Bulb Archived: Talcott ATLAS 2015-2018: D’Addario (Year 3, 2017-2018)

School Name: TALCOTT

Teacher Name: Paul D’Addario

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.

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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 video: https://www.bulbapp.com/u/school-atlas-project-year-3~2

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 does taking on responsibilities in roles as individuals contribute to meeting a collaborative vision?  How can we communicate a math story problem through moving pictures? 

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 had to research and comprehend the responsibility of the specific job of Director of Photography, Director and Actor on a film set.  Within each role, students had to explore and execute the tasks they were responsible for before and during shooting.  

For example, the Director and Director of Photography were responsible for drawing the Storyboard before the shoot.  During the shoot, the Director blocked and communicated with the Actors and the Director of Photography set up the shot and executed the camera work.

The further inquiry happened between the planning and the executing what was planned and how it may had to have to change due to logistics.  For some groups, the Storyboard and the final project looked very different from each other.  This goes back to the students answering the inquiry question, “How can we communicate a math story problem through moving pictures?” 

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?

Math word problems are stories.  We can use the artistic process of story telling to make the content of the math problem clearer.  Since the students objective was to give the audience best opportunity to answer the math problem correctly they had to focus on what was most important in the story and insure the actors (what do the characters want?) and camera (what are we looking at?) captured it.  This forced the students to identify the most important elements of the math problem.

In addition, each group wrote their own math problem following a format of ADDDAD,  (A=Action, D=Dialogue).  In designing the math problem that had to be sure they were creating a clear question.  This helped them to understand what a math problem is.

See videos: https://www.bulbapp.com/u/school-atlas-project-year-3~2

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

As we started shooting the short films it became clear that they had to be shot outside of class time so the group could have control of the environment. Asking 27 additional students to remain quiet and observe wasn’t proficient. As a result, we shot on my prep time and teachers were good enough to excuse the students from their classrooms.

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 wrote their scripts, created their storyboards, claimed their character motivations, blocked the scene, created the set and operated their camera.  All choices were made by them.

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

We watched all the scenes and discussed the clarity of each film and what could be done to improve.  It was agreed that the biggest challenge was getting a clear and audible sound.

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?

The storyboard was very helpful during shooting.  I was able to refer them to it if they were stuck or if their discussions became to open when setting up shots.  The script was a great guide for the Director and Actors.  They had to go over what was to be said in each shot and when (combined with the action) it was to be spoken.

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

It was shared in both classes that created it as well partially with at the Atlas Galley showing.

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 to research and comprehend the responsibility of the specific job of Director of Photography, Director and Actor on a film set. Within each role, students had to explore and execute the tasks they were responsible for before and during shooting.

For example, the Director and Director of Photography were responsible for drawing the Storyboard before the shoot. During the shoot, the Director blocked and communicated with the Actors and the Director of Photography set up the shot and executed the camera work.

In addition, each group wrote their own math problem following a format of ADDDAD, (A=Action, D=Dialogue). In designing the math problem that had to be sure they were creating a clear question. They wrote it as a group. 

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?

Mr. Schott had been teaching math problems to his students.  This gave the students a clear understanding of the objective of their story.

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?

The iPad Pro and iMovie were perfect for the project because of its size and its student friendly nature. Most of the students were familiar with using this tool. In addition, the editing features on iMovie are simple and effective, those making the students choices efficient.

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.

See the videos above.  The experimentation came when shooting the film.  Students would set up and execute a shot, immediately review and adjust as needed.

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

It gave the students ownership and freedom.

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 meet my expectations.  It was easy to use, the students could experiment freely and as a result students were able to focus on the telling of the math problem rather than having to be distracted by the tool (the iPad camera) being too complex.  In its simplicity, the iPad Pro achieves all the student wants.

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.

The students with through trial and error when they blocked the scene and set up the camera. Each shot they took was looked at and decided if they wanted to use it it or take it again. Therefore, self-reflection and analysis was happening through the creation.

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 went from creating their own script, preparing for the shoot and executing the shoot.  Their artistic expression was present from beginning to end because it all came from them.  Making it a film was always on their mind.  The camera drove their thinking as can be seen in the storyboard.

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

It gave a focus of expression.