October 9, 2015
Professional Development
During this Professional Development The Phillips Collection's Head of K-12 Initiatives, Rachel Goldberg and Andrea Kim Neighbors, Specialist for School, Outreach, and Family Programs, introduced the us (4 Special Program Educators) to the ITS teachers. Andrea and Rachel explained what our role as Special Program Educators would be with ITS. They introduced the themes the principals chose for this year: Science for Lower School and” Point of View” for Middle School.
However, last year we noticed that a lot of the art teachers did not feel comfortable working with the vast art materials that we provided them. So this year, before we started brainstorming, we gave all of the teachers an opportunity to create! They were able and encouraged to use the paints, collage materials, scissors, glue sticks, tissue paper, patterned paper, etc. The teachers loved it! They were able to explore their capabilities with these products. It also made them feel comfortable and let them brainstorm for possible ideas on how to implement these art skills in the classroom!
I met with my teachers Mr. M and Mr. D and we began the brainstorming process! I contacted the 3rd grade teachers that I would be working with and they informed me of the topics they were covering in the coming year. ITS 3rd grade would be focusing on habitats and/or weather. However, during the Professional Development the art specialist asked the educators to move past habitats and think about, perhaps, engineering and design. SOOO we decided to focus on engineering and design. This required me to think quick on my feet. We had a great brainstorming jam session!
The teachers started sharing their amazing ideas, such as city planning and designing for the future. So, I had to think on my feet. Think of other paintings, ideas, and topics. I needed to find painting that depicted the future, and a building, bridge, roads, etc. Here was my brainstorm document.
You can see my PrismK12 Worksheet here!
During this Professional Development The Phillips Collection's Head of K-12 Initiatives, Rachel Goldberg and Andrea Kim Neighbors, Specialist for School, Outreach, and Family Programs, introduced the us (4 Special Program Educators) to the ITS teachers. Andrea and Rachel explained what our role as Special Program Educators would be with ITS. They introduced the themes the principals chose for this year: Science for Lower School and” Point of View” for Middle School.
However, last year we noticed that a lot of the art teachers did not feel comfortable working with the vast art materials that we provided them. So this year, before we started brainstorming, we gave all of the teachers an opportunity to create! They were able and encouraged to use the paints, collage materials, scissors, glue sticks, tissue paper, patterned paper, etc. The teachers loved it! They were able to explore their capabilities with these products. It also made them feel comfortable and let them brainstorm for possible ideas on how to implement these art skills in the classroom!
I met with my teachers Mr. M and Mr. D and we began the brainstorming process! I contacted the 3rd grade teachers that I would be working with and they informed me of the topics they were covering in the coming year. ITS 3rd grade would be focusing on habitats and/or weather. However, during the Professional Development the art specialist asked the educators to move past habitats and think about, perhaps, engineering and design. SOOO we decided to focus on engineering and design. This required me to think quick on my feet. We had a great brainstorming jam session!
The teachers started sharing their amazing ideas, such as city planning and designing for the future. So, I had to think on my feet. Think of other paintings, ideas, and topics. I needed to find painting that depicted the future, and a building, bridge, roads, etc. Here was my brainstorm document.
You can see my PrismK12 Worksheet here!
October 12, 2015
My peers added their critique to my work.
C said, "I love this idea! Very interesting and good for them. I am not completely aware of the objectives of the tour. Were you planning on doing all of these comparisons on the tour? If not, maybe look at Kandinsky, since it looks like an interpretation of the future (to me, anyway): Also, there are lots of photos of the New York Library online that highlight its architecture (in response to Stein's photograph: New York public library images. That’s what I’ve got"
DJ said " I like this idea. past, present, future. Love the google images!! After discussing past/present, the students could re-create the scenes to be futuristic. What would they add to the Google image to make it futuristic? What are the attributes of the future? (robots? One of my teachers wants to do robots.)
Brad was telling me about the new movie The Martian (NASA treated its staff to a showing at National Geographic! ). Brad said there was no real indication that it is far in the future other than the "fact" that Mars is accessible. The musical score apparently is 90s rock. Odd choice! Sooo I was thinking you could ask the students to imagine/compose the music of the future. What about that Schwitters? Radiating World, 1920. looks like outer space. But not exactly futuristic."
After their comments I decided what to hone in on my objectives of the tour I wanted the students to be able to study the influence of engineering and design on society. I wanted them to think of the possible reasons people might design and engineer certain objects. I wanted the students to look closely at the works and hand and REALLY think about what would change in the future. My goal was for them to really look and see what is (or maybe isn't the influence of engineering, and design on society and the world (3- 5-ETS1-1). The art project had the students explore the how a designer must think of the needs, wants, of society and how his/her design may change or not change over time (3- 5-ETS1-1) .
C said, "I love this idea! Very interesting and good for them. I am not completely aware of the objectives of the tour. Were you planning on doing all of these comparisons on the tour? If not, maybe look at Kandinsky, since it looks like an interpretation of the future (to me, anyway): Also, there are lots of photos of the New York Library online that highlight its architecture (in response to Stein's photograph: New York public library images. That’s what I’ve got"
DJ said " I like this idea. past, present, future. Love the google images!! After discussing past/present, the students could re-create the scenes to be futuristic. What would they add to the Google image to make it futuristic? What are the attributes of the future? (robots? One of my teachers wants to do robots.)
Brad was telling me about the new movie The Martian (NASA treated its staff to a showing at National Geographic! ). Brad said there was no real indication that it is far in the future other than the "fact" that Mars is accessible. The musical score apparently is 90s rock. Odd choice! Sooo I was thinking you could ask the students to imagine/compose the music of the future. What about that Schwitters? Radiating World, 1920. looks like outer space. But not exactly futuristic."
After their comments I decided what to hone in on my objectives of the tour I wanted the students to be able to study the influence of engineering and design on society. I wanted them to think of the possible reasons people might design and engineer certain objects. I wanted the students to look closely at the works and hand and REALLY think about what would change in the future. My goal was for them to really look and see what is (or maybe isn't the influence of engineering, and design on society and the world (3- 5-ETS1-1). The art project had the students explore the how a designer must think of the needs, wants, of society and how his/her design may change or not change over time (3- 5-ETS1-1) .
October 14, 2015
PREP!
I thought of every possible thing that could go wrong. What if the WIFI is out? What if the only half of the class can get on the WIFI? What if the page is blocked for some reason (even though I had already checked and it was not blocked)? What if half of the iPads and/ or iPods broke?
Thus, made sure every iPod and iPad was fully charged! Then, I loaded the Google Art Project image Washington Arch in Spring, by Childe Hassam onto all of the devices. So once they unlocked the iPad/iPod this would be the image they were meant to see. I also took screen shots of the painting Washington Arch in Spring so that it could be saved onto the device's camera. By doing this, even if the WIFI is out, the students would still be able to have an interactive experience with the artwork. My backup plan was to print out posters of the images I was to use as well!
I thought of every possible thing that could go wrong. What if the WIFI is out? What if the only half of the class can get on the WIFI? What if the page is blocked for some reason (even though I had already checked and it was not blocked)? What if half of the iPads and/ or iPods broke?
Thus, made sure every iPod and iPad was fully charged! Then, I loaded the Google Art Project image Washington Arch in Spring, by Childe Hassam onto all of the devices. So once they unlocked the iPad/iPod this would be the image they were meant to see. I also took screen shots of the painting Washington Arch in Spring so that it could be saved onto the device's camera. By doing this, even if the WIFI is out, the students would still be able to have an interactive experience with the artwork. My backup plan was to print out posters of the images I was to use as well!
October 15, 2015
Mr. D (Master teacher) Ms. T (Teacher Aide)
25 students in total, 3 were absent.
2:10PM - 3:05PM
I arrived while the students were at recess. I noticed that the desks were in clusters of fours. I placed an iPad on each desk cluster. So, three to four students were sharing an iPad. Mr. D had the projector ready for me to use which was great, so I was immediately able to pull up Google Art Project, and the image, Washington Arch in Spring by Childe Hassam!
The students returned to the classroom after their recess break. This activity was great because it allowed the students to talk and share. This class is very social, especially after recess. Mr. D as well as his teaching assistant Ms. T were glad that the lesson plan gave the students that opportunity to share and discover the artwork with their desk mates. The students enjoyed the quick and intense game of Stop and Look.
During my classroom visit, I had the help of Mr. D, Ms. T to keep the students on task and working. I only had to go back to one table who went into the camera and picture functions of the iPad. I also gave iPods to some students who were having trouble sharing during my time with the classroom. I did this because I really wanted them to focus at the project at hand and take advantage of the technology.
The students were excited to create a sketch of what they thought the Washington Arch would look like 125 years from now. I was afraid that we would not have enough time so I asked the students to make a sketch using only pencil. In hindsight I was I gave them the option to use color.
After my first visit with the third grade I realized that for my next visit with the second third grade class that I would need to hone in and focus on engineering and design more. The students enjoyed working with the technologies. However, I had to ask two students to not look at other apps on the iPads and iPods. The students most enjoyed (from my opinion) the drawing activity. Every student was extremely eager to share their sketch to the class. Their sketches were above and beyond.
October 16, 2015
October 16, 2015
Mr. M (Master Teacher)
24 students
2:30 PM - 3:05 PM
These students were eager to work.The students were ready and extremely excited to use the iPads and iPods. There was no projector in the classroom so students used the iPads on their desk to look closely at the artwork. They were all great at sharing. They enjoyed looking closely at the artwork at hand during the Stop and Look game. I had the students explain what an engineer and designer does. I asked them to think of that when they looked at the artwork.
Since I had less time for this class things moved-FAST. I told students that in addition to the iPads and iPods I would also pass out posters. A student asked me, "What's a poster?" I passed them out anyway.
I made it a point to discuss and talk about the choices that the architect made when building the Washington Arch. I also let the students choose if they wanted to use colors this time. The students made great engineering and deign connection with how the environment may impact the arch in their work.
Mr. M (Master Teacher)
24 students
2:30 PM - 3:05 PM
These students were eager to work.The students were ready and extremely excited to use the iPads and iPods. There was no projector in the classroom so students used the iPads on their desk to look closely at the artwork. They were all great at sharing. They enjoyed looking closely at the artwork at hand during the Stop and Look game. I had the students explain what an engineer and designer does. I asked them to think of that when they looked at the artwork.
Since I had less time for this class things moved-FAST. I told students that in addition to the iPads and iPods I would also pass out posters. A student asked me, "What's a poster?" I passed them out anyway.
I made it a point to discuss and talk about the choices that the architect made when building the Washington Arch. I also let the students choose if they wanted to use colors this time. The students made great engineering and deign connection with how the environment may impact the arch in their work.
October 21, 2015
I had an entire lesson plan for this visit and when I spoke to a fellow colleague and we brainstormed that night and she told me to that I planned too much. I needed to make it simpler. So we brainstormed and tried to figure out what were the most important aspects of my lesson plans and what were my goals.
My goals were that I wanted the students to closely examine the vital aspects to creating an arch. I wanted them to combine their ideas of the "future arch" and the ideas of balance and structures that are vital to engineering and designing a structure in an environment. A goal of mine was for students to understand that an arch requires a lot of balance. Therefore, I wanted the students to create a human arch so that they truly understood the balance required to create an arch. Also, I kept in mind that the students would have a lot of energy because they were coming back from recess. This would be a good activity after VTS to get them moving, thinking, and out of their seats.
My goals were that I wanted the students to closely examine the vital aspects to creating an arch. I wanted them to combine their ideas of the "future arch" and the ideas of balance and structures that are vital to engineering and designing a structure in an environment. A goal of mine was for students to understand that an arch requires a lot of balance. Therefore, I wanted the students to create a human arch so that they truly understood the balance required to create an arch. Also, I kept in mind that the students would have a lot of energy because they were coming back from recess. This would be a good activity after VTS to get them moving, thinking, and out of their seats.
October 22,2015
Mr. D 24 students 2:20-3:05 PM These students were excited! I was very nervous. The students really enjoyed creating human arches. They were loosing balance at the beginning and then they really understood the idea how arches need balance and support. After this activity I asked them, "What is the most important thing when you create an arch?" They all yelled "BALANCE!" Then, I asked them to create their own arches, I asked again what will be the most important thing you consider when building your arch, they yelled again BALANCE! I asked them to collaborate and work together to create their arch just like engineers and designers do every day. Then I asked them to think about in what location would you put your arch, what would be its purpose? I asked them to write it down and then get to work! Everyone was buzzing and observing the objects at hand: wires, pipe cleaners, straws, model magic, index cards, card stock. They really helped each other! I told them that they could use their iPads and iPods to look at other arches, or look at the painting Washington Arch in Spring while working. Most students did not do that. They worked and collaborated. It was hard for them. I asked the students is building an arch easy, they yelled "NOOOOO" and then I asked is it fun they said "YESSSSS." Then I asked them have a "gallery walk." The students preform gallery walks often in class and are familiar with the term. Students walk around, hands by their side or behind their back and observe! Then I asked a few students to share. |
October 23, 2015
Mr. M
23 students 2:00-3:05 PM BEFORE THE VISIT: For homework Mr. M had asked his students to think about where they would create an arch, and what would be its purpose. He also asked students to bring in arches they found or like or created! He asked the students to bring their examples in throughout the week. I had A LOT more time with Mr. M's class. When I arrived, the students were excited. Mr. M asked the students to go to the carpet in the shape of an arch, silently. The students followed instructions however, the arch looked a little sideways. Mr. M asked does that look like an arch to you all, look carefully. The kids started to signal to other kids to move and point to where they should go. Everyone was participating. Then they signaled to Mr M and me that they had completed the arch. I gave the students a layout of what we would be doing that day, look at the painting, Washington Arch in Spring, create a human arch, create a arch with materials, and share their arches. I asked the students to watch me demonstrate how to create a human arch. I asked the students to pay attention to what made their human arch sturdy. Then, I asked the students to find a partner and make an arch. At first a lot of the students like Mr. D's class lost balance and fell over. After a minute most kids got it. I asked the students to go back to their seats. While I was handing out the materials for their personal or collaborative arches I asked them what was the most important part of creating a sturdy human arch. They said balance! The students were eager to work with the model magic, wires, straws and pipe cleaners. I told the students that they could use the iPods and iPads for help if they wanted to look at other examples on Google Art Project or the Internet. I gave them around 15 minutes to finish their arches. Some students finished before others and started taking selfies of themselves and their arches. They also started taking pictures of their friends and their work. After they completed their individual or collaborative works, I asked the students to preform a gallery walk. The students walked around from table to table hand by their sides or behind their backs. Some students touched their friends works. Then we asked the students to share. The students in this class get to pick the next person who shares, so I found that a lot easier and a lot less pressure on me. I also felt that the students were more eager to raise their hand if their friend picked them rather than me. We wrapped up. I told them that they would be coming to see the original painting my Hassam. I reminded them that the one we have been looking at was a reproduction of the original one at The Phillips Collection. The students were confused-- "There's only one?" I find that this happens a lot with younger students they can't fathom the idea of an original versus copies. I explained to them that YES there is only one. Hassam painted this painting in 1890 and that painting is the same one at The Phillips. This is always followed by a WOOOAHHHHHHH. |