenues for connections between creative writing, science, technology, and visual arts. They first had to create the place they were traveling to, then they had to imagine traveling there. Science created the images and information to inspire and inform their visual. They could use the graphic organizer to brainstorm what  senses they would experience on their journey. They needed to use evidence from their visual they created to explain their journey in their writing. Technology created the medium to express their vision and voice. 

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

 The curriculum didn’t necessarily change. Their response to the curriculum evolved based on their inquiry process. Once they decided which materials to use and how they wanted to tell their story, they made their own choices and took it in their own direction.

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?

Again, students had a lot of choices thought the project, from images, media, story, framing and movement of the filming, voice, sound and editing. 

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

Students wrote  a reflective artist’s statement at the end of the project. They also had opportunities to view and discuss each other’s videos. 

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 learned from looking at their videos that I should spend less time showing them how to use the features because they discovered so much on their own. I also learned that I should spend more time demonstrating framing in iMovie. 

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

Students shared and discussed their work with each other as the project went on. Also, their artwork was displayed next to their personal narratives for the school’s Fine Arts Festival in May. The videos were projected at the festival and were submitted for the ATLAS end of the year show as well. 

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?

This was mostly and individual project, but the students did discuss their ideas and work with other students often. They helped each other with technical difficulties on the iPads and with the art media as well. 

l. 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?

 I would walk around and see which student needed help or suggestions. If I saw that a number of them needed the same thing, I would stop class and do a mini-demonstration. If a student’s plan called for  a material that I didn’t have out, I would try to find them what they needed.

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

I did not collaborate with other teachers on this project. 

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 thought iMovie was a great tool for individualizing their voice-their actual voices and voice in how they want to tell their story with visuals and sound. 

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.

They were able to experiment and edit their work to create what they wanted. If you watch their videos posted, you will see the individual choices that were made. Some students used technology upfront to research their own image from space. 

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

I used technology to project kid-friendly websites about the Hubble telescope and to view some of the images it took. I used iMovie to create my own video both for an example and also to really get to know the options and functions so I could help the students with theirs. 

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.

It met my expectations. I wanted students to have lots of options to create their own ideas. I felt like iMovie definitely provided choice. 

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.

They applied their knowledge and skill from the basics of the program, then analyzed what they did to make edits. They reflected on their work throughout the project to decide where to go next or what changes to make and after their work was done in an artist’s statement. I believe metacognition happened elsewhere in the project (during the writing) and not so much during the technology portion. 

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

AGAIN, it gave them many choices to express both their actual voice in the recordings, but also choice in framing, movement, and sound. 

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

It definitely added another important layer to the project. I taught this same lesson without the technology aspect to  my younger students, and it wasn’t nearly as rich.