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Janine Shafer

Page history last edited by PBworks 17 years ago

Videoconference Project: Graffiti-land WQ Celebration of Sharing

Brief Description: Graffiti-land WQ participants will share progressive videos/slides of their team name artworks which used symbolic lettering, color, signs, & symbols, using the direction guide. Also, the participants will share their persuasive thesis’, defending their stance on what policies their team believes the federal and local authorities should have towards Graffiti.

Possible dates/times: Spring Quarter

Target Grade Level: 6th – 12th grade

Time for activity: 1 class period, approximately 50 minutes

Learner Outcomes : The students will accomplish what is mentioned under the “Brief Description” area fulfilling the following NM State Visual Arts Benchmarks:

Standard 8: Contribute to communities by sharing expertise in visual arts and by participating in the activities of cultural institutions.

-Exhibit studio work in community-based exhibits:

-Develop skills of analysis that show proficiency in one or more media including skill in using computers and other electronic media.

Content Standard 7: Demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for expression.

-Demonstrate effective visual communication using current arts-related technology.

Develop skills of analysis that show proficiency in one or more mediums including skill in using computers and other electronic media

Content Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.

-Identify the characteristics and purposes of the historical and cultural contexts of selected pieces of art.

-Describe uses and explore the meaning of art objects within diverse cultures, times, and geographic locations.

-Interpret the meaning of works and artifacts in terms of the cultures that produced them, including the use of apprenticeship systems to maintain cultural heritage.

Content Standard 5: Observe, discuss, analyze, and make critical judgments about artistic works.

- Demonstrate knowledge of analytical processes to create critical aesthetic statements concerning selected works of art.

-Analyze works of art for diverse world cultures and discuss the ideas, issues and events of the culture that these works convey.

-Examine and analyze works of art and artifacts from diverse world cultures and place them in a cultural and historical context, using appropriate vocabulary.

Content Standard 4: Demonstrate an understanding of the dynamics of the creative process.

-Use oral and written methods to express the introspective process used in creating personal artwork.

-Use the language of art criticism to explore and identify purposes for creating art.

-Explain the visual and other sensory qualities in art and nature and their relationship to the social environment.

-Investigate, analyze, and reflect on various writings, viewpoints and opinions about art.

Content Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.

-Create art work that demonstrates an understanding of the relationship between selected subjects, symbols, images and design concepts from specific historic and cultural contexts, science, and the humanities.

-Explore challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation.

-Examine how specific works are created and how they relate to historical and cultural contexts.

Content Standard 2: Use dance, music, theatre/drama, and visual arts to express ideas.

-Describe how specific works of art can communicate an idea or elicit a variety of responses through the use of selected media, techniques, and processes.

-Compare and contrast a variety of art works in a historical and cultural context, and assimilate this into personal expression.

-Review and assess the use of design principles and elements in art.

Content Standard 1: Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual arts .

-Show skill, confidence, and sensitivity in applying knowledge of art media and techniques to the production of artwork.

-Demonstrate an increasing level of competence in using the elements and principles of art to create art works for public exhibition.

-Demonstrate knowledge of appropriate health and safety issues as they pertain to the use of art material and equipment

-Recognize that there are multiple points of view about organizational principles of design and elements of art.

-Produce art that demonstrates the elements of art and principles of design in a variety of media.

How to sign up: This project will have a pre-requisite of participants who have only completed the Graffiti-land Web Quest. I think it would be best to have a link to the Graffiti-land WQ site … so the interested participants can complete the WQ first then have a link to sign-up for the VC sign-up. The deadline would be the middle of the winter quarter, allowing plenty of preparation time for the VC. Limited to only two classes per VC, because that would include four or five teams per class for presentations.

IP or ISDN? I am not sure about the type of connection (ISDN/H.320 schools or only IP/H.323) because it is not available to us yet.

Materials needed: PowerPoint, Smart-board, slides, or videos of the teams artworks.

Before the conference: Students will have successful completed the requirements found in the Graffiti-land WQ, in which the educators/facilitators have evaluated and reviewed.

On the day of the conference : Working as team specialist, the individual students will ask the other team participants and answer/present their answers to their question/guide sheets that led their team to their collaborative decision in how to create their artwork and how to present their persuasive thesis.

Activity: First students will present their artworks. Next, the individual team specialists will ask the other participating team the questions on the guide/question sheets. Finally, they will present their team’s persuasive thesis.

Materials needed: PowerPoint, Smart-board, slides, or videos of the teams artworks.

Before the conference: Students will have successful completed the requirements found in the Graffiti-land WQ, in which the educators/facilitators have evaluated and reviewed.

On the day of the conference : Working as team specialist, the individual students will ask the other team participants and answer/present their answers to their question/guide sheets that led their team to their collaborative decision in how to create their artwork and how to present their persuasive thesis.

Activity: First students will present their artworks. Next, the individual team specialists will ask the other participating team the questions on the guide/question sheets. Finally, they will present their team’s persuasive thesis.

Credit: This project was written by Janine Shafer for the class Planning Interactive Curriculum Connections.

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