Ceramics Art History in the 21st Century A Redefined, Technology Integrated Ceramics Art History Lesson for grades 9-12 Amy Robertson
OVERVIEW & PURPOSE Art History is an essential part of high school ceramics. This lesson is a Project Based Learning lesson that focuses on the overarching theme that visual imagery influences our understanding and responses to the world.This lesson involves students working in groups to research specific time periods, cultures, and ceramics techniques, forms, and decoration, through a website Pottery Through the Ages and through Google Arts and Culture. Students will capture their understanding of ceramics art history through small group discussions, graphic organizers, visuals, and written and audio reflections on a website or blog.
EDUCATION STANDARDS National Art Education Standards altered with specific content language for ceramics Creating Standards Anchor 1-Generate and conceptualize ideas for artworks through a planning process Anchor 2-Organize and develop ideas to create art Anchor 3-Revise, refine and complete works using artisanship Presenting Standards Anchor 4-Select, analyze, and interpret ceramic work for presentation Anchor 6-Convey meaning in ceramic and artistic work Responding Standards Anchor 8-Interpret intent and meaning in ceramic and artistic work Connecting Standards Anchor 11-Relate ceramics ideas and works to societal, cultural, and historical contexts to deepen understanding.
ISTE-21st Century Standards Global Collaborator: Students are GLOBAL COLLABORATORS by broadening their perspectives and enriching their learning by collaborating with others and working effectively in teams locally and globally. Empowered Learner: Students are EMPOWERED LEARNERS by taking an active role in choosing, achieving and demonstrating competency in their learning goals. Innovative Designer: Students are INNOVATIVE DESIGNERS by using a design process to identify and solve problems by creating new, useful or imaginative solutions. Essential Question: How can I use the design process to solve a problem? How can I find an imaginative solution to a design problem? Link: ESSENTIAL QUESTIONS AND ENDURING UNDERSTANDINGS GOOGLE DOC CREATED SPECIFICALLY FOR THIS LESSON
LEARNING OBJECTIVES
At the conclusion of this project, small groups of students will be able to visually present their understanding of ceramics art history and artifacts through small group discussions, graphic organizers, visuals, written evidence, and audio reflections compiled on a website or blog. Students will accomplish this through:
Organizing and developing a group website with a podcast that captures their learning process, discussions, research and evidence of learning with images, text, graphics, audio, or a combination of these media, and shares resources for their learning during the project.
Synthesizing and relating knowledge and personal connection to ceramic art history that includes group audio reflections.
Evaluating their role as an empowered and collaborative learner through self and group assessment throughout the project.
Producing a completed and refined group presentation that is a public product and available online and they will present it to an audience.
SAMR LEVEL This lesson meets the redefinition level of technology integration. (Puentedura, 2012) It involves multiple levels of technology integration for supporting and scaffolding student learning. It is also a PBL lesson. Students in traditional ceramics class watch a demonstration in class or listen to a lecture, take notes, and respond to questions independently about ceramics art history. They are often are tested with summative assessments based on memorization of data, visuals, and facts. In these situations, usually, students independently create products through teacher assistance. In this Ceramics Art History lesson, students are working in small groups to create a digital website or blog presentation that shows evidence of their understanding and analysis of ceramics art history. The presentation becomes a public artifact that exists as a new task as students create web content to show evidence of their collaborative learning. Students are supporting each other in their learning, capturing evidence of their learning along the way with graphic organizers, visuals, written reflections, and audio that can be shared publically. This collaborative approach is supported and enhanced by the use of digital photography, video, audio, and websites/blogs. The final product also serves as a technology learning tool for others to learn about ceramics art history.
TECH TOOLS
The following technology tools/strategies can be incorporated into this lesson.
Consumer Technologies: One-to-one laptops issued to students. phones, tablets, & video recording devices are used in this lesson because most students have access to at least one for photos, videos, and audio recording.
Internet technologies: Audio and video storage and streaming services available on the internet, website design platforms, blogging platforms, and internet searches and tools incorporated in this lesson because they are essential for student research and creation of blogs and websites.
Learning Technologies: Any photo or film editing software can be used. Adobe Photoshop and Premiere are the industry standard in design and photography and both are available on student school laptops. Microsoft Teams, Google Docs and Sites, and Microsoft OneNote can be used for making content accessible and as platforms for classroom instruction and content. Specific websites are Pottery Through the Ages and Google Arts and Culture websites.
Social Media Technologies: Microsoft OneNote and Teams will be the platform for PBL collaboration and content delivery. OneNote will be embedded within Teams and Google Docs and Sites cab be embedded within elements of OneNote for better graphics in content delivery and for accessibility features associated with Google applications in the classroom and for instructor monitored student collaboration.
MATERIALS
One-to-one laptops for collaboration, research, content delivery, and website/blog development
Tablets/cell phone or digital device for audio and/or video recording
All formative and summative assessments will include written rubrics and self-reflection.
Students will produce their final website/blog as a summative assessment but will have formative assessments throughout the project.
Students will use Microsoft Teams and PBL documents on OneNote to track their progress through the project and evaluate the team and individual accomplishments as both formative and summative assessments.
Students will present their website/blog to the class and a larger audience/panel at the end of the project.
LEARNING ACTIVITIES
Entry event occurs to excite students about the project:
Introduce the group project as a website/blog with a podcast, graphics, written text, and reflections.
Introduce OneNote instructions and website design choices with resources available for students.
Show an example of a website created by a group of students for a similar project.
Introduce upcoming tasks for assignments and due dates go on student calendars.
Show OneNote directions with Pottery Through the Ages website.
Decide on student groups and topics for research based on Pottery Through the Ages website and Google Arts & Culture.
Students begin PBL team documents and decide on individual tasks and make agreements.
Students start research in groups and read through questions on the website for inquiry.
Students formulate a plan for building their website/blog and identify other inquiry they want to pursue.
Students set up collaboration folder in OneNote to share data and research and decide how file sharing will happen digitally on either a school server, online google drive or OneNote.
Students decide what graphic organizers they will create and what visuals will enhance their website/blog. Students will be directed to Adobe Spark tutorials online for help with using program id needed.
Students build website/blog.
Students seek feedback from other groups and adults on peer review days and when needed.
Students record audio for the podcast and use audio/video editing software to add music and effects. Instruction can be done with groups that need assistance with recording audio and editing audio. Tutorials will be available on OneNote.
Students present their blog/website to class and a panel/audience at the completion of the project.