Middleton School District
Content Area Objectives Addressed:
Students will research artists' life and works.
Students will apply the principles of good design.
Students will collaborate with other students.
Students will present artwork to other students.
State Fine Arts Goals
1. All students will learn and apply the processes and tools necessary for the understanding and analysis of the fine arts.
2. All students will become more proficient in their individual abilities as creators, performers, observers and communicators through participation in a sequential and ongoing arts experience.
3. All students will learn to reason artistically, think creatively and value the fine arts for the role they play in understanding individuals and society.
4. All students will have knowledge of the various racial, ethnic and historical aspects of the fine arts in varieties of time, form, context and application.
5. All students will relate various types of arts knowledge and skills to all educational disciplines, vocations and careers.
Technology Objectives Addressed:
will use search engines to locate information.
Students will use the Internet to research artists.
Students will create a PowerPoint.
Students will observe the use of a Smart board.
Students will use a Smart board.
What was the process that your students went through to complete this lesson?
process began last year when my Studio art class observed a PowerPoint
presentation that I had generated on the life of Vincent Van Gogh, completed a
Scavenger Hunt with the presentation and then researched and built a PowerPoint
presentation on an artist of their choice.
Four of these students continued on into a more advanced Studio class this year, and for their class and as a part of this project were assigned the task of combining the earlier projects into one presentation.
The students reviewed the presentations, determined which information, pictures, photographs, backgrounds and fonts did not work and which ones they would choose to keep. They proceeded to re-research, rethink, combine and redo their presentation. It was sometimes necessary to communicate through notes as two of them were in one class time and two were in another; they did a remarkable job of working together in spite of this.
The students had one session with Carol Peterson from BSU, in which they discussed what constituted a successful PowerPoint: i.e. what fonts to use, what transitions would work, type size, and how much information to include.
We held two critiques, one during the process to give the students a chance to evaluate their work and decide what still needed to be done and one at the end to allow students to see their finished presentation. It is surprisingly beneficial for students to step back and look at their work from a different vantage point as well as to exchange ideas with others about their work.
Finally, the Studio students presented their PowerPoint to an Art 1-2 class, explaining to them both about the process and the artists. The Art 1-2 class then went to the computer lab to explore the presentation singly and in pairs and to complete a worksheet about the presentation.
How did you monitor student progress?
The students worked independently, coming into the art room at the beginning of their class and picking up materials and checking in, and then going to the computer lab to work. There is a teacher in the lab rooms, but other than her supervision, they worked on their own, I rarely was able to leave other, younger students and go into the lab. At the end of each class period the students would come back into the art room and let me know where they were in their work and leave any messages they might have for the other part of their team.
Was there a template or an example
that students were expected to follow?
The students used my PowerPoint as an example; however, the ideas for organization really came from Carol Peterson from BSU. One of the things that they covered in their session was the need to standardize the layout. The students came up with their own format: a name slide, a photo slide, an information slide and artwork slides, in the same order for each artist.
How much time did you dedicate to
Total 60 hours
Daily (approximate) 2 sessions/45 minutes each
How was the final product presented?
The final project was presented to an Art 1-2 class, first on the SMART Board with a student commenting, and then in the computer lab with each Art 1-2 student working alone or with a partner at a computer to explore and answer questions about the project.
was the audience for the final product?
Art 1-2 students.
What prior knowledge was required on the part of the students in order for them to be successful in this project? (Include curriculum and technology knowledge)
knowledge required for technology included using search engines, using the
Internet to find information and basic PowerPoint skills.
Prior knowledge required for curriculum included a working knowledge of basic art and design principles and a grasp of color theory
What was the student to computer
Student to computer ratio was 1:1.
How did you schedule your
students’ computer time?
Scheduling was not a problem due to the small size of the class. Students had access to either computers in the lab or in the classroom whenever necessary
What was the location of the
computers and other technology equipment used by students?
Students used the computers in the lab, and sometimes in the classroom. The SMART Board is located in the classroom.
How would you suggest beginning
teachers obtain computer resources for their students? (Knowing some of your
strategies would be valuable for our pre-service teachers.
Beginning teachers should try to use grants and other programs, such as Bridges to Technology, to find resources for their classrooms. Also, it is a good idea to work with computer lab teachers and other teachers to share resources. Another possibility is donations; some things at our school have come from BLM, BSU, HP and other companies who donate to schools.
Rate the level of access for
students to use computers/other technologies as they needed
--high, medium, low.
The level of access for this project was high.
Rate the level of supervision
required for students during the project, specifically for computer and other
technology use –high, medium, low
The level of supervision for this project was low.
What hardware was required for your
Hardware required for this project included computers and SMART Board.
What software was required for your
Software required for this project included Microsoft Office (PowerPoint, Word).
Internet access was also required.
What kind of assessment did you use for this project? (Include a copy if you can.)
Powerpoint Gradesheet Example:
Transitions smooth without detracting from content?
How was your organization? Logical sequence? Good continuity?
Theme clearly stated and understandable?
ART: 25 POINTS
Choice of fonts creative but readable?
Backgrounds a compliment to photos and artwork?
PARTICIPATION: 25 POINTS
Did you assume a role? Was the workload and responsibility divided equally? Did you spend all of your time on task? Did you have good communication with other group members? Did you participate wholeheartedly in the critiques?
CONTENT: 25 POINTS
Does the information cover the topic? Include details? Does the artwork included give an accurate representation of each artist?
MECHANICS: 25 POINTS
Are the grammar, spelling, capitalization and punctuation correct?
Did you cite references?
What categories did you assess? (I.e.: content, screen design, depth/breadth, etc.)
How does the product that you
submitted compare with other students’ products for this same project?
There was just one project.
What did you like best about this
I was extremely pleased with the quality of the final project.
What did the students like best
about this project?
I believe that the students were also impressed with what they had created. I think that they also enjoyed the independence.
Rank the level of student
involvement in this project –high, medium, low
The student involvement in this project was very high.
Rank the level of student interest
in this project –high, medium, low
The student interest in this project was medium.
Would you teach this lesson again?
I would probably teach this lesson, or some variation of it, again.
Click here to view student work