Reflection

The following describes the actual implementation of the project as there were changes in the schedule due to the districts school calendar.

• The first task was to create a blog that can be used in the school computer lab that coordinates with the art teacher’s curriculum.  Taking into account that many sites are blocked because of the school district’s filtering system to keep the students from going places they should not go.  We created a blog with only a few posts to see how it would go at first.  Hoping that as the practice and usage continues, we can expand the blog with more choices.

• The first session with each class we administered a pre-assessment in a written form, age appropriate for the second grade level.  This was given in the art room with hopes of creating a class discussion after to see what prior knowledge the students had of blogs.  We gave the same assessment after the project time frame is completed and compared the data.  We saw significant increased knowledge and familiarity of blogging and how to access fine art educational sites online.

• The next session was the first time we took the students to the computer lab as an art class.  This class had never gone to the computer lab as an art class, or very few times as a class for that matter.  Our plan was to simply introduce them to the blog address and let them practice navigating the few posts on it.  What happened was not that at all.  At our school, each students need to use a pre assigned password for computer use.  We knew the students did not have their passwords memorized to log in, so cards were made ahead of time so the students could log in themselves using the cards.  What we didn’t  know, was that the students had no idea how to log onto the computer using their passwords.  Therefore, the entire 40 minute class was used trying to teach the students how to log in.   After speaking to other staff, there was a consensus that the students need to know how to log in, so there is now a team effort across the grade level to teach the students how to become proficient with logging in.  We all felt that this is an essential task that second grade students can realistically preform.  The students were very frustrated during this class, however, they were excited at the thought of learning their own password and being independent.

• The next session the students were able to log on with about %50 of them being able to do it by themselves.  We then had those students help teach the other students how to log on.  They were able to make it to the blog address.  Once there, were went over the layout of the blog as a class and then the students began trying the links.

• The fourth session (but only third in the computer lab), the students were able to log on in a much more timely manner.  That being said, remember they are second grade students with very limited practice, so it still was not fast.  But once on the blog, they were able to independently navigate where they wanted to go and spent much more time using the art links.  There was much less frustration, and some students even asked for the blog address to be written down so they could try it on a home computer.

• The fifth session, the students knew what to expect and how to log in independently.  There were approximately 12 that needed help during this session, but most of these students were students with IEP’s that dictated that they would need specific help so it was already anticipated by partnering the students with “helper” (other students) to get them logged in. This session was most successful as they were most familiar with the logging in and blog activities.

• The final session, we administered the post assessment.

* a session refers to a series of three classes, as there are three different grade classes in 

the second grade

The Experience:  Having this blog for the Hughes/Latin students, has changed how and what they think of technology and art.  It has been an amazing experience to see the students learn more on computers in a fun manner than they would have learning in a classroom over a whole year.  To watch them move from one museum to the next and then talk about it with their classmates is very exciting. It is also personally rewarding when the students ask us to write down the blog address so they can use it when they get home.   It has also inspired other Hughes/Latin teachers start creating their own blogs for student learning.

We as a team were very lucky that the collaboration was with one of the team members students.  It turned into much more than a class project, but is now a permanent teaching tool used to reinforce the art curriculum at Hughes/Latin

Websites used on blog: Blog address – Mrsksartitist.blogspot.com

 http://www.drawastickman.com/ (this site is a great problem solving activitiy that includes language arts and creative problem solving as well.)

http://theresafmcgee.edu.glogster.com/art-room-online-games (this site encompasses a large number of wonderful games and activities that the students enjoy)

http://www.louvre.fr/en/tales-of-the-museum (this site the students travel to Paris and get to learn about art pieces in the museum)

The Kids at Work

Blog Lesson

Assessment and Assessment Results

The Process..

Accomplishments thus far:

The first task was to create a blog that can be used in the school computer lab that coordinates with the art teacher’s curriculum.  Taking into account that many sites are blocked because of the school district’s filtering system to keep the students from going places they should not go.  We created a blog with only a few posts to see how it would go at first.  Hoping that as the practice and usage continues, we can expand the blog with more choices

We have been implementing the practice of the introduction of blogs for starting October 7th with the second grade at Hughes Elementary.  It consists of 3 classes, approximately 63 students.  The plan was to do the work consecutively,  however, the district calendar and school schedule has proven this difficult.  We have worked with the students approximately nine times since October 7^th

• The first session with each class we administered a pre-assessment in a written form, age appropriate for the second grade level.  This was given in the art room with hopes of creating a class discussion after to see what prior knowledge the students had of blogs.  The plan is to give the same assessment after the project time frame is completed and compare the data.  We hope to see increased knowledge and familiarity of blogging and how to access fine art educational sites online.

• The next session was the first time we took the students to the computer lab as an art class.  This class had never gone to the computer lab as an art class, or very few times as a class for that matter.  Our plan was to simply introduce them to the blog address and let them practice navigating the few posts on it.  What happened was not that at all.  At our school, each students need to use a pre assigned password for computer use.  I knew the students did not have their passwords memorized to log in, so cards were made ahead of time so the students could log in themselves using the cards.  What we didn’t  know, was that the students had no idea how to log onto the computer using their passwords.  Therefore, the entire 40 minute class was used trying to teach the students how to log in.   After speaking to other staff, there was a consensus that the students need to know how to log in, so there is now a team effort across the grade level to teach the students how to become proficient with logging in.  We all felt that this is an essential task that second grade students can realistically preform.  The students were very frustrated during this class, however, they were excited at the thought of learning their own password and being independent.

• The next session the students were able to log on with about %50 of them being able to do it by themselves.  We then had those students help teach the other students how to log on.  They were able to make it to the blog address.  Once there, were went over the layout of the blog as a class and then the students began trying the links.

• The most recent session, the students were able to log on in a much more timely manner.  That being said, remember they are second grade students with very limited practice, so it still was not fast.  But once on the blog, they were able to independently navigate where they wanted to go and spent much more time using the art links.  There was much less frustration, and some students even asked for the blog address to be written down so they could try it on a home computer.

• A session refers to a series of three classes, as there are three different grade classes in the second grade.

Insights, Issues or Problems:

• The biggest obstacle is the students’ lack of basic technical skills.  It was shocking to discover that many did not know how to turn on the computer, let alone navigate to a blog address.  Thankfully, like all children, they learned quickly and are very excited about taking part in the activity.

• A major significant issue discovered was that the blog needs to be created on a computer within the district fire wall/safety filter.  It was created on computers at home and some of the links did not work because the district has more blocks in place for the safety of the students.  It was frustrating to have an activity planned only to discover that it doesn’t work in school. 

• An unexpected problem, is lack of available links for student use.  There are not many sites to put on the link that are age appropriate or can make it past the filter and teach students about fine art.  We are continually searching for educational links to put on the blog.

Plan for the rest of the project:

The district calendar for the month of November is very broken up.  The students have many half days and days off.  Before December, it is our goal to have two more sessions with the students.  Because they are in second grade, we need to be sure to keep things interesting, so the next time we meet, it will be in the art room giving the computers a break.  As a class we will use the smart board to visit the blog.  We will have the class to share with each other what their favorite part is about the links.  Finally, the last session will begin with a post assessment administered and then the students will use the lab time one more time to show how proficient they have become.  Most importantly, Nicole Kissel, the art teacher will have a working blog that her students can continue to access throughout the year.

Learning about Fine Art on the Web

Project:
The second grade level at Hughes Elementary in Syracuse NY will learn how to navigate a variety of art websites using the internet.

Project Team:
Nicole Kissel – fulltime art teacher at Hughes Elementary, enrolled Syracuse University student in the IDDE class

Rakeem Christmas – fulltime graduate student at Syracuse University

Support Second grade staff at Hughes:  Ms. Pawelek, Ms. Addai, & Mr. Marzullo

Needs Assessment: 

• Hughes elementary is an inner city school with limited technology resources. The current art class does not include any web based lessons. Because digital learning and media is such a part of our youths culture, there is a need to integrate the use of technology into the art classroom to stay relevant.

• Based on the NYS and National Standards, specifically Standard 3, responding to and analyzing works of art, and Standard 4, understanding the cultural dimensions and contributions of the arts.

• Nicole Kissel is the current art teacher at Hughes Elementary. At this time there is no web driven lessons. It is the teams desire to teach the children how they can learn about art on the internet.

Goals and objectives of the project:

• The first goal of the team is for the second grade students to learn how to navigate the art websites independently.  The second is to show growth in their web ability as well as show growth in their art knowledge.

• Objectives:  Students will be able to show their teacher how to find the web sites on their own. They will also be able to explain how to navigate through the websites without help. They will have significant growth in their assessments of their fine art/museum knowledge after this unit is completed

Target Audience:

• Second grade at Hughes Elementary, Syracuse NY
• 3 classes
• Approximately 63 students

Technology or technologies to be used (what, how, why use):

• The technology room at Hughes Elementary School
• Internet access with specific age appropriate Art websites
• Smartboard

What the final product will include:

• Pre assessment based on the websites to give the team a starting point.  Instructional materials for each specific web sites that the team introduces to the group. Post assessment at the end of the unit to measure the growth from the unit

• Each website has learning activities such as virtual tours, games, videos, etc. They follow the NewYork State  & Syracuse City School District Curriculum as well as the state standards

The Arts Standards

Standard 1

Creating, Performing, and Participating in The Arts

Standard 2

Knowing and Using Arts Materials and Resources

Standard 3

Responding To and Analyzing Works of Art

Standard 4

Understanding The Cultural Dimensions and Contributions of The Arts

Tentative timetable for project completion (list weekly dates, major tasks to be done each week and what you will need to do that task):

The anticipated unit will run four weeks. Each group will be seen for a 40 minute block once a week.  The schedule will be Tuesday & Wednesday of each week. The unit will be started as soon as all team members are cleared for volunteer work in schools

1. Week one –team introduction, the pre assessment given, basic intro on web navigation. We will teach the students what web sites we will be using and how to use them correctly.
2. Week two-review of web navigation rules. Students this week will be given a variety of web sites to choose from. The team will help navigate and monitor the students as they explore the websites.  Each week the class will be given an age appropriate evaluation sheet to fill out as their “ticket out the door”  It will give the team insight and gauge what and how the students are learning.
3. Week three-a repetition of week two. By now the students should understand what they are required to do.  
4. Week four-administer post assessment and wrap up activities.

Challenges to be faced (organizational, attitudinal, physical plant, technical, etc.)

• The students at Hughes Elementary have never used direct technology as a learning tool in art.  It will be interesting to see how they respond to the idea of working on the computer versus physically making art.

• There has never been an emphasis on fine art and museum knowledge in this school. The team will have to be very creative with how we present it to the students in order to get them invested into the unit.

Expected results:

• The students will learn that they can create and learn art on the computer.  

• Their knowledge of fine art, museums and art websites will increase. It will be the norm for students to go to the technology room for art class. Technology integration will be standard.

• There will be significant student growth with regard to New York State Standards 3 & 4 based on their activities in class.

• The art teacher will integrate technology on a more regular basis.

Demonstration: 

• The final report will have a sample of the pre and post assessment. The data from the assessments will be included. Any information on the blog will be transferred to the final report, along with an overall evaluation.