Bulb Archived: Ravenswood ATLAS 2015-2018: Conde (Year 2, 2016-2017)

School Name: Ravenswood School

Teacher Name: Ms Kitty Conde

Arts Integration of Math, Art and Technology

Each Architectural team designed and created their structures and spaces based on their purpose and inspiration

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.


Conceiving and developing new artistic ideas and work. 

Anchor Standard #1. Generate and conceptualize artistic ideas and work.

Anchor Standard #2. Organize and develop artistic ideas and work.

Anchor Standard #3. Refine and complete artistic work.

: Develop and refine artistic techniques and work for presentation.

Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork. – 

Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

How can geometry help us envision our own architecture?

 We named it pop city because their inspiration came from icons of popular culture like Batman, Iron man, BB8 from Star Wars and many more.


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? 

 We explored form through a construction challenge.
We envisioned our buildings in shapes, polygons first

How does shape relate to form?

We looked throughout the history of architecture to understand form and function 

What are the components of a geometric form

VOCABULARY: face, net, model, vocabulary, triangular prism, rectangular prism, square pyramid, cylinder, cone, cube, edge, vertices, template, hexagonal prism

How does shape inform form?

Vocabulary: polygons: pentagon, hexagon, octagon, decagon, and circle. Base, bird’s-eye-view, side view.

Hinge, façade vs. face Attachment, (elements: shape and form)

Focus: shape to form

We designed our own shape stamps to build a city  design
We explored nets and built our own
We identified the characteristics of forms

We connected the nets to their respective forms 

How does our environment inspire us?

We learned about inspiration in architecture
By looking at the sources of other architects insporation

How can fractions help us organize sound?

 Using money we learned about fractions with quarters.
we learned about quarter notes, half notes and  whole notes
We learned to play on different quarter notes exploring the rests as  notes  Here Gianni gets it in a an AHA moment

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 do Mathematical skills have real life applications in art and architecture?

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.

Through researching the elements of form and inspiration sources they were able to create more detailed and stronger designs.  Given the opportunity of play as an entry point into form the students found supports, structure and aesthetics three important challenges to consider when partaking in the envisioning process and construction process  This playfulness was an entry point for most aspects of the inquiry process.  As we saw with Gianni his opportunity for play in the sound component allowed him to understand that the quarter notes could be sounds or rest notes.  Students engaged in research through stretching and exploring the concepts of form.  Once we learned about the nets and basic concepts of form they were given time to play with form and its potential.  They then created ideas and sketches to present to their groups for discussion.  Because a big aspect of this unit is about collaboration students did a lot of communication activities.  For some groups listening was a big challenge.  Their discussions became a part of their inquiry.  When it came to inspiration for their structures their research was through books and personal interviews. Another important opportunity for research was the purpose for their building or structure.  In Social Studies class the students were learning about urban cities and the vital role each component  of the community played.   Students researched what their building was meant for and how to augment that purpose through architecture.  As we prepared for the curation of POP CITY we did some city planning and played out different scenarios of how the city should be laid out.  We added a  sound installation creating the sound we might hear coming from that building.  Students had the opportunity to play with sounds through experimentation to create a sound track for their  building.  We investigated organization of sounds through understanding the general framework of a measure.  After collection the sounds through found audio, created audio and samples from garage band student composed their sound art in garage band using the measure system.

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  opens up the opportunity for geometric functions of man and the artistic process and later using the presenting standards allowing us to integrate fractions and sound into the installation of the exhibit  Pop city. Because both math components were heavily embedded into hands on experimenting the students were given the opportunity experience the math  in a profound way.

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

 We found ourselves focusing on social emotional learning standards as well. Focusing on the seven collaborative habits.  Because these students are learning these collaborative habits in their classroom with their teachers we decided to reinforce this learning through this unit.  There were times when we had to stop and focus on a collaborative skill.  We would create a fishbowl situation where students observed each others’ collaborative behaviors.

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?

The students have the freedom to design and make decisions as they chose. We did give them some limitations  when it came to inspiration.   By giving them some limitations in allowed them to explore their creativity with in the parameters. We found that what working with third-graders collaborative skills was a large focus and having a safe place to try out creativity and inquiry.  Largely the lessons we presented were about artistic habit and how to manage them.  The students  endured their decisions through the artistic behaviors  The students did students self-direct while creating their artistic work during the ATLAS project?

The students had choices and voice throughout the creative process.  They chose their inspiration, they chose their materials. They also controlled their collaborative choices in working as a team.  They were given tools like the wheel of choice to control their learning experience.

Wheel of choice for helping out architects and inquirers engage and persist

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

Student reflected throughout the process in written and oral format.

In our studio setting we have a protocol called PQS. This stands for praise question suggestion

Peers give each other feedback and opportunity for reflection through these three strategies.  Students use questions to understand what others don’t see on their work.

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 was able to observe through multiple formative assessments both formal and informal students understandings and misconceptions.  An example of this is observations I made during building and designing process.  Students struggled with collaboration so we’d stopped and did a fishbowl.  We had a group model the problems they were having through a role play.  Students observed silently and afterward they gave feedback to the group and the students used the Feedback to make corrections and do the role play 

Student artifacts tell so much about students thinking and learning.  When students started putting details in their architecture I noticed they had no sense of proportions.  This enabled me To address the mathematical concepts of proportion and ratio.

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

Presenting is one of the most important standards.  Our curriculum embraces these standards through scaffolding curatorial skills from pre kinder to 8th grade.  This project was showcases for our school community during report card conferences.  This exhibit allowed students and their parents to revisit their learning in a public space.  The actual curation and installation was done by the students.  They became city planners to create pop city.  They created the sound installations and embedded them into the installation.

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? 

The main focus of this unite was developing collaborative habits.  Their classroom teachers develop a standard of collaborative habits.  They envisioned alone but then had to bring their ideas together to great a single envisioning for the group.   This gave us the opportunity to practice our collaborative skills.   Students collaborated in their research to develop a theme for their buildings students collaborated in constructing and designing the city where each building would occupy its own space . 

 We reflect on the collaborative experience by identifying what strains each student brings to the project .

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?

My collaboration with the students was implemented through a dialogue throughout the unit. I would check in on how they understood the concepts  through formative assessments. We discussed aspects that made sense to them in the project as a whole as well as aspects that didn’t make sense and had no connection to them.  I took notes from these conversations and added them to the reflections of  that unit. 

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

 I have collaborated with these third-grade teachers for several years we have created essential questions together we’ve explored their curriculum. They do a unit in sound.  The do a unit in geometry And a unit in fractions. The do a unit in Chicago in its architecture.   Because of my full knowledge of their curriculum and our discussions and planning I am able to implement this unit that encompasses all of these concepts . One of the most important aspects of the third-grade curriculum that is embedded throughout the entire year is the collaborative habits so this year our focus was on developing and working on the collaborative habit

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? 

 We choose to use sound in GarageBand through the iPads. This was an ideal tool because the students are familiar with the iPad and various apps but GarageBand was new to them. Because there was a comfort level with the iPads we were able to break down the skills needed for the garage band app. We were also able to use tools around the room and instruments to create different sounds for their sound installations for Pop City.

 Because of the meters in garage band it was ideal for fractions because the children could see what a quarter note visually looks like in real time that applied to the sounds they were creating .

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.

 The students used technology for multiple purposes.  Primary usage was for research initially.  The students used the ipads to explore found sound and create sound. 

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

The iPads have become a basic tool that is utilized throughout the units from research, to creation tool.

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 has played a huge role in accessing information so far .  My hope is that we will be utilizing technology more advice a creative and assessment tool.  We are looking at let’s recap is an app that allows students to share through video instead of writing through google classroom.

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 we able to use the recordings as a tool to explore their environment through sound.  They were challenged to invent sound to create environment in their installations.

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

The students were able to use the structures embedded in garage band to build on to compose their pieces.

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

This experience continues to crack open my thinking about how technology can level the playing field for the world of education.  It’s making me enter into my units of study with a new lens of technology as a creative tool. an assessment/reflective tool, a research tool and a collaborative tool.