Sunday, June 30, 2013

Found Object Art Lesson


Found Object Art lesson at work this week: the following Prezi is to introduce the kids to the project, mainly boys, 3rd - middle school:





To work with we have the insides of the following computers that I salvaged on their way to the recycle bin... as well as various hardware and parts that I've saved (I'm a saver!): 



To attach pieces together we'll use soft armature wire and a hot glue gun. I have some two part epoxy but I think it's a bit too fumey for the kids and perhaps too slow curing (I have the 20 minute kind, there's a lot faster). A soldering iron would be great for this.




This soldering iron costs $13.50 and heats to 750ºF. Hmm.. maybe an early birthday gift.. But definitely not good for work for the younger ones. The older ones maybe..



Some of the students' work. The Prezi worked really well as a conversation starter. We used hot glue to attach the pieces. They were excited about what they made and wanted to keep working on them even when I needed to get going. We will continue working on them this week. I will probably include another Prezi having to do with Trash/Junk Art, a sub-genre of found object art and include the notion of "upcycling."








In Progress...





Saturday, June 29, 2013

Volunteer: ESL Coaching


ESL Coaching took place at Erie House in Chicago. Located in Chicago's Little Village Neighborhood, Erie House is a non-profit organization that supports the Latino community and other communities as well through skill-building, advocacy, collaboration, and connections. 



When I left for the volunteering at Erie House, ESL Coaching, it had started to storm, one of our dramatic Midwest rainstorms, so I left my camera at home - I would have gotten a better shot of the front of the Erie House, in Chicago's Little Village. As I was driving there the storm grew to full force, during rush hour traffic, and I actually arrived right on time to this volunteer project (as opposed to very early like the other ones). Erie House is located in a brick building in a neighborhood of houses near a school and also near the major streets of West 26th Street and Pulaski. I entered through the front door and walked down a long corridor to the back of the building where there was a room set up with tables. Some of the volunteers were already there. I found out later that the building had previously been a convent. Erie House was founded in 1870 and serves predominantly Latino families with a broad spectrum of educational services, job-training, health services, and social advocacy. Find out more on their Facebook page.

Erie House's educational courses include free ESL (English as a Second Language) classes four nights a week. I arrived on the last class of a session where the class participants were enjoying a pizza party and conversations having to do with dining out, ordering from a menu, and discussing food (always a favorite topic for me). I sat a table with a couple other Chicago Cares volunteers, and we sat alternately with members of the ESL class. We talked about some of our favorite foods, what we liked to cook, and what we liked to eat out in restaurants. I suggested we do a mock reservation by holding our cell phones and pretending to make a reservation in  a restaurant. I know by my own experience that it can be challenging and intimidating to speak in a language other than one's native language over the phone because you're missing a lot of physical cues and other things one uses when speaking. It was funny, we laughed about it, but I think practicing things like that is helpful, such as "Mock Interviews" another Chicago Cares volunteer project that I'd attended earlier. 

During the class I got to know some of the participants and would love the opportunity to work with them again some time. This was the last class of the current session. The next session begins in September. I will be full into student teaching at that time (I am currently an MAT, Masters in the Art of Teaching, for Art K-12, candidate and will finish in December). I am not sure how much time I will have in the Fall Semester with student teaching and additionally holding onto some of my current job. But a couple of things I would like to do at Erie House's ESL Coaching would be to volunteer in their Technology classes for participants and also be something of a "Crafts Lady" - bring a craft in to some of their ESL Coachings where people could elect to make friendship bracelets, sewing, beadwork, or some other type of craft while we practice English. I think doing things like that can be relaxing for some and conducive to conversation at the same time. I will be done with student teaching in December and will have more time for extracurriculars after that. But for now, next up:

Job Coaching - Open Door Shelter
Adult Computer Skills - Grace House




Thursday, June 27, 2013

Found Object Art


Question: 


If you find a building, is it ART?    







Lou Revo Center for Brain Health by Frank Gehry




In thinking about some of the information in the book Half the Sky, by Nicholas Kristof and Sheryl WuDunn,  


I wondered what could be done about some of the slum areas around the world described in the book, and also pictured here in a video clip from the Half the Sky Film with a segment with Nicholas Kristof and actress Olivia Wilde:





Here's an image from a simple Google search of Africa Slums:


Check out this link as well:  Africa slums.




Found Object Art:  Art that is made from found objects
Subgenre of Found Object Art:  Trash Art or Junk Art 

Here's a couple of examples of fine art created from found objects:




"Atık materyallerden yapılmış dev kelebekler harika görünüyorlar.."
Giant butterflies made ​​from waste materials look great ..


Picasso's "Bull Head," made from bicycle seat and handle bars:






Is this ART?



Manna Project International Guatemala
http://guatemala.mannaproject.org/2010_11_01_archive.html



"UPYCLING is the process of converting waste materials or useless products into new materials or products of better quality or for better environmental value.  "


Building from waste materials.. This building above is used as a school.




Some possibilities:
BBC Future: Turning Waste into Building Blocks of the Future City


There are groups which "Upcycle" in developing areas by building schools and other structures out of trash. They create things which people need while utilizing materials from the terrain - and cleaning up the area. It is labor intensive, but practical and very low-cost. It kills two birds with one stone. 




Wednesday, June 26, 2013

Volunteer: Real Talk

In continuing with volunteering at Chicago Cares I signed up for "Real Talk" at St. Leonard's House in Chicago. Chicago Cares is a nonprofit organization which connects other nonprofits and help organizations with volunteers throughout the city. You simply sign up to become a member on their site: chicagocares.org, fill out some information about yourself: your background, interest areas, and what kinds of volunteering you'd be interested in doing. Then you are able to search volunteer opportunities by your interest areas and distance from your own location. There is also a calendar page of opportunities so you can search by days/times as well. There are different levels of volunteering as well, show up for one day and done, ongoing positions that organizations are seeking volunteers for, as well as Volunteer Leaders who are in charge of leading their various projects. All are excellent ways to contribute your interests and skills, learn new things and gain valuable experience for future work, and have fun.



Real Talk


St. Leonard's House provides interim housing and comprehensive support services for formerly incarcerated men. When I drove there last night I didn't quite know exactly what to expect. I parked across the street from a beautiful building in a clean, quiet neighborhood near the United Center.





The building exterior and grounds were gorgeously maintained and very inviting as I walked through the gate. Once again, I arrived to the volunteering early, very early this time (for some reason I think of Chicago as being a really vast place and am never sure how long it's going to take to get from A to B, especially driving during rush hour). There were a few men sitting at a picnic table outside. I let them know I was volunteering with Chicago Cares, then woman came out of the door the building in the back (which turned out to previously be the carriage house to the house featured above, we were told later), looking for the cat (above). I let her know I was volunteering with Chicago Cares and that I was pretty early and asked permission to sit on the bench outside the door as I waited. I'd shoved a couple of Time Magazines in my backpack before coming here as I didn't know what to expect (how early I would be) or what Real Talk was going to be like. I only knew it was going to be talking about a current events issue. 

A few more volunteers arrived. Shortly thereafter Sister Sharon, the volunteer coordinator for St. Leonard's House, arrived on the scene. Since there was time remaining before Real Talk's began Sr. Sharon took us on a tour through the house where the residents live (featured above). She told us it was built in the 1800's and that the house in the back, also utilized by the organization, was the carriage house. The ministry additionally occupies the house next door for the residents as well. She took us through the main floor of the house. The ceilings were gloriously high. There was a beautiful fireplace in one of the main rooms. She told us there is a fireplace like it on each floor. The octagonal part of the house (pictured top left) on the main floor is used as chapel for the residents. It is a really beautiful building. But once again, like the last volunteering, I was critiquing, to myself, the colors and condition of the interior paint job. I know there are a lot of other things on the peoples' minds who utilize the buildings as residents and who run the programs as employees and volunteers beyond outdated paint jobs that could use touch-ups. Maybe I should lead a volunteer program to paint interiors. On the other side of the carriage is an Episcopal church which is the foundation of St. Leonard's Ministries 

and is where Real Talk was held in the dining room in the basement. Sr. Sharon led us there and we were met by a man who was the Chicago Cares Volunteer Leader for Real Talk. What Real Talk consists of is discussion about an article that is brought in by the Volunteer Leader. Print-outs of the article along with suggested discussion questions were handed out to us and then the residents came into the dining room. It was different than volunteering at Mock Interviews because the room was filled, all the tables and chairs were filled. There was a woman who was also a Chicago Cares volunteer as well as four resident men at the table I where I was sitting. We began Real Talk with going around the room, introducing ourselves, and telling our "dream job." It was beautiful to hear what the residents' dream jobs were. A number of creative jobs came up: author, musician, architect, cook, and additionally: pilot, casino-owner, and surgeon. Sr. Sharon announced that she was already working at her dream job, but would also like to be a fine art painter. I announced that my dream job(s) were photojournalist and illustrator, because I am interested in photojournalism right now and I love illustration. 

The Real Talk article was about Edward Snowden, who worked for the National Security Administration (NSA) and leaked information to a journalist about the United States government monitoring cell phone calls and emails before fleeing the country. The questions had to do with whether or not we felt he had done the right thing, what we would have done in the same situation, and if we felt that the government was right in what it was doing. Sr. Sharon turned off the giant fan that was blowing in the corner to lesson the noise in the dining room so we could hear each other talk. It was a warm, humid evening and the room heated up with our conversation. Talking about the government can certainly lend itself to the revealing of opinions in just about any group of people. What I found interesting at my table was the pro-goverment sentiment, coming from a group of people who had previously been incarcerated. It actually turned out that I was the one with the strongest opinion that was not in favor of giving un-checked power to the government. Some at our table expressed trust in what the U.S. government does with the faith that they are doing the right thing for the people. The room was boisterous with conversation and definitely heated up during the hour. 

Before we began I had asked Sr. Sharon about St. Leonard's House's sister program for women, Grace House. The services that St. Leonard's Ministries provides to its residents include job training and education. Sr. Sharon let me know that Grace House has a program that runs on the same night as Real Talk: computer skills training. I think computer skills training would be a perfect volunteer fit for me, and I could even see if I could teach some of the cool Web 2.0 tools that I've recently learned about in my Technology course at Dominican University. Sr. Sharon wrote down her info and the name Grace House on a slip of paper and gave it to me before the discussion hour. I've signed up for it during the next scheduled time that they need volunteers through the Chicago Cares website. 


I'd had no idea what people were going to say during Real Talk at St. Leonard's House and through what I had learned about the organization and it's residence through Sr. Sharon's volunteer orientation I knew to stifle my typical line of personal questioning. But I also knew I was going to be curious and still inferring things in my mind about the residents as I observed. These were people who had previously been incarcerated, and I'm a naturally curious person. What I ended up observing was nothing like what you see on Fox TV. I witnessed a room of people who were just like anyone else discussing a topic that basically had to do with right and wrong. At the end when we shared the results of our tables' discussion they listened when each person was speaking, applauded when he finished, and thanked us when we left. 


St. Leonard's House

Sister Sharon Bossler, OP, Volunteer Services Coordinator


Tuesday, June 25, 2013

"Technology Teacher" - MLK in June


I began my first time at working in the computer lab with the summer camp kids with using Tagxedo, which they were familiar with from making Tagxedo landscapes earlier and also ties for Father's Day cards. What the students did is research information about Dr. Martin Luther King Jr. online, then type words or phrases into a Word doc and copy and paste what they came up with into Tagxedo. I had brought in an image found on the internet of Dr. King. that I had tested earlier to make sure it would work with Tagxedo. The students then experimented with different colors, fonts, and layouts as the Web 2.0 tool allows you to do. It was pretty much as I expected it would work out: the students were engaged and enjoyed creating them. Here are some examples of their work:


 


 



Then I put them on a class blog and gave the students the link. Next time I will have them write about their own work and make comments on one or two of their classmates' work. This will also be a great time to begin talking about digital citizenship. 

I think the next project that would work well with this theme is a Blabberize using a picture of Martin Luther King Jr. and with students each reading a portion of his "I Have a Dream" speech or else a first person account of some events in his life.

Since we have a lot of Legos at work my boss is interested in having the students build a Lego city together and also having a Lego building contest of anything they want to create. I thought a great thing that they could create with in the computer lab that would go together well with Lego building is Google SketchUp.  

SketchUp is a program used to create 3D drawings and is used by architects, engineers, and designers, not to mention students and people who enjoy using computers to create art. It comes in two forms: basic, SketchUp, which is a free download, and SketchUpPro which is around $500. I accidentally downloading SketchUpPro, the free one month trial in the beginning and later downloaded the basic SketchUp for free. They are different - but all I need is the basic so I'll stay with that for now.

To introduce them to the program I would do a quick showing of what the tools can do and then show students a screencast of making something such as a house or building. Then I would let them go to it and they would have the screencast to refer to for initial help - Sketchup actually comes with a ton of built-in help and I would show them that as well. It's definitely exciting to be able to show students some of what I learned in Technology class and have it tie to other things that they are working on and learning about. And I think it's additionally great to be able to show students tools and applications that they may possibly use at their work later on in life.

Here is a blog post by middle school art teacher, Mr. G, that I found in a search that has some terrific examples of what his students created with SketchUp:


Friday, June 21, 2013

Volunteer: Mock Interviews



http://madaboutthemural.wordpress.com/tag/yollocalli/



Wednesday night was the last day of Technology class. Nina and I presented our WebQuest on Art for Social Justice, based largely on information from the book Half the Sky, by New York Times husband and wife team, Nicholas Kristof and Sheryl WuDunn:










~ the book also started the Half the Sky Movement:




Our WebQuest is essentially about using an art project as a catalyst for learning about a social justice issue, gender inequality. And then also learning about a possible solution: microfinance, by raising a donation for women or girls in a developing region through a fundraiser held by the students of sales of friendship bracelets that they would create as a part of the unit.


Since class was over the previous night, it felt weird not having any assignments or projects due (other than all the stuff to do at work, but I wanted to volunteer, and also my son is away at camp til the end of next week). So I went online and signed up to volunteer at Chicago Cares. When I hit "send" I happened to see that the project I volunteered for was taking place in an hour ("Oh." I thought), so I went ahead and drove to the men's shelter, San Jose Obrero Mission, 1836 S. Loomis, Chicago, where I had impulsively signed on to volunteer for "Mock Interviews" before looking at the date.

The first thing I noticed when I arrived was the beautiful mural painted on the entire side of the building, pictured above. The credits are listed on it. I wondered what kind of scaffolding was used to get to the top parts of it. There are a number of beautifully painted butterflies featured in it, as symbols of hope, I think, and depictions of people in need including a man curled up and cradled in a giant pair of hands. There is also a large tree made out of hands with the word "comunidad," community, painted on it. It also features the words, painted in bold letters: HOPE, Respect, JOBS, and "Dignidad," dignity.

Like a regular interview, I arrived early to Mock Interviews. There was a good-looking skinny guy who looked like Keanu Reeves when I came through the entrance, who happened to be the guy in charge of the shelter that day so I let him know I was volunteering with Chicago Cares and asked if was ok if I waited at the table. Right inside the entrance were long tables with plastic chairs that as I found out later, is the cafeteria. I sat at the table closest to the door and read from Half the Sky because I'm still reading it - it's somewhat of a heavy read. While I was reading a young man sat down across from me and introduced himself. I asked him if he was here for the mock interviews and he said yes and also told me that he'd been to an interview during the day. I told him that was great and he said he'd been really nervous during the interview. I replied that it's completely normal to feel nervous during an interview and that is also why it was a great idea that he was doing the mock interview for practice.

My typical ability to ask complete strangers all sorts of questions about themselves kicked in, so I found out that he is 22, originally from Chicago and had spent the past winter living mainly outside in a tent in Wisconsin. He had gone up there and stayed with his sister, her husband, and kid(s), but there had been some issues. He said he'd refused to call family services on them, alluding to domestic issues going on in the house as well as a sentiment that family services is an enemy to avoid. He'd ended up moving out and being homeless during the winter. He'd contracted pneumonia twice and almost TB he said. TB? I asked. He said, yeah you can get that from being in the cold for a long time.

A few more volunteers arrived, two women who work the Red Cross doing CPR training and young woman who works at a beauty salon. She'd come here from California with her boyfriend, but they'd split up, now she lives here, works in the salon, and sometimes volunteers for Chicago Cares. She was born in Mexico. Her father is a truck driver. She'd grown up and lived around southern California including Los Angeles and San Francisco.

I've lived in San Francisco and we talked about it concerning homeless people who live there - homeless people make their way there as well because of the living conditions and open attitude towards them. I had volunteered at the San Francisco Aids Foundation at the bilingual hotline. It was also a way to practice Spanish, even though I don't remember getting many calls that required it. There were seriously so many homeless people there, that as a bike and foot-communter I really did began to become desensitized to it. Reaganomics closed psych wards in CA hospitals and those patients who could, made it to, yep, San Francisco! Interestingly non-homeless people living there were accepting of the homeless, stepping over or around them on the sidewalk and handing out spare change when they had it. I had became one of those people, but things changed when had my baby and he began toddling. I think when we take care of things, our children, our pets, anything, our perspectives begin changing. I felt protective of my son and began taking side streets when I walked and he toddled to avoid situations where people living on the street might try to touch him. This happened on the corner where the street I was living on intersected with Market Street. I felt protective of him. I still do. I guess it's normal as a parent to want your child to be safe and want the best things for him.

We all know not everyone gets to have that. Half the Sky reveals that 40% of the world's population is living on less that $2 a day. 80% on less than $10 a day. 80%. A girl in Vietnam featured in Half the Sky must sell 100 lottery tickets a day to earn 4 dollars, half of which she must pay to her dad. She gets the $2/day with which to pay for her own education and feed herself. Her tiny living space has a dirt floor which floods during the rainy season and turns into mud and she shares the bed with her brother and dad. If the girl lived in the United States she could go to school for free, the quality of which would depend on where she lived. If lucky, she could also get free tutoring. As a single working parent her father could apply for government aid to help with food and health care for himself and his children. People who make it to a shelter such as San Jose Obrero Mission have their own bed, hot meals, job trainings and other forms of support.

Thomas arrived as well, the Chicago Cares Project Leader. After introductions he passed out interview packets, which, I thought were well-put together. I also took a Spanish packet but after looking through the packet I discovered that my reading is not that great and that I could definitely use a brusher-up. Thomas worked as an ESL teacher in Ghana during college, majored in African Studies, and has worked for non-profits since then. He has also taken a group of teens from a church group of Hurricane Katrina aid to help rebuild in New Orleans and Mississippi as well. When I was in high school I went with a small church group to Mexico to help build a house. It was experiential learning because due to that experience I have a rudimentary, hands-on understanding of simple brick house construction: digging and pouring the foundation, reinforcing with steel rebar and building up the walls with brick and mortar. I've done some cement sculpture work and always made sure to reinforce with some sort of steel armature - and I know it was due to this experience.

After all this it turned out there was another training going on at the same time as Mock Interviews. Most of the patrons were already in it. Only two men showed up to our Mock Interviews and the two Red Cross women took them on. I spent the time chatting with Thomas and the woman from California, whose conversation content is listed above. I also looked at the black and white photographs that decorated the walls and thought to myself that they definitely needed more contrast and watched Keanu Reeves heat up dinner in the small kitchen at the end of the cafeteria. I remembered some of the kitchens I've worked in and also the mural that I painted in the cafeteria at Interfaith House. I thought the SJOM could definitely use some interior work to catch up to its glorious exterior.

It was definitely a very kick-back experience. I've signed up for a couple more volunteerings with Chicago Cares: "Job Coaching" and "Real Talk," talking about current issues, both at other shelters. And I've written down the dates and times.



Technology Blog Post #5


http://interacc.typepad.com/synthesis/21st_century_learning/



Do I feel like I am more prepared to teach 21st century learners after this course..?

I feel like I just passed by an enormous buffet of all good things to eat … and got to sample a few delicious morsels before plunging in.. I had no idea how much was out there! - beyond MS Office and apps such as Photoshop and Illustrator (which may not be used so much in schools due to their price).

I almost feel.. I don't know, proud? grateful? - that people have created so many tools and programs and then they themselves and others as well have integrated into education. I wish I had gotten to use these when I was a kid!
I absolutely love that there are SO MANY Web 2.0 tools that utilize visuals and creativity for students and teachers to use. And I realize that we could only touch on some of them in class as an introduction in the two months of class. As we know the "traditional" means of teaching worked well with just a narrow group of students, and personally, I imagine that even they were bored sometimes too. (Not to say that everything is always going to be amazingly fun for everyone all the time, but hey, the more we have in our teaching tool kit the more students we can reach). In our class of 14 grad students I saw lesson plans and units created by my classmates that integrated the tools in such a way that I wanted to not only sign up to be a student in their classes (and I wasn't a big fan of school after the 3rd grade, when we stopped making things in class), but also to teach another subject in addition to art. 

Of the tools that we used in class Prezi definitely stood out to me and is something that I will definitely be using in the classroom both as a presentation tool and maybe even as an art too. I also loved Blabberize, Comic Master, and Thinglink. I am highly interested in further learning in how to integrate Web 2.0 tools into art projects in addition to my goals of teaching integrative art. I think it is definitely an interactive process.

Because of my "blabbering" at at my work about the cool Web 2.0 tools that we learned about in class as well as creating Tagxedo landscapes (wordscapes?) and also Tagxedo ties for Father's Day with my students my boss recently set up a small computer lab at the school and I will be the "Technology teacher" there!


Yes, I do feel like I am more prepared to teach 21st century learners after this course. It is helpful to look at the world from our students' perspective as we did in class; it is so different than when I was a kid, pre-internet (very different!). Students have a lot on their plates to choose from. And we the teachers have access to the buffet… Order up!


For educators in the Chicagoland area working on integrating technology into their classrooms and schools (or those who may happen to visit the area for the length of a semester..) Nicole Zumpano is the best Technology Professor you could possibly come by. She instructs at Dominican University in River Forest, IL and National Louis University in Chicago. Additionally she is a member of Columbia College's T.E.A.M Fellowship: Transforming Media Through the Arts and Media. Check out her technology resource Wiki for an incredibly comprehensive look into useful technology for classroom educators.

Saturday, June 8, 2013

Tech Tac Toe: Screencast of Photoshop

Screencast-O-Matic

Screencasts are recordings of what is happening on the computer screen. Screencast-O-Matic is a free online recorder for creating screencasts. The first YouTube video in this post is a screencast I made using Screencast-O-Matic. I would show this in class as a demo of what I want students to do for the lesson and then would show the second video by Gary North which is a quick tutorial for creating a screencast with Screencast-O-Matic. I could also walk them through the process of using Screencast-O-Matic in class.

This screencast is a demo of experimenting with different Photoshop filters on a photograph. The students would then be assigned to experiment with different Photoshop filters and then to choose an example that they like and create a screencast of what they did. The screencasts would then be put on a class blog for the students to view with the assignment of picking one they like and recreating the process on a photograph of their own. It would be a good way of familiarizing students with using Photoshop filters and for them to share their processes and ideas with each other.

Screencast-O-Matic is easy to use but I find that I record a few times to make one - I don't just automatically get it right the first time. You can stop the recording though and then continue adding on to the same recording and you have instant reviewing of your recording. I think it's a cool tool for creating tutorials and demos of what can be done on the computer for your class. As far as students using it to share what they did with the class - I think if they had a similar process as me - needing to re-record a few times - that would actually create practice for them in doing what they are doing "on-screen" a few times. The first lesson done this way with students creating screencasts of their processes could include a review of both their work with using Photoshop and also on their Screencast-O-Matic "performance," such as how smooth it was, if what they did on-screen was easy to recreate, if their speaking was clear and understandable, etc.. I think students would find it fun to occasionally create screencasts of their computer work and share with the class as another form of presenting. Also the students could view the screencasts at home as homework, saving time in class.

For educators in the Chicagoland area working on integrating technology into their classrooms and schools Nicole Zumpano is the best Technology Professor you could possibly come by. She instructs at Dominican University in River Forest, IL and National Louis University in Chicago. 





Friday, June 7, 2013

Tech Tac Toe: Tagxedo


Tagxedo is a free online word cloud generator similar to Wordle with the added benefit of being able to create shapes out of the word clouds from a template menu of shapes. Check it out if you'd like to try out creating some cool shapes out of words. 

One idea to use Tagxedo with students is to create a landscape out of shapes that are created out of words that describe each of the shapes. For example words describing clouds, trees, buildings, rocks,  the sun, etc. could be brainstormed and then formed into shapes with Tagxedo.

Here is an example created together with students in an after school program of students 3rd through 6th grade where I work. Since the center where I work does not have a computer with internet use for the students' use they brainstormed the words and I created the Tagxedos at home on my computer and brought them in. The students cut them out and taped them on a blue sheet to create the landscapes out of them.



If there are shapes that you want to create in Tagxedo that are not on its shape menu you can add your own shapes found on the internet or you create them in a drawing program. I created the shapes of the rocks, hills, and buildings in Photoshop. I found an illustration of the sun in the internet and altered it in Photoshop because I found that Tagxedo prefers that the shapes are simple and work better with little to no interior detail (a solid color for a shape works best). Students using computers could create compositions out of the different shapes on the Tagxedo shape menu and they could also do as I did, find additional shapes on the internet, alter them in Photoshop if needed, or create their own shapes in Photoshop. This would require knowledge of how to use some of the Photoshop tools or else knowledge of any other drawing program used. The project could consist of group or individual work, planning of what kind of composition to make (if they were using multiple Tagxedo images), brainstorming words that describe each shape, and then creating the shapes in Tagxedo and finding/creating additional shapes not included in Tagxedo if needed.

Another option could be to combine Tagxedo created images with hand-drawn images. For example: since Tagxedo doesn't come with a shape of a building students could draw a building outline and then fill it with words descriptors as one of the objects in the picture. A composition could be created out of both Tagzedo-created images and hand-drawn images. Students could even use pictures cut out of magazines for a mixed-media project. 

What students would learn and experience: that just as things have a variety of ways of being created in a visual form they have a variety of ways of being described verbally. Textures that help to create the form of objects can be made in many ways - including by using words and text. An interesting thing to do would be to compare a Tagxedo created landscape with a traditionally created landscape in painting or drawing form or even a photograph and discuss if a landscape created out of words seems to have a different meaning and feeling than a traditionally created landscape.

Honestly, I found it tedious to make all the parts of the above image by myself which is why I think it would be a good group project among, let's say, middle schoolers. For elementary students I think they would enjoy creating a single image in a graphic design project, with the end product being something they could use such as a greeting card, poster image, or tshirt design. Creating images out of text is not new in the graphic design world and it would be good to show students working examples of pictures made of words that have been created by professionals and well as other students. i.e.: here is a Google search of "graphic design words as images." Many of the examples look as though they were created in Tagxedo or Wordle so I think it would be a good motivator to show students a search like this before doing the project.

Tech Tac Toe: Thinglink



Thinglink is a Web 2.0 tool that allows the user to embed links into an image. The viewer of the image can move their cursor over the image, see the links that pop up (they look like small bulls-eyes on the image) and click on each one to view the different links. It can be a great way to link information having to do with the image to a variety of online sources.

For a possible art history project I created a Thinglink having to do with Leonard da Vinci. Students could view the links and answer a few questions such as:

1. Who was Leonardo da Vinci?
2. What did he do?
3. What is considered to be his most famous painting? Why?
4. What is a parody? Which paintings of Da Vinci's are most often parodied? Why do you think that is?
5. Describe two ways in which art from the past can influence art in the present:

Thinglink example:



Students would then create their own Thinglink choosing an artist from a list or another artist they may want to research, with the teacher's permission, along with questions to answer about the artist (whose answers would be found in the links). They would include a variety of types of links including text, bios, timelines, maps, art examples, videos, parodies, or pop culture that is based on or else strongly references the artist, perhaps with a minimum of 5 embeded links with at least 3 different types of links.

The students' artist Thinglinks would then be posted on a class blog for the class to view and comment upon. Then students would choose a classmate's Thinglink to go through and answer the questions. An extension to the assignment could include partnering with another student where both students do different Thinglinks and then compare and contrast the two artists creating a graphic organizer using Web 2.0 concept mapping tools such as: Webspiration, Graphic.org, Educationoasis.. (many more found on: Web 2.0 Cool Tools for Schools).

I found Thinglink easy to use and imagine that most students would feel the same. But as my Technology class instructor pointed out, the trick would be to get students to find a variety of types of sources (one could easily copy and paste a bunch of links from a Wikipedia page). I think this is a great way to create an interactive research project that would be fun and engaging for the students. 

PLN

"3 Questions When Lesson Planning" 

This is a blog post from Christopher Lehman, education consultant and author. It consists of three questions and gets straight to the point, perfect for me. As a novice teacher I felt like he described me exactly as he described the dilemma of novice teachers: "who plan with themselves in mind (Did I follow the template my school has designed? Do I have an objective? Do I have all of my materials together? Do I even know what I’m going to say?!?)"

Something that I got from my Dominican class on UbD (Understanding by Design) was a suggestion from the instructor of the class to give students: "low-hanging fruit with high expectations," something that all the students are able to do combined with enough examples that can motivate them to keep practicing and to continue to improve. I was thinking about this after Technology class' recap of UbD Wednesday night: what can I take with me that I can remember on the fly standing in front of a class? I know, planning ahead is the thing, which is another reason why I found Lehman's post to be really helpful. Instead of giving lesson guidelines and templates to follow, he gives questions to ask myself of the outcomes and quality of lessons:

"1. Will this lesson lead to a large volume of work that is rigorous for the students?
 2. Is this a strategy that students can come back to/that will live beyond today?
 3. How does this lesson connect to the end goal/standards/essential questions of the unit?"

Lehman fleshes out the questions by giving examples of where lessons can fall short and how these particular questions to ask of our lessons can help us to plan more enduring activities that can help students learn strategies that serve them longer than just fulfilling the assignment requirements. These are things for me to be thinking about as a novice teacher and in going into student teaching this coming fall. I am definitely guilty of some of the examples he gives, such as spending a long time explaining and describing something only to have students pull it off in less that two minutes..

Question #1 is an important question for me to ask of any lessons I plan. As an art teacher instilling the motivation to keep practicing using tools and techniques is one of the things that I find very important at this time. I recognize what Lehman describes in the beginning of his post as the novice teacher's focus on her own performance and the shift to becoming more experienced and more aware of how well her teaching suites her students to aid them in continuing to learn and grow beyond her classroom. I feel that my ability to speak in front of students has improved with practice. And I feel confident in describing practical aspects of art making such as using tools and techniques and procedures. But creating motivation and building enduring learning that keeps students going forward in their lives after school - those are deep thoughts - and important questions.

With UbD we learned to "begin with the end in mind.. goals, objectives, standards.. " The question Lehman asks of us is "what are your own questions that support you in planning with students in mind?" I like the humanistic quality of what he's suggesting: to plan with the students in mind as opposed to, or in addition to, the State Goals and what legislation has decided students should know, understand, and be able to do, for the moment. I think it's important to teach students a way to keep learning, growing, and expanding beyond school. Christopher Lehman's blog post as well as his other online presence are resources for me as I move forward in my teaching career. And perhaps I'll even read his books too.

Tweet by: Steven W. Anderson @web20classroom http://zite.to/1128ghb