Drawing on Blue Jeans

Created by:

Lydia E. Smith-Davis

Title/Role:

Teacher Librarian

Organization/School Name:

Orange Lutheran High School

Location:

California

Grade Level:

11, 12

Type of Lesson:

Stand-alone lesson

Type of Schedule:

Combination

Collaboration Continuum:

Moderate

Content Area:

The Arts

Content Topic:

Using inquiry to inspire artistic expression.

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.2 Use prior and background knowledge as context for new learning.

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

3.1.5 Connect learning to community issues.

Dispositions Indicator(s):

1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.

Responsibilities Indicator(s):

2.3.1 Connect understanding to the real world.

3.3.4 Create products that apply to authentic, real-world contexts.

Self-Assessment Strategies Indicator(s):

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.

Scenario:

An art teacher shares with the Teacher Librarian that she is feeling frustrated because she wants her students to create works of art using blue jeans as a canvas to engage conversation and debate around issues of social concern. The teacher has suggested the students search Google images for inspiration, but the students tell her they have limited social experience to draw from and don't know where to start. Discussion with the teacher librarian expands the teachers' horizons by introducing her to a variety of online databases with topic ideas and information sources based on broader cultural and social contexts. Using a library qualities matrix designed by the teacher librarian to guide and assess the research process, the art teacher and teacher librarian begin collaborating. They create an Information Literacy poster. They design an online survey of library skills based on the qualities matrix. Teaching students to use digital technology to locate, evaluate, and use information that is current, reliable, accurate, and valid, they connect understanding to the real world, inspiring student inquiry and the creation of works of art that apply to authentic real-world contexts.

Overview:

Students use resources and information from the library to develop global perspectives in a changing world, learning about the roles and responsibilities of members of the global community. Each student identifies and explores his or her own particular area of interest. The students then connect their understanding to the real world, using inquiry to inspire artistic expression.

Final Product:

Students draw and paint on blue jeans to create works of art expressing their own perspectives on issues of social concern. Examples of topics depicted include: terrorism, justice for the oppressed, alcoholism, gun control, and the BP Oil Spill.

Library Lesson:

Students explore topics and find information in the Global Issues in Context online database, demonstrating mastery of technology tools to access information and pursue inquiry. They use information to connect to the real world and to inspire works of art that apply to authentic, real-world social contexts.

Estimated Lesson Time:

45 minutes

Assessment

Product:

Art teacher, teacher librarian, and art students use a qualities matrix created by the TL to guide inquiry and assess the research process. Criteria used to examine the quality of research skills include: topic development, source identification, search strategies, source evaluation, and use of information. Students use information literacy skills to inform and inspire works of art. The art teacher develops an assessment of the actual pieces.

Process:

Art teacher and TL examine results of an online pre-assessment survey to establish library and information literacy skill level of the art students, asking the following : 1) what is the essential question, 2) where might information be found, 3) what key words might be used to search for information, 4) is the information found current, credible, reliable, accurate and valid? 5) what conclusions can you draw and how will your findings be presented?

Student self-questioning:

How do I search for topics of interest? Where do I find information? Is the information I find current, credible, reliable, accurate, and valid? and what is its purpose? How does the information connect me and my ideas to the real world? How do I use information to inspire creativity?

Instructional Plan

Resources students will use:

Dataset (ie. lists, tables, databases)

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)

Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:

https://docs.google.com/a/lhsoc.org/spreadsheet/viewform?formkey=dFNnS2xPdHhHVEJHNXMwdDloVUtQaWc6MQ#gid=0

Resources instructor will use:

Projector

Laptop

Instruction/Activities

Direct instruction:

Information literacy skills: The art project is first assigned and the word "information literacy" introduced by the art teacher in class. The art teacher then brings the art class to the library. The artists receive a brief introduction to the library facilities. They are then instructed to participate in an online pre-assessment survey of their current library/information literacy skills based on a Qualities Matrix of Library Skills. A link to the Google form is projected. The students access and complete the survey from their iPads or the library computers.

Modeling and guided practice:

The Teacher Librarian defines digital information literacy for the art students: The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information that is accurate, reliable, important, and wise (Kuhlthau - ‎2010). Questions or comments are entertained. The TL then introduces the students to the Global Issues in Context database. It can be accessed via the library website or library app. Using the projection system, the TL navigates through the database, introducing the myriad topics and delineating the different information sources (overviews, reference articles, magazines, newspapers, videos, podcasts, websites ect) and finally demonstrating search strategies (ie: key words vs natural language, limiting, expanding ect..., citation tools, email options, and printing.

Independent practice:

Students practice newly learned content, skills, and strategies using the Qualities Matrix of Library Skills as a guide to inquiry.

Have you taught this lesson before:

Yes

Strategies for differentiation:

Buddy up for translation purposes--using available resources: print and digital. Think, pair, share!