Big Idea Book - Guess Page for Kate Stieren

Artistic Thinking -- Week 5

It seems that, as many of the readings and documentaries this week stated, the world in which we live is irreversibly filled with media.  Children are exposed to this from such a young age and will face it for the rest of their lives.  Therefore, part of the education students need is how to responsibly and critically interact with this media-filled world.   

            Artistic expression is manifested differently today than it was when art educators were growing up.  Now, students express themselves through media.  Therefore, students must understand the communication skills involved in media literacy.  Students have previously viewed images passively.  I believe students would benefit in learning how to intentionally engage with media in a responsible way, viewing images critically instead of passively.  One example of how art educators could foster appropriate understanding of media and technology is by giving students the opportunity to engage with and understand what they are faced with from day to day: the language of film.  Students could create animated shorts, documentaries, or narrative films.  Practical communication skills such as writing, graphics, and music, are all part of this language of film.  The Consuming Kids documentary discussed how children are deprived of opportunities to use their imagination.  Since the commercialization of their childhood, children aren’t taught to value their imagination.  How can we bring imagination back into the art classroom?  Perhaps one way is by giving students opportunities to use technology in storytelling.  Teachers can encourage students in creative play, critical thinking, problem solving, and overall storytelling possibly through the use of film.

            From a young age children are faced with images upon images telling them what they need to buy and what it can do for them.  Children are one of the largest markets in the advertising world.  One of the main avenues for such advertisements is Television.  “Young children often respond to the unrealistic quality of television in very real ways, which makes it challenging for educators to teach media literacy… Kids need to be taught how to assess and critically analyze media messages rather than merely accept and believe what they see…children lack the ability to fully understand the messages they are receiving; they are highly susceptible to media’s persuasive and unrealistic qualities.”  Not only do children have a hard time differentiating the television world from the real world, but through television children come to associate happiness with material possessions and money.  In this way, educators must take what children will inevitably face and teach them how to appropriately think about and respond to such exposure.    

In this world of advertisements, the emphasis is often on perfection. This is a perfection that is unattainable because it does not exist.  How can we teach students to decipher truth in media?  Children are faced with the socially constructed ideal of beauty in media.  How can we teach them to measure media up to reality?  Women especially take the brunt of the media’s power and presence.  This influence on body image and perfection ruins relationships, creates unrealistic ideals, and sets women up to fail.  Media’s power and impact on culture creates a need to educate students growing up in this environment in order to give them the ability to respond in a healthy, realistic way.

             

            In regards to using technology, specifically the Internet, as a source of information, students must also be taught to think responsibly and critically.  Given the mass amount of information, both true and false, that children have immediate access to through the Internet, it is imperative to their education that they learn to decipher between credible sources and non-credible sources.  In chapter 7 of Rewired, it states an educators’ dilemma: “We want kids to have access to this information, but we want them to find the best information, not just what’s readily available through an Internet search… While they are highly adept computer users, young students do not possess great Internet skills in the classroom, either in searching for or in evaluating websites.”  One such website that gets mistaken for a credible source is Wikipedia.  This website serves as the most widely cited online encyclopedia in the world.  Many, sometimes hundreds, of people edit the material.  While there are editors who oversee the content, there is still information written by anonymous users who can add or remove information based on their divergent points of view.  Another problem in identifying credible sites is the increase in blog use.  “The perceived credibility of blogs is a threat to information literacy.”   Anyone can create a blog and write anything they choose, credentials or not.  This concept has bled into journalism and is apart of a new age called “citizen journalism: People who are not employed by a news organization but perform the same basic function as legitimate journalists.” 

The chapter ends with the following six principles of media literacy:

1.     Media messages are created

2.     Media images and texts are not always accurate and should be looked at with a critical eye.

3.     Media messages have a point of view and are not always representations of reality.

4.     Various forms of media send different messages.

5.     Media are targeted to populations of people

6.     Most media are created for commercial purposes.  That is, to make money.

Finally, chapter 7 concludes with a quote from Susan Ziegler that I think sums up the chapter well: “A truly educated student, teacher, or parent must be able to identify the power of media acculturation and be able to access, analyze, and evaluate this information.”  I believe that given the technological world as it is today, it has become the educators’ job, along with the parents’, to facilitate their student’s growth in understanding how to view, think, analyze, and respond to media and technology critically and responsibly.  

I feel as though the theme of the class so far, in my mind, was worded in this chapter as well: “Educators must determine the new learning styles of students and develop educational methodology and teaching strategies to meet the learning needs.” 

Blog Entry #2

Self Portrait Victor Brauner, 1923

Inspiration images:

BIG IDEA

Identity

What is a self Portrait?

Artist Background:

Victor Brauner was part of the Surrealist movement.  He rarely painted himself with two eyes.  He either obstructs one eye or paints it as a mechanism or wound.  In 1938 Brauner lost an eye while trying to break up a bar fight.  

Essential Discussion Questions:

What do we know about Surrealists? What were they often trying to communicate in their work?

What do we know about this artist's personal history that would change our view of this painting in comparison with his other paintings?

What does the image communicate to the viewer when an eye is obstructed?

What is important about "eyes?"  (In a painting why is it important we see both eyes, why is important the figure does or doesn't make eye contact with the viewer, etc)

What can we say about ourselves through self-portraits?  How might we do this?

Activity:

Create a self-portrait in which you add or subject an important object or body part.  What would you like this to communicate to the viewer?  

Artist Journal Entry 

Big Idea pages 3 and 4

Identity 

Blog Entry #2

Big Idea Pages - Identity

Artistic Thinking Week 4

Digital Diet Chapters 5-6, 8-9

Using twitter in the classroom:

This chapter gives an example of a teacher using twitter in the classroom to facilitate discussion.  Twitter allowed students to comment and share their opinions to be heard by the entire class.  Using twitter can keep students engaged and motivated.  The book gives 4 steps to successfully using twitter in the classroom:

1.     Class discussion about purpose and ground rules

2.     Set up twitter accounts

3.     Set a schedule and post responses

4.     Engage the students in process and evaluation of using twitter in the classroom

Using skype in the classroom:

Skype is often used as a tool of arranging a guest speaker for the class.  This requires proper planning.  Define the topic of discussion beforehand, send out questions list to both speaker and students beforehand, and do a technical test before starting.  This will make for a positive and educational experience rather than a frustrating awkward internet interaction. 

Using Facebook in the classroom:

 Facebook can be a helpful tool in building working relationships between both students and teachers in an enjoyable and productive way.  It can “enable students to share information and discoveries while engaged in collaborative ventures.”  It can keep a record of progress of students’ individual or group work.  Facebook can serve as an organizational tool for teachers.  Ultimately, it can help students and teachers “connect with one another by sharing thoughts and opinions, posting photos and video, publishing notes, and creating a true sense of a ‘classroom community’ in their school.”

Using VoiceThread in the classroom:

VoiceThread can allow students who are normally fazed by the pressure of an audience succeed by being able to plan and record what they are going to say.  It can be another tell to help students better execute assignments.  It can encourage feedback and participation by allowing students to comment on VoiceThreads created by each student. 

Brooks-Young Chapter 5

This chapter states that social networking sites are:

Web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system.  The nature of nomenclature of these connections may vary from site to site.

The 1980’s sparked the idea of connecting individuals using computers.  Listservs and online bulletin board systems were created for this function.  The 1990’s brought online communities such as Tripod and Geocities.  The early 2000’s lead to social networking sites such as Friendster, MySpace, and Bebo.  In 2004, Mark Zuckerberg created Facebook.  It has been growing ever since and reports approximately 175 million users today…

Social Media Reflection:

What is your personal perspective on utilizing social networking sites (such as Facebook) for education?  Do the benefits outweigh the risks?

Seeing as Facebook is such a larger aspect of our culture and very prominent in children’s lives, it is important they learn the appropriate way to use such sites.  I believe the classroom can be a place to educate students about social networking sites; however, I hesitate about the idea of the accessibility to their profiles on sites such as Facebook and MySpace.  I think the Elgg and Ning sites seem interesting and appropriate for the classroom, as they are more private networking sites.  I would support the use of these sites within the classroom to facilitate discussion that continues outside the classroom.  These sites would allow students to connect and learn more about each other in order to form a more cohesive community within the classroom. 

In Chapter 5 of “Teaching with the Tools Kids Really Use,” a statistic about online predators and its validity is discussed.  Originally it was stated, “One in seven youngsters have been approached by an online predator.”  The book says that the statistic as cited is not true, but that “According to the researchers who conducted this study, the reality is that just two of the survey respondents were sexually victimized by someone they met online.  Furthermore, just 4% of survey respondents reported aggressive sexual solicitations that included attempts to meet offline, and one-quarter of those came from another teen known personally by the victim.  Additional statistics show that just 4% of teens were asked to provide a sexually explicit photo, and just 4% of teens were upset by these requests.”  I feel as though, while the statistic may be low, the problem still exists that online predators can approach students on social networking sites.  Knowing this, I think that public social networking sites such as Facebook and MySpace should not be used in the classroom because it is just too much of a risk to bring inside the school.  However, since it is likely that students are using these sites, it would be valuable for them to learn the appropriate “netiquette” for the venue (the do’s and don’t and how to handle them, etc).  In order to do this, I think educators should create a social network private to the school, or more specifically the class, so that profiles are private and activity is more controlled.  

Technology Boot Camp II
Screenr Test

I tried to embed the video, but it just comes up like this:
<iframe src="http://www.screenr.com/embed/mSQ8" width="650" height="396" frameborder="0"></iframe>

Here is the url link:
http://www.screenr.com/mSQ8

Here is the uploaded video:

Here is the link for my voice thread.  I promise I'm not narcissistic!  I just didn't know what else to make a voice thread about other than what I've been working on lately... 

https://voicethread.com/share/3387932/

The embed didn't work again!

Skype Conversation with Maria!

Artistic Thinking Week 3

Week 3

Read & React:

“Rewired Chapter 3

This chapter discusses the technological evolution of the iphone and its increase in use among 21^st century students.  The chapter argues that because the iphone is a handheld device that is carried with students, it connects students to information and communication, and should be utilized within the classroom.  “Why not choose their favorite communication tools as ways to reach them?”  The chapter proposes something called mLearning.  This model of learning would be through the use of a mobile phone based on five important concepts:

1.     Information is available anywhere there is Internet access.

2.     Information is available anytime.

3.     Information is available through devices that are becoming commonplace and will soon be affordable to most people.

4.     Information can be “pushed” from the environment to the student and “pulled” by the student from the environment. 

5.     The learning environment is fluid and adapts as the learner learns.   

I do wonder, however, if this idea of using a phone as an education tool would cause some discrepancies among students.  What if a student doesn’t have a phone?  Would the school provide phones for students?  Would a student feel left out or singled out if they were one of few students without a phone?  Would it raise attention to social classes within the classroom? 

When discussing Mobile Virtual Learning Environments, the chapters states that they should have the following features: Engaging environments, environmental flexibility, relevant learning strategies, material interactivity, human interactivity (peer-to-peer communication), student-centered (responsibility for learning belongs to student rather than teacher), collaborative, and available 24/7. 

The article promotes this type of learning because “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.”   Learning strategies used through a mobile device lends itself to be available and adaptable to individual learning styles. 

One paragraph I found interesting was from an issue of the Journal of Computer-Assisted Education:

One hundred years ago people traveled to music halls or concerts to be entertained.  Then broadcasting and the gramophone brought mass entertainment into every home.  Now a second revolution is underway as millions of people download music from the Internet to personal players, and create and share media on sites such as Flickr and YouTube.  One hundred years ago children traveled to schools to sit in rows and be instructed by a teacher.  Today, they still do the same.  Why is education so resistant to chance?

            The last few lines of this quote really struck a chord with me.  Education is the same as it was one hundred years ago, and yet our world has changed drastically.  It would only make sense that education would adapt along with the world.  If education is suppose to produce the world’s future workers and creators, then education must be up to date, if not ahead of its time. 

Digital Diet Chapter 7:

All about creating a blog I’ve already created!

Teaching with the Tools Kids Really Use – Chapters 2-4

These three chapters cover technological tools kids use outside of the classroom and make an argument for their responsible use inside the classroom. 

Cell phone – Some educators are pushing for getting their students to view their cell phones not as a toy, but as a tool.  This would allow students to participate in activities that are both engaging and instructive.  Many educators also believe that today’s modern students need to know how to find information rather than memorize information.  Students must learn information literacy and content production.  To do this successfully, however, the chapter recommends giving students ground rules.  This could involve working with students in order to establish classroom expectations, consequences for misuse, etc.  The chapter also gives examples of how a smart phone could be used in class.  One such example is using the camera phone.  Students could use photos to inspire creative writing, during field trips, to capture photos of objects for further learning or classification, etc.   Other relevant attributes listed in the chapter are podcasts, online surveys, and research and study aids.  

MP3 Player - Chapter 2 discusses mp3 players by opening with quantitative data: “In 2006, 54% of all U.S. teens owned at least one MP3 player that they used more than 16 hours per week primarily to listen to music or watch video.”  Much like the cell phone, the chapter pushes for encouraging students to use their MP3 players as a tool.  “Educators need to focus on helping students learn to use MP3 players effectively and ethically to promote growth in critical thinking, problem solving, and workplace skills.”  One example of how podcasts could be used in class is to “Help English language learners improve their skills in English.”

Netbook - The last chapter is on netbooks, which honestly, I don’t feel is as applicable.  Personally, I’ve never really seen anyone with a netbook inside or outside of class, only laptops or ipads.  I could be wrong, but I feel netbooks are outdated?

How to Use Blogs in a classroom:

I would imagine in a classroom of middle school students and older, using a blog much like we do in this class would be very successful.  This would allow students to: customize their learning experience and how they express ideas, make choices, and give students freedom by accessing this learning device when they want and where they want. Students could also use websites like pinterest to research and discuss artist’s works and post things that interest them.  A large part of being an artist is knowing other artists work.  Pinterest could be a fun way to get students more involved in the art world and culture.  

Enrichment option:

How classroom teachers are using ipads:

ipads can be used in all subject areas today to further classroom learning.  One 4^th grade teacher created an app for the ipad (or iphone) in order to help kids learn math and keep them interested and engaged.   The app is called “Math Evolve” and is a part of this teacher’s idea of interaction education.  It presents math in the form of a game so that students have fun while they unknowingly learn math.  The teacher found this increased their math skills.

            In specific regards to the art classroom, teachers are using the ipad app “Brushes” to create art on the ipad.   Even famous artists, such as David Hockey, have embraced this new media of art.   This specific form of creating art allows students to use layers, transparencies, and textures, and see their importance from the process to the final image. 

            Another teacher taught students Surrealism by using the “Facemelter” app.  Students created “melting self-portraits” by using the app on ipads.  This is yet another fun way to learn an importance concept in art through the use of the ipad in the classroom. 

Due to an unfortunate hard drive crash, this is temporarily the only way I can show some of my work.  I made this portfolio online around the time I graduated:

http://cjcww4.wix.com/christinecover