Bulb Archived: Ravenswood ATLAS 2015-2018: Conde (Year 3, 2017-2018)

School Name: Ravenswood Elementary School

Teacher Name: Kitty Conde

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. 

Unit Overview: Functions can be represented using words, equations, tables, and graphs. Students  explored representing and analyzing the relationship between two variables using functions. Students  also explored various visual representations of linear equations through writing, graphing, visual arts and solving one-variable inequalities.Sol LeWitt was a founder of Conceptual Art, an art movement in which art is constructed by anyone simply by following a set of written instructions. That is, LeWitt would develop a concept, and then a group of trained artists would carry out a list of instructions in which he specified how to create his concept. In conceptual art the idea or concept is the most important aspect of the work. When an artist uses a conceptual form of art, it means that all of the planning and decisions are made beforehand and the execution is a perfunctory affair. The idea becomes a machine that makes the art. According to the principle of his work, LeWitt’s wall drawings are usually executed by people other than the artist himself. Even after his death, people are still making these drawings .He would therefore eventually use teams of assistants to create such works. Writing about making wall drawings, LeWitt himself observed in 1971 that “each person draws a line differently and each person understands words differently”

We began this project with students learning about linear equations and plotting graphs.  The concept was challenging for students to grasp.  We decided to use a visual application of the linear equations in order to grasp the abstract concepts more concretely.  Students played with the idea of math as a communication language.  We looked at Conceptual Artist, Sol Lewitt’s wall drawings.  We  explored what the term “conceptual art” meant.  Students discovered that Math could be used as a tool for art making and curation.   We began the journey by challenging each other with a game of Battleship, where students had to plot coordinates on their graph in order to find shapes or their opponent’s graph.  All through using the communication tool of math.   

.Tristan recognizes various math themes embedded in Sol Lewitt’s work

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? 

No Response

For Diverse learners they explored the concept of a linear function using tape and 

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 visualization leads to comprehension?

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. 

The students use an app called Desmos graphing.  This app enabled them to visualize linear functions at a rapid pace.  They began by just plugging in equations and the line would automatically appear on the graph.  Some they knew and some were new to them.  Then they started adding and subtracting from the equation and they noticed how the line moved on the x and y axis.  This playfulness allowed them to experience math and it’s potentialfor change and visualize it.  Then we looked at desmos art.  This blew their minds.  This website shows the linear equations for each line an artist draws color coded.  This got not just the math lovers excited but also the other students got excited as well. The started to look at which  equations made circles and curves.  They also noticed that the greater than and less than symbols gave them whole shaded areas on the graph not just lines.

The playful quality of this research really engaged the students and gave them buy in when it comes to math because it was applied

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? 

No Response

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

It didn’t necessarily happen within this unit but as an instructor I noticed that the nature of visualizing math through linear functions in a grid was not unlike computer science. I would like to explore this idea of visualizing math through computer science and coding

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? 

 Because the whole inquiry question was if you design the art but don’t make the art who is the artist? this became an interesting question in terms of aesthetic decisions and who’s in charge of them.  Because we studied Sol LeWitt wall drawing instructions we grasped onto the idea that we all have our own interpretation of an idea.  So regardless of how detailed and specific the instructions there was always room for interpretation based on our own aesthetics 

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

As the students interpreted other artists instructions they would check in with the artist whenever possible and reflect on what they heard verses what the artist intended.  They checked their math work through desmos as well as with a partner

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? 

No Response

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

No Response

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? 

No Response

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? 

No Response

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

No Response

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? 

No Response

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. 

No Response

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

No Response

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. 

No Response

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. 

No Response

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 technology opened up the opportunities for the students to create 

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

Learning to use technology as a playful tool to drive inquiry impacted my practice on multiple levels. It took the fear of implementing technology integration into my practice away.  The students were able to explore freely the concept of linear equations at their own level.  There were students who were fascinated by the immediacy of the lines the created with simple equations.  Some students pushed their thinking and looked at the lines that were created first then went back and discovered the equation that built it.  This playful method allowed students to dive as deep as they felt able too.  Because the linear equations were limited to straight lines the art work had simple lines.  On the graphing app they were able to experience sine and cosine and other formulas that could create all lines in digital drawing.  Students were able to go into the gallery of Desmos Art and find drawings and look up their linear equations for each drawn line.  

This experience made me realize that technology holds potential to expand my teaching.  Watching the students being able to move at their own pace to explore and comprehend abstract concepts being asked of them.  

The graphing allowed them to explore ranges as well as seen on the various green bands.