AT week 4 Read&React- Is it worth the risk?

Read & React
Digital Diet: This weeks chapters gave a how to step by step on Skype, Twitter, Facebook and Voice Thread. This book offers such a great step by step, it's a bit like a crutch when I am not able to use this book, I struggle through. Skypes set up was pretty easy once I was able to get a hold of a functioning camera, turns out the one I had died. I will be updating after I make my skype call. I like the suggestion the book made about bringing in a guest speaker (artist). My family has used skype in the past when family was deployed over seas and hearing their voice is great, but seeing someones face makes it that much better. Twitter was easy enough to use, especially with the explanations from the book. I really enjoyed the video that showed the history professor using twitter in her classroom. Love her statement, "It's going to be messing, and I'm going to have to come to grips with that. Messy doesn't necessarily mean it's going to be bad." I admit being a Facebook user myself, I simply jumped to the part about classroom use. I had no idea that you could create a course and assignments on fb. Voice Threads ended up being a very easy program to use. The book suggests using this as a way for students to give their presentations over specific material. This is a fantastic alternative-although I still feel it is very important to learn how to handle the nerves that come with speaking in front of an audience.

Brooks-Young: Brooks looks at the use of Facebook, video gaming and more to cater to the needs of  the igeneration. The investigations of how immersed our students are in technology is fascinating. As Brooks points out, the more world simulated environments we put them in the better they are at gaining a realistic understanding. Brooks gives examples of the different way that students and teachers can connect over a period of time, or instantly and how it is creating a community feeling with a less threatening environment. Students who are typically shy are more likely to chime in by text than face to face."Certainly there will always be classroom instruction, and the teacher will still be the teacher. But the use of virtual worlds for instruction changes the focus of the learner from a passive receptacle to an active engager, ever more responsible for his own acquisition of knowledge." This statements towards the end of the chapter is brought while discussing the use of a program called Second Life. This statement speaks volumes about education today. The kids are being held more accountable for their own learning and research, basically turning themselves into a teacher, especially when they get excited about something and share/show it to friends.

Risk taking?
Here I am going to react to our reading and also give my social media reflection. I feel that after the readings, my options are slightly different. These topics are frustrating not only because of my mixed feelings, but because of how they are viewed by the media and handled by school districts. We have VERY STRICT policies in place when it comes to the use of social media. Thanks to a few bad apples, another tool that has great potential in the classroom is ruined before we really get a chance to explore and prove its benefits to students. I may get a little "preachy on my soap box" but that is what happens with tough subjects right?
As for facebook and twitter, I have reservations about what it has done to society and yes even myself. We have become a very self centered universe where we feel the need to share our every more as if the whole world is interested... And yes I've been there, and sucked myself into reading these things as well. Can you imagine if people used these networks for educated conversations... ALL the time? Maybe I would be more keen on the idea of twitter if it wasn't about what someone was doing at every second of the day. What if it was for the posting of ideas and pinging (only)? Yet I do enjoy keeping up with people and how their families are growing, even if it is in a less personal way. I feel that the use of technology has become a crutch for people to hide behind their words, would you really say all of those things to my face? or maybe you don't have it in you to say them out loud personally- than should it be said? It allows people to be a bit of a coward- or are we helping those who are very intelligent voice their opinions without facing their social fears? As a personal choice, and then eventually a district/state policy- I absolutely do not connect with my students on fb.
Skype- Many colleagues have suggested using skype to have a visiting artist/speaker. I love this idea, but i have had so many problems in the past with speed of :Internet, computer etc. that I can see it not working correctly and my students loosing interest. To me Skype is so "the jetsons" :)  You can see the people you are talking to even if they are across the planet. It seems so futuristic yet it is here and was a huge gift to my family when military members were deployed. I know people who get to see brand new family members all the time through Skype, it gives them the give of facial communication when you can't get there in person. For these gifts it is a powerful tool. But the speed problem is still very frustrating! Another great avenue for skype would be a student with an extended absence-hospital stays etc. They could either skype during their art time, or I could have a quick art lesson with them at a later point.
Voice Thread- I love this idea for me to be able to create lessons/lectures in advance to not only save my voice and time, but in case of an absence. As we all know- a substitute will never be you or close to you. It was fairly simple to use and I think it would be a great tool if I could design this and my students could be responding at home, after they have had time to digest the pieces we are looking at. I really liked the idea of using voice thread to present. I would so totally do this with my 5th graders if we had more time together- never enough time for art :(
Screener seems to be a fascinating tool. My kids are so much smarter with technology than I am. I guarantee they could make tons of "how to videos" about aspects of technology they use everyday. This would also be a great tool for students to be able to back track on a "how to lesson" instead of me showing and doing the exact same thing a million times.
Video gaming- this is a subject that always requires a soap box. The reason I tend to dislike video games, is that they have not be used as an "edutainment" tool like Brooks says, but as a babysitter for parents. I'm not saying that everyone does this, but in my little neighborhood, parent don't monitor what their kids are playing. I had a student last year in 4th grade who played "Call of duty"- He as well as others who have played this game think that "war is cool." But now for the really big one, he said, "I think it would be cool to kill someone and watch them die." Let's just say it totally lit a fire under my behind. If we could hold parents accountable and they might actually use video games, educational ones, as a means of keeping their child busy, then maybe I would be on board. Another thing that technology has done to my students... Totally Sucked the creativity out of their brains!!!! They don't go play outside, or read books, play board games, play make believe-AHHHH this is where I am so unbelievably frustrated. Our students spend too much time in front of their box device (whatever that may be, TV, Phone, computer) and have lost the time and creativity that you gain from just being a kid and learning to play. Side bar :)  The importance of play is one of my Books that I am using for our extra research. Video games can give creative outlets, but far too many children use video games for the wrong reason.
Well overall- The verdict is still out folks. There are so many great tools that could be used here. But I am currently limited by policies that will not change due to the fear of lawsuits. Again accountability is to blame here- we are a lazy society that is more afraid of holding our employees accountable, than we are of letting them be responsible teachers who use great resources wisely. They only way I would agree to any of this, due to the fact that I am K-5, is if the parent was actively engaged with their little learners on these accounts. Besides then we would be teaching even more the great good of art! Now that's an Artopia kind of idea :)

AT Week 4 VT, Scrn, Skype

Here is my attempt at voice threads- sorry for the loud white noise, junky microphone. Follow the link below. This is taken from a PP I do with my third grade students to prep them for our Picasso inspired witches. It briefly touches on one aspect of his style.

https://voicethread.com/share/3451878/

Here is my attempt at screencasts. I chose pinterest :) I know many already use it, but just in case, it never hurts to get another art teacher addicted to an awesome teaching tool.

http://screenr.com/oue8

Skype evidence to come soon

AT Read&React/Brainstorming Week 3

AT Read&React/Brainstorming Week 3

 Digital Diet: Wish I had this guide to set up my blog this summer. I already have mine setup, so I quickly skimmed through and ended up finding several helpful tips for blogging.

Rosen: Rosen does a great job of jumping into the teenage brain and giving us an understanding of how cell phones have changed life and the way we communicate. To theses teens, it’s not just a way of communication, but a way of life. Not only can you use your mobile device to communicate but also it can be used for music, business, Internet connection and so much more. The mlearning idea “presenting material through a variety of senses, including the ears, eyes and sense of touch- promotes more opportunities for learning and enhanced retention of material.” Rosen shares the ideas of creating this mobile utopia of learning that allows students to connect quickly and all the time in an environment that is friendlier to today’s generation.

Brooks-Young: Cell Phones, MP3 players, and Netbooks- Brooks gives a basic overview of usage and technology of cell phones, mp3’s and netbooks and the objections to their usage in the classroom.  The comment is made, “how are they to learn better behavior without appropriate adult models who take the time to teach digital etiquette?” The great point that parents should be teaching students about phone etiquette, but they don’t, therefore, it is up to us (teacher models) to show how it’s done. Brooks also gives great examples of ways the cell phones, MP3 players, and netbooks can be used in the classroom. Each chapter gives reasoning for changing the way people feel about using these devises, with great defenses for how helpful they can be in the child’s education.

At some point in the last week, the comment or I’ve read it, can’t remember, it was said that it was not uncommon for teens to willingly give their teachers a fake cell phone when entering class so that they can still be connected when in school. It totally amazes me how far the use of phones have come since I was in high school. Back then we all got phones because we were driving. Now, elementary students have them. I asked one of my 5^th grade groups how many how their own cell phones, over 75% raised their hand. What on earth could an elementary school student really need with a cell phone? Call me old fashion, but I think it is ridiculous what kinds of technology these students posses at such a young age. Guess it’s time to get on board, stop fighting it and join the parade of learning. I loved the idea of students using their camera on the phone for an alphabet book. I am very interested in the idea of mlearning- so true that the information is just sitting at their fingertips. I started thinking about all of my social landscapes: facebook, blog, email, pinterest, and way back when- myspace. This doesn’t even begin to tap into the lists of online groups that email back and forth daily, typically professional groups.

Brainstorming: Mobile devices could be used by my fifth grade students in the same way as clickers. I know there is a website that allows students to text the answers to pre-made surveys or quizzes. I love the idea of putting the camera on their phones to good use- Maybe using their phones on a nature walk to photograph ideas for a painting or drawing, like a digital ideas book. I am way behind the times on my phone, I can call, text and take really crappy pictures, that’s it. My brainstorming isn’t great because I don’t even have a great idea of what phones can do now. I’ve heard of applications that allow students to draw and write- this could be a great way to keep a digital sketchbook.

 

VTS Week 6

Video lesson
Here is a link to my vts session with my 4th graders. Let me apologize in advance for the blurriness of the video, I had no idea it was out of focus until our lesson was over. And this wasn't the best camera angle, but it was the only place to put it and cut the kids out (per district policy).
http://www.youtube.com/watch?v=ieivzOuRsz8

Also, this image was a poor quality upload- it was hard for myself to see the details crisply. Here is the link to the image that we VTSed: Grade 3-5 lesson 2 image 1 on the website
http://vtsweb.org/lessons/g302

Assessing Student Engagement and Learning:
16 minutes- 17/24 students made a comment- 34 comments were made.
Most of the students were very willing to comment on the piece. I still had 7 not make any comments. The students noticed so many different things with this piece. Students were drawn to the buffalo and Indians, especially to the fact that they were facing different directions, making them refer to movement a lot. One student made the observation that it looked like a reflection due to the repetition of the figures throughout the piece. Many animals were listed. Then came the interpretations of what the piece was made of "dead bear" and a student even referred to looking at the piece differently to discover that it looked like an animal skin. Many took note of the Indians riding horses and holding weapons and associated it with a fight, war, or hunt. Some tapped into their schema for their interpretations, for instance, "Out in the West, when their was a herd of buffalo, the Indians would jump out of the yellow grass and start throwing spears and shooting at them."
In the beginning it was a lot of listing but then they started to ping off one another leading to more interpretation answers. Most of the interpretations were coming from the students that had been really focused on the piece and studying it for a while. At least 6 times they said "I'm adding on to" or "I disagree with" creating great interactive discussion. A few times students would say "yes" or nod their head in agreeing with a classmate.
We concluded our discussion after the timer when off by me selecting the last three hands up. I always give praise and several students came up to me after we were done to give me ideas of what they were seeing. Students are obviously learning to get more detail oriented at what they see and describe. They also seem to be learning how to disagree with interpretations.

Reflecting on Practice:
 The lesson went a little smoothly than last time, but I was nervous knowing I was being taped. I noticed that I didn't use Q2 until about 5 1/2 minutes in. I am also not sure if I am making a no no but asking question to with a recap, "What do you see that makes you think it's a bat?" or "What do you see that suggests that they own the buffalo?" I noticed that I still am not comfortable with my opening statement and would love to know what everyone else is using. While watching the clock in the beginning, I said let's take a minute to look, and I waited for 8 seconds- Ha, I need to wait longer. I am still really struggling with the paraphrasing, and it seems to be worse now. For the most part I think I stayed neutral, I did slip with an "Oh" when someone pointed out something I had totally missed.

Planning:
My biggest goal for future VTS lessons is the paraphrasing and my wait time to let statements settle in for myself and students. The best practice is to keep practicing. I am hoping to implement a bit more VTS with other grades.
Overall it was a positive experience.

AT Week 3 Part 2

This is one class display for the art fair last year with second grade. Artistic hands, Thiebaud inspired gumball machines, watercolor leaves, Native American Unit, and Snowmen at night and day (value study).  

City Hall artists- Here are several examples of my creative kiddos work. Their are fruit and veggie portraits-4th grade. Aboriginal art- 4th grade. Radial name designs- 5th grade. Printing and mummies 5th grade. Van Gogh sunflowers- 3rd grade.

 4th grade creates food plates for our ceramic unit. I love their work- Ice Cream Sundaes, and pizza are always popular, or even spaghetti with meatballs.

 

I love the opportunity to brag on my awesome little artists and show off their work... what art teacher doesn't?!? They are talented kids and continue to amaze me everyday!

 Every year I team up with the 3rd grade teachers to help students spotlight the poet of their choice for Poetry Night. They not only write about their poet but we learn how to draw portraits. Every year, they totally blow my mind with theses portraits!

 Here are a few of the adorable American Gothic parodies from 4th grade. I love the many different ideas they come up with each year.

 

Here are two of my paintings for college, It's been a while since I've had time to sit down and paint. Below is how I keep myself actively making art- well before grad school started. I do a little photography on the side and love the memories I gain from being with these families :)

VTS Week 5

Portrait of Possibility:

I have several students in mind that VTS will be a benefit for. But today I am going to focus on two boys, Mr. Storyteller and Mr. Self Confidence. Both of these boys are in 4th grade.

Mr. Storyteller-
I have had Mr. Storyteller for about 9 months and everyday he continues to wow me in many ways. On the first day he attended art, he wore his art shirt, which was a tshirt that had a picture of his art from his old school on it. He is always looking for validation and when he gets it, he will then remind me "remember when you said you like my drawing" etc. This is a kiddo that needs constant stimulation- he is frequently making noises that his peers find very difficult to ignore. During instruction time, he rarely pays attention, no matter where he sits or even with a personal invitation. He is very enthusiastic about everything he does and loves art! I have chosen Mr. Storyteller because of what I saw with lesson 1 vts. He was engrossed in the art and conversation the whole time. 15 minutes of focus time for Mr. Storyteller is totally unheard of, Yipee :) I feel that VTS caters to my friend in so many ways, he loves to tell stories and his imagination is endless. I have noticed that his attention to detail with VTS is incredible compared to previous assignments. I think VTS will help Mr. Storyteller stay focused, engage in higher level conversations with classmates, get the validation he enjoys, allow him to share his ideas in a light that gains respect from his peers, and get him excited in a new way about art. The plan, VTS Mr. Storyteller and his classmates, making mental notes to later tie back to, with the validation of noticing his hard work and focus. Hopefully this focus will start to stretch into other parts of his education!

Mr. Self Confidence-
He has been my student for the past two years. Oddly enough he is a twin and I think they are totally different in many ways, but exactly the same in one area... self confidence. He seems to lack any kind of confidence in his work. He needs me to help him or validate his every move in my room- and it has only gotten worse in the last year, I do know that this is also the case in his classroom as well. I have to admit, I am concerned that Mr. Self Confidence gets the annoyed vibe from me once and a while... last year about Christmas time, I worked really hard at helping him (and brother) to make decisions for themselves without needing me for every step. It drives me insane when my students ask me "like this" and the answer is right in front of them, or "what do you think Mrs. Schotte." My typical response is,"what do you think, you are the artist" or "look at my example, does it look like what I did."  We had made a lot of progress, but a summer away means one step forward, two steps back. I wonder if something is not happening outside of school that he is taught to use someone else opinion and approval for every little thing. My hope is that VTS will help him to slow down and really pay attention to details. He struggles to pay attention in class and rushes through a lot of work. I also hope that Mr. Self Confidence will gain more confidence when he is validated for his answers in VTS and potentially students will start "pinging" from his ideas to give in more peer derived confidence. The plan is the same at Mr. Storyteller- let VTS do its magic.

VTS Week 4

Assessing, Reflecting and Planning- I'm playing a little catch up here, getting used to a different rotation this year and still having plenty of time to make art, means I have to really consider where I'm putting my VTS.... But I think I might finally have an idea of where we are headed.

http://vtsweb.org/lessons/g301#  this was our image.

I must start off by saying, that my little think tanks are surprising me more and more with VTS! There has always been something I absolutely loved about the 4th graders (each year) and now this age level is proving perfect for this class! My pilot class had 26 kiddos in it and it's a packed house. I invited them to scoot up, but many chose to stay at their spots, some in the back as much as 20 feet away. Note to self, next time have them move closer. I had a great participation from about 18 of the kids, wanting to keep adding more, but there were those few that never said anything, several of those in the back. We actually had to stop after 16 minutes, I think they could have kept going!

Discussion- Several students would just list until they were able to Ping off another students idea. In the beginning they were all on the idea line of the woman in bed being sick, then it moved to what the relationship was between the people in the painting with the people in the photographs. Eventually ideas of money,  and jobs came up. We did have to stop and review that it was okay to disagree, but that they needed to raise their hand. One of the kids said " I think there are feet under the bed"  and about half the class said out loud "I disagree" "no it's not" etc. But after my reminder, they were much better about waiting their turn and then saying "I disagree because." Our discussion concluded with me saying that I would take you (pointing to the last three hands up) and then we will have to stop for today. After we were done I asked the kids, "how many of you thought we would be able to talk about this piece for 15 minutes?" and no one raised their hands. So I congratulated them on really looking at the piece and having a fantastic discussion! They all seemed surprised and proud. This observation tells me that my kids are starting to realize how much they can find and learn about a piece from looking at it and discussing it for a while with others.

Reflecting- When the kids walked in the door, I remembered right then, that they were going to VTS the image I had looked at thennight before. So I didn't want to waste time, and I had them get pencils ready and their pictures out from their previous visit. This allowed me enough time to sign into my account and get the image up. Lesson learned because then I felt frantic and needed to be more focused. Next time get it ready to go before my day starts, since my classes are back to back and I don't have time to find it before their class comes in. Once we got started it went well overall, I didn't have any "quiet time" in fact it was hard to get to all of them as their hands kept shooting up without them getting frustrated for not being called on yet. I used our three questions, but forgot to say "what more can we find" until about 7 minutes into the discussion.... they kept raising their hands so I didn't need to. Eventually I remember and this felt redundant to me, but I did notice that new hands were showing up when I used the last question. I struggled a bit with paraphrasing, and was totally surprised by one of my little story tellers response. He gave this like 2 minute long answer and I tried really hard to get everything paraphrased and then closed with good, he says, "And there was the soup thing" so here is a kid who noticed the one thing I left out of his paraphrasing.... lol I just said, "yes, and this looks like it might be soup, good" and he gave me the head nod of "okay I'm good now."  This just proved to me that there are kids who really pay attention to and appreciate the validation that the paraphrasing gives. Also keep in mind this is a kid who cannot go 15 minutes without a neighbor tattling that he is bothering them or making noises. And he almost never pays attention to directions. He was totally sucked in the entire time and silently thinking! I am working so hard on being neutral, and keeping "good" as my ending to each child's response, but every once in a while something different slips out. Working on that one.

Planning: To be more prepared for future VTS lessons I need to work on the following:
*Spending at least 15 minutes studying the work, to really be ready for the paraphrasing and pointing.
*Getting my beginning speech set to memory.
*Staying neutral.

Overall I felt it went great, and my kiddos and I still have a lot to learn with VTS. I'm very proud of them :)