An overall reflection...

Having completed the ELPC course and taken part in professional practical placement I have a different view on what it means to be a successful educator and what aspects I still need to develop to be the quality teacher that strive to be.

One of the biggest realizations was the fact that what works in theory or in my head may not work in practice. I now know that you can plan a lesson for hours on end and then step in the classroom and think, "oh no this isn't going to work' or the students whip through it reluctantly for 5 minutes then demand to move on. It has become evident through my professional practical placement to be flexible and get to know the students on a more personal level to gauge what they are interested in and what learning styles they have. I also learnt that what might work on my computer might not work on theirs! I learnt this the hard way. After spending a weekend putting together slides for a smartboard presentation, most of the sides did not work on their computer. I spent my lunchtime going crazy on the computer trying to find appropriate replacement images. This incident has shown that when working with technology don't take if for granted that it will work every time. Plan ahead and have a practice run through so if any problems occur you have time to fix them.

There are still some gaps in my knowledge and I have become aware of what I still need to develop in my teaching. I need to keep up to date with ICT developments and study how I can use smartboards to their greatest potential, rather then just using them as a presentation tool, how can I get the students to engage and interact. I am taking steps to stay up to date by following art educators blogs, so anything new and helpful to my teaching that comes up I am informed of straight away. I have seen the possibilities of using ICT in the visual arts classroom from online diaries to learning new techniques in online tutorials and interactive games. My aim is now to refine my methods of integrating them into units of work effectively and not as a random add on. They can be used to not only educate but also as a tool for classroom management, an aspect of teaching I still need to develop from research into theory and practice. 

The units studied in the ELPC course have provided me with information on how to use them in my teaching and made me aware of the issues surrounding their use. By listening to lectures and having hands on practice and investigation in computer lab work I have gained the confidence to use ICT to support my teaching. As mentioned in previous posts the network of support in this course and sharing ideas and issues amongst peers has helped me develop my approach in incorporating ICT. I will use it as a portal to information and as an interactive and engaging tool relevant to the students needs and working methods.  

I have come away from this course informed and inspired to teach visual arts using practices that incorporate ICT.

Blogs are the answer!

I was browsing (not procrastinating I swear!) online at art games and came across some cool widgets to add to blogs. I have added Red Easel to the right, providing art information and inspiration. I have also added a Matisse inspired at game at the bottom of the blog. It reminds me of kid pix and Artist Toolkit combined. A good game to suggest students to add if I ever get them to set up blogs as an alternative to Visual and Process Diaries.

Starting up a blog for the first time has made me see how they can indeed be used as an online alternative to document thoughts, artworks, inspirations and images. It saves the whole process of printing out, pasting in and writing down information in a visual diary. I have noticed that the majority of students I am teaching are reluctant to do their diary work. I think getting them to start blogs could be a successful and engaging alternative for them. 

To still work on...

Being on professional experiences has made me aware of what I still need to work on when integrating ICT into units of work.

1. Don't procrastinate when online researching!
2. Don't procrastinate at work when you can use a line off to prepare for classes the next day!
3. Don't procrastinate on social networking sites when you have to write essays for university, prepare classes and go to work to earn money!
4. JUST DONT PROCRASTINATE!

I have come to realize that working in this profession you become quite time poor so it is important to use your time wisely and efficiently so you have a balance between work and life. While ICT can help you prepare for classes and make them engaging for the students it can also provide an opportunity to get distracted and procrastinate! I now know to set myself goals and tick them off as a go so I don't meander endlessly online.

Professional Experience = HECTIC!

Going into my last week of professional experience placement and it feels like my head is about to explode! Crazy busy and I have never been so exhausted but I am enjoying it alot. 

I have managed to and still plan to use ICT in my art classes:

• Starting the new units I booked the smartboard in the library to show powerpoints and images. 
  
• The Year 7 Elements and Principles of Design Class will be using the computer lab in the library to experiment on Artist Toolkit and do some online 3D tutorials.
• Cameras have been used to photograph work and document progress
• Online art competitions have been used in the Year 9 Wearable art unit.

I feel happy with how i have integrated ICT into the units of work. They are enhancers of the content rather then dominating without any relevance. The students have shown engagement with the unit by using these ICT resources.  I have also found that in planning my units of work I am using ICT more. From researching on the internet to learn new art skills to teach, to scanning in images, processing in photoshop and creating shows for smartboards. And this is all before i even get to standing in front on the students. I feel much more confident in using ICT after practicing and exploring it myself throughout the ELPC course.

6. Style of teaching for ICT integrated visual arts classroom

Technological changes that are occurring in the world are impacting upon education. In times of change, curriculum alignment is necessary for effective learning to take place. Harper & Mould’s (2009) research reveals that a majority of schools are only modifying their assessments practices to match new requirements without altering teaching, learning and planning practices. ‘This inhibits students’ learning because they fail to see any direct correlation between classroom activities and assessment items’ (Harper & Moulds, 2009). I have given much thought to how I want to teach and what I want to generate in my students.

 My teaching style will use the Technological, pedagogical and content knowledge (TPACK) framework, combining a scaffolding pedagogy approach to foster constructivist learning and convey content to different learners at different stages in Year 7 art. Within the TPACK framework interplays three forms of knowledge: Content, Pedagogy and Technology. The framework emphasizes that these elements do not exist in isolation, rather ‘it emphasizes the new kinds of knowledge that lie at the intersections between them.’ (Koehler & Mishra, 2009). I aim to achieve what this model promotes, ‘effective technology integration for pedagogy around specific subject matter requires developing a sensitivity to the dynamic, [transactional] relationship between all three components’ (Koehler & Mishra, 2009). I want to develop control over my teaching to link relations between all elements to integrate technology effectively and with relevance to the students and course.

 I intend to use the teaching strategy of scaffolding with these Year 7 students as they make the transition from middle to senior school. Scaffolding is the ‘support provided to learners to enable a task to be done successfully and more independently by adjusting the assistance to fit the learner’s current level of performance’ (Krause et al, 2010). This is an effective method when teaching new skill sin visual arts as there are safety issues involved, as well as the need to now how to handle materials before you can create independent works. I have chosen ICT resources that have a scaffolding approach, such as the Artist’s Toolkit to help me in this learning experience on practical placement.

 From my research into cognitive learning I believe constructivist principles thrive in visual arts classrooms and intend to mould my teaching practice to develop these principles in the classroom. Krause (2010) outlines how strategies I am implementing like group work, ICT interactive programs and scaffolding lead to constructivist learning. They:

1)   encourage learner-centered experiences and activities

2)   provide opportunities for learners to work together

3)   assist novice learners to develop expertise.

I think this approach to fostering constructivist learning styles through certain teaching strategies is necessary for developing twenty-first century skills in an ever changing technological world and also promotes a collaborative environment of students with initiative. It also promotes intellectual and learning environment quality as well as significance, fulfilling the characteristics of effective pedagogy according to Every Chance to Learn (2007). Harper and Moulds (2009) research have shown that when teachers ‘employed a constructivist pedagogical approach and used technology to address subject are content, student understanding soared.’ These results have built confidence within myself to take this approach and see if it will benefit my Year 7 class.

 

References:

Harper, L. & Moulds, P. (2009). What implications to learning space and ICT have for the curriculum? MYSA, 9(1), 10-13.

Koehler, M. & Mishra, P. (2009). TPCK – Technological Pedagogical Knowledge. Retrieved from 

http://www.tpck.org/tpck

 Krause. K., Bochner. S., Duchesne. S., & McMaugh. A. (2010). Educational Psychology for          Learning and Teaching. (3^rd ed.). Victoria, Australia: Cengage Learning Australia. 

5. What should assessment look like, and how do I go about creditably assessing visual arts?

What is assessment? According to Every Chance to Learn (2007), 'assessment is a continuous process of gathering and interpreting evidence to make judgements about student learning.' Assessment is quite difficult in the arts, with much debate over the question: Can you assess creativity? In building up my program for my professional placement I have devised several tasks that can do just this by breaking down creativity into subgroups such as technique, organization and understanding.

The Essential Learning Achievements I set in this Work Required Unit have assisted in planning my program and I will use them to conduct summative assessments at the end of week four. During the time spent with the class I will conduct formative assessments to direct my future teaching and inform what summative assessment would be appropriate. 

 At the conclusion of the four-week block students will have learnt - Student Outcomes:

1)   The Elements of Design – Line, Shape, Colour and Texture.

2)   The Principles of Design – Repetition and Balance.

3)   Use different techniques and mediums, including ICT tools, to create artworks that incorporate the Elements and Principles of Design.

4)   Plan and Develop ideas to create artworks as collaborative groups.

5)   Use correct terminology to critique their own work and others artworks

Assessment Tasks:

1)   Line, Shape, Colour and Texture worksheets 30%. Assesses 

outcomes 1, 2 and 3.

2)   Line and Colour Artworks For Comic 40%. Assesses outcomes 1, 2, 3 and 4.

3)   Self-Evaluation Task on work completed in the four weeks 10%. Assesses

 outcomes 5.

4)   Active participation in group-work and visual diary 20%. Assesses outco

mes 4.

I have chosen a bundled approach to assessment, using the best practice in assessment as outlined in Every Chance to Learn (2007). Briefly, it states teachers must ensure that assessment is ongoing, consists of a variety of tasks, encompass learning goals, promote quality learning and be fair in allowing students to demonstrate their learning achievements. I believe several smaller tasks and strategies of assessment are essential in providing accurate evidence into students learning and are vital to myself, as an art educator. This approach to assessment is recommended in Manzo’s (2008) research where findings showed, ‘one-time, on-demand assessments may capture only a small part of what is taught and learned in the arts.’ Assessment comprised of several components will help direct future developments in my teaching of the students, providing evidence of what they lack and what I need to cover more in my teaching practice. I also have devised a student self-evaluation task to make students aware of how they are progressing and assists in their individual learning, giving them goals and ownership over their learning.

Rubrics:

References:

Department of Education and Training. (2007) Every chance to learn: Curriculum framework for ACT schools. Preschool to year 10. Canberra, Australia.

Manzo, K.K. (2008). Arts Assessment. Education Week, 28(6). 

4. Integrating ICT into the Visual Arts Curriculum: Teaching and Learning Activities

Through research online and discussing findings with my fellow pre-service teachers, I have come across a huge range of relevant ICT resources to fuse into the curriculum. Once you have access to all the resources available it is easy to overload units and in turn overwhelm students, leading to ineffective use of ICT.  To prevent this from occurring I have designed ICT to work in with my set learning outcomes and use them as enhancers and different ways of presenting information for students to build understanding. This approach is recommended by Harper & Moulds (2009) who state, 'technology will be most effective if used in the context of meaningful tasks connected to the curriculum-they don't become the curriculum...' In my method of scaffolding that leads to students own constructive cognitive processes, I will provideskills that can be used to create collaborative works, capture works, give ownership over works and distribute works. These are all a part of the artmaking process in the real life context, giving the unit relevance and teaching twenty-first century skills, instead of producing throw-away rushed images. This is supported by Lloyd & Wesley's (2004) research, highlighting that, 'collaboration itself is seen to bring aspects of real-world interconnection into the classrooms.' 

Teaching And Learning Activities...

Resources to be used:

• Digital camera/scanner
• Computer: Software and online resources. These include: ArtRage, Comic Life, Crayola Digi Colour, Artist’s Toolkit, Image Blender, Exploring Perspective Interactive Game.
• Smartboard

Conduct Inquires and Gains an Understanding:

To introduce Elements and Principles of Design for students to conduct inquires and an understanding over the subject I will use an online resource, the Artist’s Toolkit on a smartboard. I chose to use the smartboard as it enables visibility and interactive participation of all students. I chose the artist toolkit for it is highly visual in exploring the elements and principle of design. Each component has three levels of interaction, firstly students watch a detailed animated demonstration. Secondly they find examples of the concepts in other artist’s works, dragging and dropping descriptors onto the image. Finally they have the chance to create a composition using the concepts established. This program was selected from the vast array of resources available, as it is an excellent introductory ICT tool. It scaffolds the students in developing skills, then steps away and lets them creatively explore and construct their own approach to using the elements. It also provides theory behind the concepts and illustrates how artists use them in other parts of the toolkit.

I envision running through the Artist’s toolkit with the students as a whole class and getting them to take turns in coming to the smartboard and having a chance to interact with the program. A problem in using this program on the smartboard is access. I will have to arrange with a teacher to swap classrooms, or book the one in the library. This then creates a disruption to class routine, leaving an opening for undesirable behaviour to occur. To overcome this, clear instructions of how the lesson will take place need to be announced at the beginning of the lesson so students know what to expect and how to behave accordingly. Another issue that could arise is the smartboard not working. On an observational rolling day, this problem did occur, if it does for me I will be prepared with a backup introductory lesson.

Create:

Students have the chance to create in the Artist’s toolkit but this introduction to working with design elements will be expanded with other activities. During the first two weeks I will be conducting small groups of activities. Each activity will be a different approach in creating works of art around the design elements and principles. For example, exploring the different effects of mediums from graphite, pastel, paint to computer effects. When exploring on the computer, I will use resources such as Crayola Digi Colour and ArtRage. These were selected for they use a range of mediums from palette knives to templates, which aren’t available in the class’ physical resources. They are also suitable for a Year 7 level, not needing detailed instruction, instead offering an easy interface of icons to click on and explore how they can be used. These programs enable open access to all mediums and illustrates how they can be translated to creating works on the computer.

Interactive games will also be encompassed. For instance, after explaining a new concept such as perspective. I will get students to use an ICT device, the online game, ‘Exploring Perspective’ to provide an engaging and relevant opportunity to gain full understanding over the principle. The game involves levels of increasingly complexity where objects are placed into a scene to create a sense of perspective, again scaffolding the students. After this students can then complete drawing activities in their visual diaries, applying their new knowledge and create original works.

Communicate and Collaborate:

Visual arts is a social discipline which encourages communication and collaboration, whether this is constructive critique, chatter whilst creating and project work. I will implement ICT directed collaborative work where communication is focused on the act of creativity rather then discussion on what students are doing on the weekend. In weeks 3 and 4 I will direct the students in their groups they were in for the previous small group activities to produce a series of 8 works. I have chosen to do group work as research has shown resulting characteristics within students that I aim to develop. Bryant (2010) has shown that peer interaction  promotes  achievement in '...their mastery of symbolic expression, their acquisition of role taking and communication skills and their development of creative and critical thinking.'  Four works will be completed on paper and four on the compute,r demonstrating their understanding of the design elements and principles, as well as demonstrating how they are able to apply them in creating art using various mediums, tools and techniques. Each group will be assigned a mood and elements as a foundational base to create the works. They will design their works as a group and assign roles, so each student contribute two pieces of work, one on paper, the other on computer so they can compare the contrast between online and paper imagery.

• Group 1: Calm Lines and Colours
• Group 2: Angry Colours and Lines
• Group 3: Energized Shapes in Repeat Pattern
• Group 4: Happy Colours and Shapes
• Group 5: Silly Lines and Texture

These artworks will be compiled through the scanning/photographing works on paper to upload into the computer. The free program Image Blender can be used to edit the images if required. This program works similar to Photoshop but I intend to use it as it is much simpler to work, being more suited for Year 7 capabilities. After images are compiled, the groups will then use the program, Comic Life to place images and informative text within this format. Text can be worked out in their visual diaries as a group then typed in, outlining their ideas, information on the elements and what they learnt form doing the activity. Comic Life is appropriate for their technological ability and is a style they can relate to and hopefully engage with. Once this is done I can print the comic off and distribute so each student has a copy of the entire classes work. This shared finished project gives students a sense of ownership and works on building communicative and collaborative skills, necessary in twenty-first century learning. A problem to overcome in doing this project is access to computers. I will need to know well in advance when to book a computer lab and have access to scanners/digital cameras.

Risk Management:

While using the internet there is risk that students may attempt to enter other online sites then those they are directed to. Filters are in place at the school and students to should not be at risk of reaching offensive material.

I had considered using a blog to compile artworks within and share, but issues of privacy and accessibility outside of the school came up. I decided to overcome this problem and develop a comic using Comic Life.                 

Another issue that could arise is the inappropriate use of the digital camera. I will outline proper technical use of the camera as well as camera etiquette, putting emphasis on what the the purpose of camera use is for this class: to take photos of artworks. This avoids privacy and unethical practices.             

 

 References:

Bryant, C. (2010). A 21st-Century Art Room: The Remix of creativity and Technology, Art Education, 43-48.

Harper, L. & Moulds, P. What implication do learning spaces and ICT have for curriculum? MYSA, 9(1), 10-13. Retrieved from www.mysa.org.au

Wesley, I. & Lloyd, E. (2003). "Not Another Lesson Plan!" Building a collaborative curriculum survival pack for future art teachers, Australian Art Education, 27(2), 51-68.