Trip to an Art Gallery

Submitted by valeriediggs on Fri, 04/01/2011 - 01:09Printable version Bookmark and Share
Created By:
Valerie Diggs
Title/Role:
Department Head of Libraries K-12
Organization/School Name:
Chelmsford Public Schools
Location:
Massachusetts

Grade Level:
11
Type of Lesson:
Stand-alone lesson
Type of Schedule:
Flexible
Collaboration Continuum:
Moderate
Content Area:
Foreign languages
Content Topic:
Art and Music of Spain
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
2.1.4 Use technology and other information tools to analyze and organize information.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
Dispostion Indicator(s):
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
2.2.4 Demonstrate personal productivity by completing products to express learning.
Responsibilities Indicator(s):
1.3.1 Respect copyright/intellectual property rights of creators and producers.
2.3.1 Connect understanding to the real world.
3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
Self-Assessment Strategies Indicator(s):
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
2.4.3 Recognize new knowledge and understanding.
3.4.2 Assess the quality and effectiveness of the learning product.
Scenario:
The students in Spanish V Classes have been studying the culture of Spain, particularly art and music. They are preparing to host students who will be visiting soon as part of a foreign exchange program. In preparation for the exchange visit, students are asked to simulate the experience of taking visitors from a foreign exchange program on an excursion to a local art museum. In preparation for that visit, they are asked to become more knowledgeable about art in general and some paintings in particular. The foreign language teacher and the school librarian will co-teach the classes from lesson introduction, to information-gathering, through formative and summative assessment, including the use of the online tool of choice. The school librarian has a completely flexible schedule, and is free to meet with the Spanish V classes throughout this project. The lesson plan was development in collaboration with the school librarian, using the librarian's knowledge of available resources and technological tools to complement the teacher's understanding of her student's learning needs and prior experiences.

Overview:
Art is viewed through a variety of lenses by people from all around the world. How art is seen, valued, and absorbed differs with each person's cultural background and life experiences. The students in Spanish V are asked to present art to teens from a Spanish speaking country, using language native to the teen and incorporating the culture and ideals of the visiting student.

Final Product:
A personalized tour of an art museum, through Voicethread, given by the student to a visiting exchange student from a Spanish-speaking country.

Library Lesson:
The students will learn... - art appreciation from a different cultural perspective - how to communicate in Spanish around the topic of art appreciation and criticism - to value the artistic viewpoints of different cultures - how to use googleartprojects.com - how to use Voicethread (uploading voice, comments, using images in slides, uploading music to a slide(s) - understanding of point-of-view - looking at art critically - explaining works of art to students from another culture

Estimated Lesson Time:
75 minutes
Assessment
Product:
The product expected of each student is a completed Voicethread taking a Spanish exchange student on a narrated tour of a local art museum. Standard department rubric for technology-based projects will be provided. This rubric will include the specific elements of this project, with special emphasis on the quality of the Spanish language used. The rubric includes a column for student self-assessment as well as a column for assessment by the classroom teacher.

Process:
Formative assessment occurs throughout the project, as both the classroom teacher and the school librarian check on student's progress. The foreign language teacher will critique the Spanish language skills of the students, the selection of art chosen, and the cohesiveness of the narration. The school librarian will assess the technical skills of the students when using Google Art Project and Voicethread, the ethical use of images from art museums, the variety of images chosen, and the consistency of point-of-view.

Self Questioning:
Students will be asked to journal about the research process as well as the technology used. Mid-assignment check-ins will be scheduled on a one-on-one basis with the teacher and/or the librarian. Questions the students will answer include: 1. How easy was it for me to use Voicethread? 2. What was the most difficult/most easy part of using Voicethread? 3. What was my experience using Google Art Project? Did I find a museum I wanted to share? Why or why not? 4. How was explaining the art work I chose to a student for Spain different from explaining it to my best friend?

Instructional Plan
Resources students will use:
Event (ie. exhibition, webcast, conference, workshop, performance)
Still image (i.e.paintings, drawings, plans, and maps)
Moving Image (i.e. animations, movies, tv program, video)
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)

Interactive Resource URL:
http://www.voicethread.com

Resources instructor will use:
Projector
Laptop
White board

Instruction/Activities
Direct instruction:
Students will receive direct instruction in the use of the following: Voicethread (including recording their voice, uploading music, adding comments, uploading images, sharing their Voicethreads); Google Art project; a bibliography refresher using NoodleTools.

Modeling and guided practice:
The librarian will introduce Google Art project to the students.Students will have the opportunity to make a practice, or test, Voicethread. A sample Voicethread will be shown to the students as an exemplar for their work. As a group, students will be asked to upload photos (using the interactive whiteboard), record comments, and choose an art museum using Google Art project.

Independent practice:
Students will be given the login information for their Voicethread accounts, and can create a sample, or test Voicethread. a. Become familiar with googleartproject.com by looking at numerous paintings in various museums. b. Select at least two paintings that you are especially drawn to, and use the resources (both audio, video and text) on the website to learn as much as you can about the artists and their paintings. c. Synthesize this information and glean the most important/interesting facts to use in your voice thread. d. Build your voice thread with images of the selected paintings and painters. You might also include scenes of the places where the painters lived and worked or the museums in which the selected paintings are housed. Include 6-8 slides. e. Create a Spanish script to narrate the images of your voice thread. Upload music to at least one slide. Use a webcam to record your voice thread if possible. Several of your slides may include text, but the majority should include your recorded voice. f. Include a bibliography on your final slide. g. Share your voice thread with your classmates.


Have you taught this lesson before:
Yes

Strategies for differentiation:
Students who need some adjustments to the assignment might be asked to use fewer slides, and they may type comments rather than record them.