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Art:Technology Collaborations

Page history last edited by PBworks 16 years, 1 month ago

 

Creative and Critical Thinking

Exploring through Art:Technology Collaborations

 

 

Living Sky Arts Education Teacher Leader Plans (Feb. 5/08)

How can we teach our students to think creatively and critically? How can we act creatively and critically as teachers? How do we best engage our students and construct knowledge together?

 

This document reflects the collaborative plan for exploring Creative and Critical thinking through Art: Technology projects in our division. 

Critical thinking involves logical thinking and reasoning including skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hyphothesizing, and critquing.

 

Creative thinking involves creating something new or original. It involves the skills of flexibility, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, attribute listing, metaphorical thinking, forced relationships. The aim of creative thinking is to stimulate curiosity and promote divergence.

 

 

Teacher Leaders will revise this document as needed as their plans become more developed:

 

  Tools Essential Question/Skills

Jackie

grade ___

Photostory

Music recordings (GarageBand)

Flickr

digital cameras

 

How can we analyze music and use images to interpret the composition?

What is the common language between music and art compositions? (critical/responsive)

What elements do students need to consider when creating their photographs? (creative/productive)

(Sherron: what about using thematic groups of photos from Flickr and play to a piece of music? (Ex: Vivaldi's Spring and look for photos tagged as spring) The students can then create their own original slideshow to the music festival composition?)

 

Byrna

grade 2

Scan artwork

Artsonia Online Gallery

student blogs

How do artists present their work to the public? (critical/responsive)

What is the language to use when writing about art?

How can students best share their thoughts about their art work with others?

(Sherron: perhaps your students can look at another student gallery and post comments for the artists. They could choose a school in Artsonia or from another online gallery.)

 

Jim

grade 6

Graphic program

- Big Huge Lab

digital cameras

 

How can students analyze the qualities of a chemical element and imagine it is like a super hero? (analogies)

How will students transfer their science knowledge into a creative design? (creative/productive)

What language will students need to create the synthesis of ideas?

(Sherron: what if students created Venn diagrams of the hero, the element and the power? They could post their diagrams with the posters on a blog, then keep adding as you do new concepts in Science.)

 

Carol

grade 5

 

Graphic program

- Big Huge Lab

digital cameras

 

How will students imagine an Alien world and invent characters to inhabit that world?

What qualities can be promoted through the design of a Trading Card?

How can we best integrate science and art in the project? What language can be shared as they combine both fact and fiction into their design?

(Sherron: could the students post their trading cards online in a blog with their stories? Maybe other classes in another town would write back to them.)

 

Rae

grade 9

 

Graphic program

- Big Huge Lab

digital cameras

 

(or Fireworks or GIMP)

What will students need to know to analyze a musical and create a promotional item to sell their production?

How can students identify style and periods in design? (cultural/historical)

How is the concept sold to the public through design of posters?

How can students learn to use the elements of art/ elements of design effectively? (creative/productive)

 

(Sherron: perhaps you could look at the posters of Toulouse Lautrec and the musical Moulin Rouge - what an exciting period in art! Art Deco was also the style, artists such as Beardsley. They could try a "twin" project where they study the artwork and the artist, connect to a musical or play and then put themselves into the staged photo as a way to interpret or recreate the original.)

 

Renee

grade 4/5

Blog

digital cameras

What do students need to know to be journalists and produce their work for an online journal/newsletter?

How can the week long Arts Celebration be documented through photo and story?

What do students need to learn in order to be able to critique the arts? What is the language needed?

(critical/responsive)

(Sherron: Donna is working with E-journalism students for a conference and can likely share some expertise with you.)

 

 

Megan

grade __

Digital Storytelling

Photostory

digital cameras

 

How can students apply their knowledge of the Olympic Spirit, which encompasses 5 traits—Friendship, Honor, Peace, Glory, and Fair Play into an inspirational presentation for the school?

What do students need to learn about the traits and how they might be interpreted through the arts?

How can photography be used to tell a story, share a concept?

(Sherron: there are some excellent sites on the Olympics. Is there a way to interpret the traits from a First Nation perspective and with images from their cutlure? How is culture shown through pictures?)

 

 

Jerry Thacker (Gough 1991) lists twelve recommended teacher behaviors, all of which will be familiar to good teachers, for fostering a climate conducive to the development of thinking skills:

  • Setting ground rules well in advance
  • Providing well-planned activities
  • Showing respect for each student
  • Providing nonthreatening activities
  • Being flexible
  • Accepting individual differences
  • Exhibiting a positive attitude
  • Modeling thinking skills
  • Acknowledging every response
  • Allowing students to be active participants
  • Creating experiences that will ensure success at least part of the time for each student
  • Using a wide variety of teaching modalities

 

(Excellent graphic from Minds on Fire article, good reading as well.

© 2008 John Seely Brown and Richard P. Adler. Text illustrations © 2008 Susan E. Haviland.)

 

 

            VS.

 

 

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