Running head: FAMOUS ARTIST POWERPOINT VIDEO PROJECT

Transcription

1 Running head: FAMOUS ARTIST POWERPOINT VIDEO PROJECT Famous Artist PowerPoint Video Project Ehren Reynolds Multimedia & Instructional Courseware Design/EDUC 586 State University of New York at Oneonta 3/17/2013

2 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 2 Table of Contents Presentation Project Product Description Overview of Project Instructional problem to be addressed Type of multimedia to be used Content to be taught Target Audience Part B: Teacher Section Instructional Planning Teacher Considerations for Developing an Instructional Presentation DDDE model: decide phase Instructional Goals Project Decision Assessment of Prerequisite Skills Assessment Techniques Grouping Alternatives Grouping Assignment Computer Time Design Phase Design Guidelines and Template Formative Assessment

3 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 3 Develop Phase Manage Media Production Facilitating multimedia activities Formative Assessment Evaluation Phase Project Evaluation Project Reflection Part C Student Section Student Considerations for Using and Developing a Project (Lesson Plan) Objectives/goals for the lesson Objectives Instructional Goals Standards New York State Visual Arts Standards New York State Common Core Learning Standards for ELA ISTE Technology Standards Hardware requirements Software requirements Other Resources Prerequisite skills

4 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 4 Duration Grouping strategy Procedure Day 1 - Instructional Presentation (Multimedia) of Content Day 2-3 DDD-E Model: Decide Phase Day 4-5 DDD-E Model: Design Phase Day 6-9 DDD-E Model: Develop Phase Day DDD-E Model: Evaluate Phase Assessment Extension ideas References Appendix A Content Rubric Appendix B Design Rubric Appendix C Final Grades Appendix D Group Self-Evaluation Appendix E Mechanics Rubric Appendix F Peer Evaluation Appendix G Self Evaluation Appendix H Storyboard Ruric Appendix I Teacher Evaluation

5 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 5 Appendix J Bibliography Information Appendix K Journal Entry Appendix L K-W-H-L Chart

6 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 6 Presentation Project Product Description Overview of Project In 5 th grade art class, students will be creating presentations focusing on the art and life of a famous artist. My presentation on Frida Kahlo will serve not only to teach about the life and work of this painter, but also to serve as an example for students creating their presentation. Instructional problem to be addressed. In addition to meeting the New York State standards in visual art, my rationale for this project is to allow students to make connections between famous artists and themselves as artists. Creating the project requires the students to utilize several higher order thinking skills. They will be responsible for: planning and managing their activities to complete the project (ISTE 4b); collecting information; determining importance and; making informed decisions (ISTE 4c). Type of multimedia to be used. For the presentation I plan on utilizing Microsoft PowerPoint to create a tutorial video, as that is the presentation software that I am most familiar with. I have made several presentations in the past with it and am very familiar with using transitions, animations, sound and video. I am also very familiar with the work and life of Frida Kahlo and have several biographies that I plan on using. In addition to the presentation itself, I will also be using a digital scanner to import my art example. Content to be taught. In order to meet all of the New York State art standards, I will be discussing several factors regarding Frida Kahlo as well as modeling the skills required to meet each standard. First I will focus on the life and artistic influences on Kahlo (Standard 4). I will then show several of her artworks along with my critical analysis of each piece which will include a verbal description, interpretation, and evaluation (Standard 3). Finally I will display my example artwork made in the style of the artist (Standard 1&2).

7 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 7 Currently my classroom includes 12 student computers and a smart board. Given these technologies I can foresee utilizing this video in several ways. I will display it as a whole group activity to my entire class. This approach allows for class discussions regarding the presentation, ensuring an equal opportunity for shared ideas. Another option is to utilize the presentation on the student computers for individual students. The computers are equipped with headset microphones, so this activity can be done with minimal class interruption. There are several benefits of this approach. One is that individual struggling students may re-watch the video if they need to reflect on parts of it as an example. Or it may be used by students who may have been absent during the initial presentation. With the individual approach students then would be required to respond to the presentation either through print (quiz, form, etc.) or as a part of a small group discussion either with classmates or myself. While this may be more desirable and productive, it is not ideal for ensuring all the students have access to the larger shared discussion. Target Audience. This presentation will ultimately serve as an example for my 5th grade students in creating their famous artist presentation videos. It can also be used with other groups as well for example, younger classes such as 2nd grade, to focus on a lesson to introduce Frida Kahlo. It may also be used as a presentation with other faculty to help them in creating multimedia presentations with their own students. While the video is meant to serve as educational content for 2nd and 5th grade students, it also may serve as an example of the DDD- E model for creating multimedia projects with 5th grade and beyond. Part B: Teacher Section Instructional Planning Teacher Considerations for Developing an Instructional Presentation

8 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 8 To guide the development of this project I will be following the Decide, Design, Develop, and Evaluate (DDD-E) model outlined in Multimedia Projects in Education by Karen Ivers & Ann Barron (2010). DDDE model: decide phase. Standards. NYS Visual Art Standards. Standard 3) Responding To and Analyzing Works of Art Standard 4) Understanding The Cultural Dimensions and Contributions of The Arts International Society for Technology in Education (ISTE) for Students - Grades 3rd 5 th 1a. Apply existing knowledge to generate new ideas, products, or processes. 1b. Create original works as a means of personal or group expression. 2a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2d. Contribute to project teams to produce original works or solve problems. 3a. Plan strategies to guide inquiry. 3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4b. Plan and manage activities to develop a solution or complete a project New York State Common Core Learning Standards for ELA and Literacy. 1a) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2a) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

9 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 9 9b) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Instructional Goals. 1. To increase students cultural literacy by exposing them to the life and work of famous artists. 2. To provide an opportunity to demonstrate the correct methods of interpreting and evaluating artworks orally. 3. To build and encourage collaborative skills. 4. To provide an opportunity to demonstrate and improve technical skills required for multimedia projects. Project Decision. For this project I am allowing students to choose from a list of several famous artists to use for their projects. This will ensure that the students will have adequate resources for information while allowing them some flexibility. Students will also be using PowerPoint to create video presentation projects incorporating images, video, and sound. This is the software that we have available on the student computers in the art room, and it is not overly complicated. Assessment of Prerequisite Skills. The skills required for this project have been demonstrated in previous projects. As I identify areas of concern I will focus mini lessons at the start of each class to address these skills, as well as provide instructional videos on Edmodo and on the shared network folder. Assessment Techniques.

10 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 10 Students will be assessed throughout the project utilizing a variety of rubrics (see Appendix A), as well as a daily log of progress (see Appendix B). These will be used to determine if the standards and goals are being met while guiding my instruction during the mini lessons at the start of each class. Grouping Alternatives. For this project, students will be working in heterogeneous ability groups that have been established earlier in the year. They will be following the Learning Together cooperative methodology and will each be accountable for portions of the project independent of the combined group assignment. With this grouping arrangement, students will gain the benefits of being supported by their group members, but will not be allowed to free-ride on the accomplishments of the group. Grouping Assignment. The student groups have been established by the table seating charts which were based on ability assessments earlier in the year. Each table consists of four students that have worked together previously and have been determined to work well together. This number is ideal in that it allows for several perspectives, but is still intimate enough for each member s contributions to be valuable. The group roles during the decide phase of the project will be the same as each member will be required to identify their own guiding questions and research. Once the group enters the design and develop phase, they will be rotating the following roles. Record Keeper Responsible for completing the daily log. Time Keeper Responsible for identifying and prioritizing the daily goals. Editor 1 Responsible for imputing information in the computer. Editor 2 Same as Editor 1

11 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 11 For the evaluation phase, they will each be responsible for completing the assigned rubrics and roles will be dissolved. Computer Time. The twelve student computers located in the art room will be divided into the six groups in each class, giving each group two computers to work on during the project. Students will also be encouraged to work on the assignment at home through the use of Edmodo. Each group has been assigned to a small group within their class s Edmodo, which will allow them to share, communicate and organize their work both in class and at home. Design Phase Design Guidelines and Template. Students will be assisted on the various stages of the project through the following templates and documents. These will be available in print, as well as located in shared folders on the student computers and in their small group folders in Edmodo (see Appendix C). KWL Chart (each student must complete) Research Collector (each student must complete) Daily Log (completed each class by record keeper) Project requirements (checklist completed by time keeper) Sequence Chart (recorded by record keeper, decided by group) Story Board Template (recorded by record keeper, decided by group) Formative Assessment. As students complete the design portion requirements of the project, I will be providing feedback daily in comments using Edmodo, as well as directly to groups and individuals during class.

12 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 12 Develop Phase Manage Media Production. As students begin to assemble the elements of their projects, my role will shift to facilitator carrying out the following roles: Making sure the equipment is in good condition and available to students. Providing instructional mini lessons and instructional videos based on areas of need. Overseeing individual and group progress. Providing assistance to struggling students. Ensuring roles are being shared equally. Facilitating multimedia activities. Each class will start by reviewing the requirements of each phase of the project followed by a brief lesson on how to complete the expected tasks for the day. These lessons will be in the form of pre-recorded instructional videos, and they will be available to students at home via Edmodo, and on student computers on a shared folder. Formative Assessment. Group presentation elements (images, sounds, videos, text) will be stored in a shared folder in Edmodo. I will be reviewing these elements during this phase and will be commenting on their appropriateness, if they are meeting the requirements, and if they are the correct format. Evaluation Phase Project Evaluation.

13 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 13 Grades and summative assessments will be determined by the combined score of the teacher evaluation rubric, peer evaluation rubric, self-evaluation rubric, and group self-evaluation rubric (see Appendix A). Project Reflection. During the project, I will be keeping a journal to capture the challenges and successes encountered during the completion of the project. Through this reflection, it is my hope to gain insights on ways to improve the project for future classes. Additionally, through Edmodo, I will be asking students to voluntarily complete a survey on their experience during the project, which will also aid in determining changes for future implementations. Part C Student Section Student Considerations for Using and Developing a Project (Lesson Plan) Objectives/goals for the lesson Objectives. Work cooperatively with classmates to create a presentation video on an influential artist using PowerPoint. Select areas to research based on deficiencies in understanding based on their KWL chart. Research aspects of the artist s life using the provided books or internet searches. Demonstrate proper critique procedure by interpreting and evaluating. Combine their background knowledge and new knowledge into a sequence chart. Construct storyboards based on the group s sequence chart. Rewrite their information in the form of a script. Record narration using Windows Sound Recorder. Combine their video elements in the creation of a finalized product.

14 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 14 Create a bibliography including all referenced material. Evaluate their work and the work of their peers. Instructional Goals. 1. To increase students cultural literacy by exposing them to the life and work of famous artists. 2. To provide an opportunity to demonstrate the correct methods of interpreting and evaluating artworks orally. 3. To build and encourage collaborative skills. 4. To provide an opportunity to demonstrate and improve technical skills required for multimedia projects. Standards New York State Visual Arts Standards. Standard 3) Responding to and Analyzing Works of Art Standard 4) Understanding the Cultural Dimensions and Contributions of The Arts New York State Common Core Learning Standards for ELA. Reading Standards for Informational Text - Grade 5 A. Key Ideas and Details 1) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

15 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 15 B. Integration of Knowledge and Ideas 9) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Grades 3 5 ISTE Technology Standards. 1a. Apply existing knowledge to generate new ideas, products, or processes. 1b. Create original works as a means of personal or group expression. 2a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2d. Contribute to project teams to produce original works or solve problems. 3a. Plan strategies to guide inquiry 3b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4b. Plan and manage activities to develop a solution or complete a project Hardware requirements Computers (12 in class) Headset microphones Software requirements Firefox PowerPoint

16 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 16 Google Docs Windows Sound Recorder Other Resources Assortment of children s artist biographies Prerequisite skills Recording narrations using Sound Recorder PowerPoint (Adding images, audio, and videos, transitions, including text) Completing a KWL chart Conducting internet research Citing image collection, web research Duration This project will take approximately nine, forty minute class periods to accomplish. Grouping strategy Student groups will be established by their heterogeneous table groupings already established. Groups will be utilizing the Learning Together cooperative strategy, and will be required to work on aspects of the project independently, as well as cooperatively. During the Decide phase of the project, students will be required to identify their own guiding questions, and to conduct independent research. During the Design and Develop phase, each student will rotate based on the following roles. Record Keeper Responsible for completing the daily log. Time Keeper Responsible for identifying and prioritizing the daily goals. Editor 1 Responsible for imputing information in the computer. Editor 2 Same as Editor 1

17 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 17 Procedure Day 1 - Instructional Presentation (Multimedia) of Content. For the first day of the project, students in a whole group will view my example presentation using the classroom smart board. To support the activity, students will also be given a copy of the project requirements, and will be asked to identify the various elements as they view the video. Afterward, we will have a group discussion around the requirements of the project, how they will be grouped, and how they will work to accomplish the tasks. If time permits, student groups will peruse the artist biographies and selection of artists to determine the artist they will focus their project towards. Day 2-3 DDD-E Model: Decide Phase. Once an artist has been determined, students will individually be required to complete a KWL template to help them formulate their guiding questions. Once they have at least five guiding questions, they may either research their questions using internet searches, or from the artist biographies available. If students are not able to have their choice of research on the first day, they will be given priority during the second. It will be ideal if students have access to both methods to add to variety as well as to cross reference information. Day 4-5 DDD-E Model: Design Phase. Once students research has been completed, students will reconvene with their group and begin to organize their findings into the provided sequence chart. Once this task has been completed, groups will begin their storyboard templates and identify their needed multimedia elements. Day 6-9 DDD-E Model: Develop Phase On the completion of the storyboards, students will start to collect their multimedia elements, and to arrange them into Windows Movie Maker. In addition to finding media using the internet,

18 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 18 they will also be required to narrate parts of their movie by recording audio using Windows sound recorder, and the headset microphones. Day DDD-E Model: Evaluate Phase. Once the groups have created their movie, they will be required to present their projects to the class. After each group presents their movie, the other groups will complete the peer feedback rubrics. When all groups have presented, groups will reflect on their peers feedback and will complete the project rubric and self-evaluation rubric. Assessment Students will be given formative assessments along the way through comments in Edmodo as well as verbal feedback in class. Summative assessments will be provided on the completion of their KWL chart, Research Collectors, Sequence Chart, Story Boards, and by my evaluation of their project using the teacher rubric. Extension ideas To expand the project, students could include artworks in the style of their chosen artist, or they could provide critical analysis, and evaluations on additional artworks.

19 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 19 References

20 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 20 Appendix A Content Rubric

21 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 21 Appendix B Design Rubric

22 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 22 Appendix C Final Grades

23 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 23 Appendix D Group Self-Evaluation

24 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 24 Appendix E Mechanics Rubric

25 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 25 Appendix F Peer Evaluation

26 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 26

27 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 27 Appendix G Self Evaluation

28 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 28 Appendix H Storyboard Ruric

29 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 29 Appendix I Teacher Evaluation

30 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 30 Appendix J Bibliography Information

31 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 31 Appendix K Journal Entry

32 FAMOUS ARTIST POWERPOINT VIDEO PROJECT 32 Appendix L K-W-H-L Chart