Name: Cristina Crocco Course: EDU 570- Computers in the Classroom
Semester: 2nd Assignment: Task Stream Lesson Plan Using Tech
Date: April 24th, 2014 Instructor: Mr. Paul Bogush
Subject: Art Grade Level: 3rd
Introduction:
A class of 3rd grade art students are learning about African D’jembe Drums. Both the student and the teacher are using the presentation tool: www.emaze.com. The teacher has created a “slideshow” using the Emaze website and will also have the students reflect at the end of the lesson using the same tool. This presentation tool is similar to power point where it allows the presenter to have multiple slides that may include text, pictures, and even video. I personally enjoyed this tool because it was simple enough for my students to understand and use. It was a well organized tool that allowed me to create a simple yet meaningful presentation that was clear for my students.
Lesson Objectives:
1. Students will be able to use and demonstrate the understanding of the website: www.emaze.com
2. Students will be able to demonstrate the understanding of the African D’jembe drums’
purpose and design features.
3. Students will draw and create their own replicas of African D’jembe drums.
4. Students will demonstrate the understanding of Line, Shape, and Pattern.
Content Standards:
CT ART CURRICULUM STANDARDS
a. differentiate between a variety of media, techniques, and processes
b. describe how different media, techniques, and processes cause different effects and personal responses
c. use different media, techniques, and processes to communicate ideas, feelings, experiences, and stories
d. use art media and tools in a safe and responsible manner
a. identify the different ways visual characteristics are used to convey ideas
b. describe how different expressive features, and ways of organizing them, cause different responses
c. use the elements of art and principles of design to communicate ideas
a. discuss a variety of sources for art content
b. select and use subject matter, symbols, and ideas to communicate meaning
a. recognize that the visual arts have a history and different cultural purpose and meaning
b. identify specific works of art as belonging to particular styles, cultures, times and places
c. create art work that demonstrates understanding of how history or culture can influence visual art
Technology Standards (ISTE):
1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
c.
use models and simulations to explore complex systems and issues.
d.
identify trends and forecast possibilities.
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.
develop cultural understanding and global awareness by engaging with learners of other cultures.
d.
contribute to project teams to produce original works or solve problems.
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a.
advocate and practice safe, legal, and responsible use of information and technology.
b.
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.
demonstrate personal responsibility for lifelong learning.
d.
exhibit leadership for digital citizenship.
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a.
understand and use technology systems.
b.
select and use applications effectively and productively.
c.
troubleshoot systems and applications.
d.
transfer current knowledge to learning of new technologies.
Instructional/ Materials:
- www.emaze.com
- http://app.emaze.com/268765/djembe-drums
-Final Drawing Paper
-Pencils/Erasers
-Sharpies
-Multi-Cultural Oil Pastels
-Access to teacher’s computer
Lesson Sequence:
1. Begin class by showing the Emaze slideshow presentation created by teacher
2. Have students draw their drum sketch on final paper with pencils and sharpie over
3. Have students color their drums in with the multi-cultural oil pastels
4. While students are working, discuss the homework assignment with them and distribute to students
Initiation:
-Teacher will begin the period by creating a drum beat on the desk with her hands and ask the students to copy the beat in unison. This next lesson in art will incorporate another subject area we are familiar with. We will be incorporating both Art and Music into this next project. Together, we will be learning about “African D’jembe Drums”. Can everyone say the word “D’jembe”? I have created a presentation on the computer that I am going to be sharing with you today. At the end of this lesson, you will also get the chance to use my computer to use this presentation website called “Emaze”. Now lets get started with the slideshow! Students will gather to the carpet and teacher will shut the lights. Teacher will project presentation on projector screen and begin to go through each slide. Presentation is less than ten slides long and only has simple words/phrases on each slide to keep students interested. Most of the slides contain visuals or videos. After the presentation, teacher and students will draw a simple sketch of the drum on the board having the students walk her through the shape of the drum. They will start from the top of the drum and work their way down. Putting the simple shapes together will form the overall drum shape. Next the teacher will ask for help from the students to recall what specific details their drums must include. Teacher will list the words, “3 Different Shapes, 3 Different Lines, 3 Different Patterns” on the board to remind students their goal. Next students will return to their seats and begin sketching in pencil their own D’jembe drum drawings. Before the period comes to a close, the teacher will distribute a worksheet that the students must fill out for homework. Teacher will stop the class for a minute to go over the assignment together with everyone. Students will clean up all materials and while they are waiting to line up; teacher will ask students to raise their hand and pick students by asking them to name a pattern, shape, or line. This will end the period and draw the students back in to the goals and objectives of the lesson.
Day 2: Teacher will begin the period by collecting homework from the night before. Teacher will also list the three goals on the board again. Teacher will hold up a student’s drawing that has a successful start on the project. Once the students have designed their drums in pencil; teacher will have students sharpie over their pencil line drawings. Once this step is finished and the drum contains the goals listed from the prior class; then students can begin adding color to their drums by using the multi-cultural colored oil pastels. Teacher will end the period by sharing a student’s work that made great progress today.
Day 3: Teacher will begin the period reminding students that this is the final day for this project. Teacher will give students about five minutes to finish any color design and discuss the “Emaze” website. Teacher will discuss how today’s class will consist of each student writing a detailed description of their drum on a piece of paper. During class, teacher will have students come up one by one to write their blurb on one of the slides on a new presentation in “Emaze”. At the end of the period, the teacher will have a compilation of student writings that create their own class’s collection on the website of “Emaze”.
Development of Lesson:
Due to the students creating their own drawings and replicas of the African Drums, this project will guide their own learning process and creativity. Students will learn their objectives in class and have to complete a homework assignment that reiterates the objectives. The understanding of the objectives will be shown in the end project.
Closure:
At the end of each day, the teacher will end the period by either distributing the homework assignment, or sharing student progress and work. The teacher also had students name some of the goals that had to incorporate in their projects that reiterated the learning objectives for the students.
Differentiation:
Some of the students in my class have an IEP or ADHD. It is very difficult for many of the students to focus for a long period of time. I usually stop and check on them the most throughout the period and ask them questions like, “OH I love the pattern you chose! What are you going to do on the other side of your picture?” Usually, I will write the “art goal” on the board so the students cant constantly refer to it. I also always include an example of the artwork made from a previous student and usually have pictures or use google images to further my instruction and understanding for students. A few students are also hearing impaired. I have sat these students at the front of the classroom and have also been writing everything down for them to be able to refer to and read. I usually use many hand gestures and pictures and make eye contact with them specifically.
Evaluation of Assessment:
-For objective one; (listed below in parenthesis) students will both view and create their own Emaze slide. This will ensure that the student can use and demonstrate the understanding of the website.
(Students will be able to use and demonstrate the understanding of the website: www.emaze.com)
-For objective two; (listed below in parenthesis) students will be drawing their own African drums using art materials. By viewing visuals of African drums; this will help them understand the specific design features of D’jembe drums specifically. They will also watch a video that shows the purpose of these drums.
(Students will be able to demonstrate the understanding of the African D’jembe drums’
purpose and design features.)
-For objective three; (listed below in parenthesis) students will literally draw and design their own D’jembe style drums.
(Students will draw and create their own replicas of African D’jembe drums.)
-For objective four; (listed below in parenthesis) students will be completing a homework assignment that has them draw and demonstrate their knowledge of the three art terms. Students will also observe drums in class via the EMAZE website to see these art terms in great depth and be able to point them out in the slideshow.
(Students will demonstrate the understanding of Line, Shape, and Pattern.)
Supplement Materials:
For homework, students were asked to complete the following assignment.
Name:__________________________________
Date:___________________________________
Period:______________
Please DRAW three different shapes that you know below and WRITE their names.
Please DRAW three different types of lines you know and WRITE their names.
Please DRAW three different types of patterns that you know.
Assessment Data:
After receiving back the homework assignment from the class, I divided up the art terms that the students should have successfully demonstrated and listed the results in a data table. This showed me what objective students are struggling with and what students have mastered.
Line
25/25
100% understood
Shape
25/25
100% understood
Patterns
15/25
60% understood
Reflection on Learning:
The students were really involved with the design features of their drums. After watching the EMAZE presentation I created and learning about how the drums come in different shapes, sizes, colors, and material: the students were eager to create their own reproductions. They made the comparison that “the drums are different in their own special way just like each of us!”-Lizandralee, 3rd grade.
I learned that next time the students can use a bit more criteria and inspiration. Most of the drums from the EMAZE presentation that the students saw were all brown and made out of wood and very simple. Next time, I would like to include more visuals with some different design features to really get the students motivated. I would also like the students to try a new type of presentation tool.
Reflection on Teaching:
I think the order of creation of the art went well. The students had to be on task and on track with each stage of the project so they did not fall behind on the following day. Many of the students were eager to get right to watch after watching the “presentation”. They thought it was “really cool” to see what the drums look like and even hear what they sound like. I think it really got them involved and made them feel like they knew exactly what the D’jembe drums looked like in their mind. They were able to visualize their own designs and bring them to life on paper. The students had fun using the “teacher’s computer” and felt a bit of independence.
Semester: 2nd Assignment: Task Stream Lesson Plan Using Tech
Date: April 24th, 2014 Instructor: Mr. Paul Bogush
Subject: Art Grade Level: 3rd
Introduction:
A class of 3rd grade art students are learning about African D’jembe Drums. Both the student and the teacher are using the presentation tool: www.emaze.com. The teacher has created a “slideshow” using the Emaze website and will also have the students reflect at the end of the lesson using the same tool. This presentation tool is similar to power point where it allows the presenter to have multiple slides that may include text, pictures, and even video. I personally enjoyed this tool because it was simple enough for my students to understand and use. It was a well organized tool that allowed me to create a simple yet meaningful presentation that was clear for my students.
Lesson Objectives:
1. Students will be able to use and demonstrate the understanding of the website: www.emaze.com
2. Students will be able to demonstrate the understanding of the African D’jembe drums’
purpose and design features.
3. Students will draw and create their own replicas of African D’jembe drums.
4. Students will demonstrate the understanding of Line, Shape, and Pattern.
Content Standards:
CT ART CURRICULUM STANDARDS
a. differentiate between a variety of media, techniques, and processes
b. describe how different media, techniques, and processes cause different effects and personal responses
c. use different media, techniques, and processes to communicate ideas, feelings, experiences, and stories
d. use art media and tools in a safe and responsible manner
a. identify the different ways visual characteristics are used to convey ideas
b. describe how different expressive features, and ways of organizing them, cause different responses
c. use the elements of art and principles of design to communicate ideas
a. discuss a variety of sources for art content
b. select and use subject matter, symbols, and ideas to communicate meaning
a. recognize that the visual arts have a history and different cultural purpose and meaning
b. identify specific works of art as belonging to particular styles, cultures, times and places
c. create art work that demonstrates understanding of how history or culture can influence visual art
Technology Standards (ISTE):
1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
c.
use models and simulations to explore complex systems and issues.
d.
identify trends and forecast possibilities.
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.
develop cultural understanding and global awareness by engaging with learners of other cultures.
d.
contribute to project teams to produce original works or solve problems.
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a.
advocate and practice safe, legal, and responsible use of information and technology.
b.
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.
demonstrate personal responsibility for lifelong learning.
d.
exhibit leadership for digital citizenship.
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a.
understand and use technology systems.
b.
select and use applications effectively and productively.
c.
troubleshoot systems and applications.
d.
transfer current knowledge to learning of new technologies.
Instructional/ Materials:
- www.emaze.com
- http://app.emaze.com/268765/djembe-drums
-Final Drawing Paper
-Pencils/Erasers
-Sharpies
-Multi-Cultural Oil Pastels
-Access to teacher’s computer
Lesson Sequence:
1. Begin class by showing the Emaze slideshow presentation created by teacher
2. Have students draw their drum sketch on final paper with pencils and sharpie over
3. Have students color their drums in with the multi-cultural oil pastels
4. While students are working, discuss the homework assignment with them and distribute to students
Initiation:
-Teacher will begin the period by creating a drum beat on the desk with her hands and ask the students to copy the beat in unison. This next lesson in art will incorporate another subject area we are familiar with. We will be incorporating both Art and Music into this next project. Together, we will be learning about “African D’jembe Drums”. Can everyone say the word “D’jembe”? I have created a presentation on the computer that I am going to be sharing with you today. At the end of this lesson, you will also get the chance to use my computer to use this presentation website called “Emaze”. Now lets get started with the slideshow! Students will gather to the carpet and teacher will shut the lights. Teacher will project presentation on projector screen and begin to go through each slide. Presentation is less than ten slides long and only has simple words/phrases on each slide to keep students interested. Most of the slides contain visuals or videos. After the presentation, teacher and students will draw a simple sketch of the drum on the board having the students walk her through the shape of the drum. They will start from the top of the drum and work their way down. Putting the simple shapes together will form the overall drum shape. Next the teacher will ask for help from the students to recall what specific details their drums must include. Teacher will list the words, “3 Different Shapes, 3 Different Lines, 3 Different Patterns” on the board to remind students their goal. Next students will return to their seats and begin sketching in pencil their own D’jembe drum drawings. Before the period comes to a close, the teacher will distribute a worksheet that the students must fill out for homework. Teacher will stop the class for a minute to go over the assignment together with everyone. Students will clean up all materials and while they are waiting to line up; teacher will ask students to raise their hand and pick students by asking them to name a pattern, shape, or line. This will end the period and draw the students back in to the goals and objectives of the lesson.
Day 2: Teacher will begin the period by collecting homework from the night before. Teacher will also list the three goals on the board again. Teacher will hold up a student’s drawing that has a successful start on the project. Once the students have designed their drums in pencil; teacher will have students sharpie over their pencil line drawings. Once this step is finished and the drum contains the goals listed from the prior class; then students can begin adding color to their drums by using the multi-cultural colored oil pastels. Teacher will end the period by sharing a student’s work that made great progress today.
Day 3: Teacher will begin the period reminding students that this is the final day for this project. Teacher will give students about five minutes to finish any color design and discuss the “Emaze” website. Teacher will discuss how today’s class will consist of each student writing a detailed description of their drum on a piece of paper. During class, teacher will have students come up one by one to write their blurb on one of the slides on a new presentation in “Emaze”. At the end of the period, the teacher will have a compilation of student writings that create their own class’s collection on the website of “Emaze”.
Development of Lesson:
Due to the students creating their own drawings and replicas of the African Drums, this project will guide their own learning process and creativity. Students will learn their objectives in class and have to complete a homework assignment that reiterates the objectives. The understanding of the objectives will be shown in the end project.
Closure:
At the end of each day, the teacher will end the period by either distributing the homework assignment, or sharing student progress and work. The teacher also had students name some of the goals that had to incorporate in their projects that reiterated the learning objectives for the students.
Differentiation:
Some of the students in my class have an IEP or ADHD. It is very difficult for many of the students to focus for a long period of time. I usually stop and check on them the most throughout the period and ask them questions like, “OH I love the pattern you chose! What are you going to do on the other side of your picture?” Usually, I will write the “art goal” on the board so the students cant constantly refer to it. I also always include an example of the artwork made from a previous student and usually have pictures or use google images to further my instruction and understanding for students. A few students are also hearing impaired. I have sat these students at the front of the classroom and have also been writing everything down for them to be able to refer to and read. I usually use many hand gestures and pictures and make eye contact with them specifically.
Evaluation of Assessment:
-For objective one; (listed below in parenthesis) students will both view and create their own Emaze slide. This will ensure that the student can use and demonstrate the understanding of the website.
(Students will be able to use and demonstrate the understanding of the website: www.emaze.com)
-For objective two; (listed below in parenthesis) students will be drawing their own African drums using art materials. By viewing visuals of African drums; this will help them understand the specific design features of D’jembe drums specifically. They will also watch a video that shows the purpose of these drums.
(Students will be able to demonstrate the understanding of the African D’jembe drums’
purpose and design features.)
-For objective three; (listed below in parenthesis) students will literally draw and design their own D’jembe style drums.
(Students will draw and create their own replicas of African D’jembe drums.)
-For objective four; (listed below in parenthesis) students will be completing a homework assignment that has them draw and demonstrate their knowledge of the three art terms. Students will also observe drums in class via the EMAZE website to see these art terms in great depth and be able to point them out in the slideshow.
(Students will demonstrate the understanding of Line, Shape, and Pattern.)
Supplement Materials:
For homework, students were asked to complete the following assignment.
Name:__________________________________
Date:___________________________________
Period:______________
Please DRAW three different shapes that you know below and WRITE their names.
Please DRAW three different types of lines you know and WRITE their names.
Please DRAW three different types of patterns that you know.
Assessment Data:
After receiving back the homework assignment from the class, I divided up the art terms that the students should have successfully demonstrated and listed the results in a data table. This showed me what objective students are struggling with and what students have mastered.
Line
25/25
100% understood
Shape
25/25
100% understood
Patterns
15/25
60% understood
Reflection on Learning:
The students were really involved with the design features of their drums. After watching the EMAZE presentation I created and learning about how the drums come in different shapes, sizes, colors, and material: the students were eager to create their own reproductions. They made the comparison that “the drums are different in their own special way just like each of us!”-Lizandralee, 3rd grade.
I learned that next time the students can use a bit more criteria and inspiration. Most of the drums from the EMAZE presentation that the students saw were all brown and made out of wood and very simple. Next time, I would like to include more visuals with some different design features to really get the students motivated. I would also like the students to try a new type of presentation tool.
Reflection on Teaching:
I think the order of creation of the art went well. The students had to be on task and on track with each stage of the project so they did not fall behind on the following day. Many of the students were eager to get right to watch after watching the “presentation”. They thought it was “really cool” to see what the drums look like and even hear what they sound like. I think it really got them involved and made them feel like they knew exactly what the D’jembe drums looked like in their mind. They were able to visualize their own designs and bring them to life on paper. The students had fun using the “teacher’s computer” and felt a bit of independence.