School Name: Ruiz School
Teacher Name: Kathryn Jochaniewicz
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.
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?
First students created lists using words and images of famoous people, places or things in Chicago. Then students created multi-media sculptures in a small group of a famous person, place or thing in Chicago. Finally, students created storyboards and puppets that would react with their Chicago sculpture in some way. It was the hope this would be recorded into a stop motion animation film.
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: How can I create a story and characters that interact with my Chicago sculplture? How can I create a stop motion animation film focusing on my story, puppets and Chicago sculpture? Big Ideas: Interaction, Focus
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 researched the history and culture of the city of Chicago through video, books, and photographs. Students also watched a variety of stop motion animation films that told a simple story where character interacted with a place, scenery in some way. This inspired them to create a simple story board that included their Chicago sculpture in some way.
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?
Students wrote stories that focused on their puppets/characters interacting with their Chicago sculpture in some way.
6. How did the curriculum evolve based on the unit inquiry process?
The curriculum evolved away from the interaction with their characters and their Chicago sculpture because we ran out of time to record that much and create the stop motion animation film.
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 alot throughout this project. They brought in materials for their Chicago sculptures, they decided and created a plan/map on what they will need to build it and how. They also made their own aesthetic decisions: color, pattern, etc. Students also created their own stories and puppets/characters to interact with their sculpture.
8. Please explain what opportunities the students had to reflect on their experiences and react to the work of their peers.
Students reflected on their experiences by sharing their stories with their peers and playing with their puppets and the Chicago sculptures.
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 that the students were super creative and worked well together and could take the lead at the filming and animation process. However, time escaped us…with one computer to photograph with it was difficult and we simply ran out of town. I would definitely change the project by having their Chicago sculpture be the thing that they had to animate or just start the project sooner so their is ample time to finish.
10. Describe how the students’ work was shared in the school or publicly. Why was this an important part of this unit?
Work was displayed at the annual Ruiz Art Exhibit.
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 worked in partners an small groups.
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?
I helped students with construction aspects…hot glue gun, guiding on painting techniques, use of different materials, etc.
13. How did you collaborate with other teachers in your school to plan and/or implement the unit?
The classroom teachers introduced Chicago history, architecture and culture to students. Students read about it and created posters.
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 selected stop motion animation becuase it looked simple/yet challenging enough for me and I thought my students would really enjoy it.
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?
We attempted stop motion animation, but we did not finish this. Although one group photographed 15 frames to put into a stop motion animation application. That’s as far as we got until time ran out and school was over.
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 did not meet my expectations because we ran out of time. and was too difficult using my phone and one mac computer with 3rd graders. older students might have been able to use their own cell phones and accomplish in time.
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 used different learning and reflecting abilities through the differennt activities such as: reading, writing, discussing, collaborating with peers, explaining what they made and how, sculpture, painting, performing their story boards with their puppets.
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?
I realize I need more technological help, or use older students who have their own cell phones or start the project earlier.