Rationale
The ‘Visual Art By Us’ unit of work explores visual art for a year 7 cohort using mixed media.
The environment is created with the inclusion of eLearning in the classroom to allow for more acquisition of knowledge not only from the teacher but rather from many outside sources.
For the purpose of the unit of work the 'Visual Art By Us' Wiki is for student reporting and recording researched information. On the student platform, students may work individually or collaboratively and further develop their higher order thinking skills for possible higher outcomes. The weebly is the platform for the ‘Visual Art By Us’ information, examples and printable task sheets for the unit of work. Students will be guided in the learning with the use of scaffolded tasks and information using the weebly. As the students progress through the tasks, they will record and reflect their work in the student wiki site. All students will participate in the exhibition with their final art piece and statement. The exhibition will assist their acquisition of authentic learning in visual art. Students will also be responsible for emailing advertising and invitations to staff, students, parents and carers for the exhibition.
This unit embeds eLearning into the classroom to assist the students in gaining knowledge in a safe, legal and ethical manner that assists students to execute lessons to their highest level of ability. Whilst the Curriculum framework guides the learning, the teacher is the facilitator of authentic learning within the classroom.
The guiding curriculum framework for the Visual Art unit is the Essential Learnings (Queensland Studies Authority, 2012). Students use the Ways of working to show their development in their Knowledge and understanding (QSA, 2012). By actively engaging in the creation of visual art pieces, they will extend their skills and knowledge with the use of purposeful tasks (QSA, 2012). Students will work collaboratively and individually to create, reflect and respond to different mediums in visual art including information and communication technologies (ICTs) (QSA, 2012). Finally students will demonstrate evidence of their learning in purposeful ways (QSA, 2012).
To further support the construction of the visual art unit Bloom's Revised Taxonomy has been utilised to assist the learning. It is important that students begin with Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS) (Krathwohl, 2002). The categories are Remembering, Understanding, Applying, Analyising, Evaluating and Creating (HOTS)(Krathwohl, 2002). Key to the revised Bloom's is the introduction of unified verbs (Krathwohl, 2002). The verbs assist students and teachers alike to develop and carry out authentic learning tasks. In this way, students will not be rote learners, they will become problem solvers with abilities to think critically for themselves and collaboratively.
Many learning theories have been tried and tested in education, however this particular unit of work benefits with the inclusion of the following theories. Connectivism explores the idea that it is not necessary to know the answers but more about the processes and ways to find them (Siemens, 2005). This is supported with the use of technologies in learning (Downes, 2006). Another learning theory that endorses student learning with the addition of technology is social constructivism. Social constructivism explores human interaction with each other and the environment; when using digital technologies students can have meaningful collaborative learning (Kim, 2001).
To guide the construction of the unit, the Technological Pedagogical and Content Knowledge framework (TPACK) has been used (Koeler, 2012). TPACK adds technology to content knowledge and pedagogy in learning. In this instance, technology is defined as any tool or device of a technical nature that will enhance the students learning experience (Archambault & Crippen 2009). Content knowledge is knowing the subject matter and pedagogy is the way the content is taught (O'Donnell, Dobozy, Bartlett & Bryer, 2012). The TPACK framework outlines the overlapping of these three areas to create more contemporary classrooms that invite students to participate in their own learning (Archambault & Crippen 2009).
In order to do this successfully, the teacher is required to be competent in all the aforementioned areas. Research shows that when lessons are delivered with a balance of all three components, students may be more engaged and achieve higher learning outcomes (Chittleborough, Jobling, Hubber, & Calnin, 2009).
Social Medias play a continuing role in the student’s social development. It is important to help students to have a confident attitude and find ways to express themselves positively that may assist their choice of Social Medias like blogging and similar platforms for self-expression. By helping students to develop skill in these areas under the guidance of the facilitator, students may develop a more secure sense of themselves (Ashman & Elkins, 2008).
There is much research about student engagement or time on task as it is sometimes referred to; one of the most powerful ways to keep students engaged is through self-esteem. When students are feeling positive about themselves and their abilities they are more likely to not only remain on task, they may also endeavour to create more polished work (Marzano, 2007). For this reason, Health & Physical Education has been linked in the curriculum area to help foster the students’ positive attitude (QSA, 2012).
Whilst research into twenty-first century or namely generation y and z students is limited, we are aware of the environment they are growing up with (Schroer, 2004). The students are familiar with an infinite number of technological tools and will enjoy opportunities in the unit to explore these in the classroom. (Prensky, 2001, 2005 & Schroer, 2004). As the technology becomes imbedded in the curriculum along with worthy content and knowledgeable pedagogy, students may have opportunities to peer teach in mixed ability groups (Tomlinson, 2001).
With the incorporation of the ICTs, students may also work independently at their own pace or with teacher direction to assist optimum learning outcomes (Tomlinson, 2001). Finally, students who require accelerated and remedial instruction may benefit from the technological input in the unit of work (Snowman, Dobozy, Scevak, Bryer & Bartlett, 2009 & Ashman & Elkins, 2008). The more personalised instruction allows for all students to work to their best abilities. For this reason, when there is a balance of appropriate content and proficient pedagogy with safe, legal and ethical technologies, the lessons are able to meet the needs of a diverse range of students.
The safe, legal and ethical practices required for this unit have been further elaborated on in the drop down menu of this page. Students require constant education regarding digital technologies and sites as it appears digital immigrants are currently setting the boundaries after digital natives have stepped over them. It is more important to guide students in their education rather than tell about relevant credible websites, appropriate netiquette, what to post and how to acknowledge.
No two students are the same and for that reason the lesson unit has been created to allow students the opportunity to complete engaging tasks that may foster a positive self-image in their own unique way. There will never be a one style suits all lesson plan. For this reason, the visual art lesson unit endeavours to allow for all learner types. Using split lesson times and encouraging students to work at home and school, students who work more slowly may complete tasks at their own pace. Other students may choose to complete all work at school as their fast, hectic home lives may dictate little time for homework.
As teachers it is important to recognise and understand that teaching is an ever growing industry based on past research and results. Students come from many situations with a variety of abilities and concerns. When lesson plans meet the needs of every student in the class and all students arrive at suitable learning outcomes the LM has accomplished their goal. The visual art unit endeavours to achieve success for all participating learners.
back to top of page
_________________________________________________________________________________
The environment is created with the inclusion of eLearning in the classroom to allow for more acquisition of knowledge not only from the teacher but rather from many outside sources.
For the purpose of the unit of work the 'Visual Art By Us' Wiki is for student reporting and recording researched information. On the student platform, students may work individually or collaboratively and further develop their higher order thinking skills for possible higher outcomes. The weebly is the platform for the ‘Visual Art By Us’ information, examples and printable task sheets for the unit of work. Students will be guided in the learning with the use of scaffolded tasks and information using the weebly. As the students progress through the tasks, they will record and reflect their work in the student wiki site. All students will participate in the exhibition with their final art piece and statement. The exhibition will assist their acquisition of authentic learning in visual art. Students will also be responsible for emailing advertising and invitations to staff, students, parents and carers for the exhibition.
This unit embeds eLearning into the classroom to assist the students in gaining knowledge in a safe, legal and ethical manner that assists students to execute lessons to their highest level of ability. Whilst the Curriculum framework guides the learning, the teacher is the facilitator of authentic learning within the classroom.
The guiding curriculum framework for the Visual Art unit is the Essential Learnings (Queensland Studies Authority, 2012). Students use the Ways of working to show their development in their Knowledge and understanding (QSA, 2012). By actively engaging in the creation of visual art pieces, they will extend their skills and knowledge with the use of purposeful tasks (QSA, 2012). Students will work collaboratively and individually to create, reflect and respond to different mediums in visual art including information and communication technologies (ICTs) (QSA, 2012). Finally students will demonstrate evidence of their learning in purposeful ways (QSA, 2012).
To further support the construction of the visual art unit Bloom's Revised Taxonomy has been utilised to assist the learning. It is important that students begin with Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS) (Krathwohl, 2002). The categories are Remembering, Understanding, Applying, Analyising, Evaluating and Creating (HOTS)(Krathwohl, 2002). Key to the revised Bloom's is the introduction of unified verbs (Krathwohl, 2002). The verbs assist students and teachers alike to develop and carry out authentic learning tasks. In this way, students will not be rote learners, they will become problem solvers with abilities to think critically for themselves and collaboratively.
Many learning theories have been tried and tested in education, however this particular unit of work benefits with the inclusion of the following theories. Connectivism explores the idea that it is not necessary to know the answers but more about the processes and ways to find them (Siemens, 2005). This is supported with the use of technologies in learning (Downes, 2006). Another learning theory that endorses student learning with the addition of technology is social constructivism. Social constructivism explores human interaction with each other and the environment; when using digital technologies students can have meaningful collaborative learning (Kim, 2001).
To guide the construction of the unit, the Technological Pedagogical and Content Knowledge framework (TPACK) has been used (Koeler, 2012). TPACK adds technology to content knowledge and pedagogy in learning. In this instance, technology is defined as any tool or device of a technical nature that will enhance the students learning experience (Archambault & Crippen 2009). Content knowledge is knowing the subject matter and pedagogy is the way the content is taught (O'Donnell, Dobozy, Bartlett & Bryer, 2012). The TPACK framework outlines the overlapping of these three areas to create more contemporary classrooms that invite students to participate in their own learning (Archambault & Crippen 2009).
In order to do this successfully, the teacher is required to be competent in all the aforementioned areas. Research shows that when lessons are delivered with a balance of all three components, students may be more engaged and achieve higher learning outcomes (Chittleborough, Jobling, Hubber, & Calnin, 2009).
Social Medias play a continuing role in the student’s social development. It is important to help students to have a confident attitude and find ways to express themselves positively that may assist their choice of Social Medias like blogging and similar platforms for self-expression. By helping students to develop skill in these areas under the guidance of the facilitator, students may develop a more secure sense of themselves (Ashman & Elkins, 2008).
There is much research about student engagement or time on task as it is sometimes referred to; one of the most powerful ways to keep students engaged is through self-esteem. When students are feeling positive about themselves and their abilities they are more likely to not only remain on task, they may also endeavour to create more polished work (Marzano, 2007). For this reason, Health & Physical Education has been linked in the curriculum area to help foster the students’ positive attitude (QSA, 2012).
Whilst research into twenty-first century or namely generation y and z students is limited, we are aware of the environment they are growing up with (Schroer, 2004). The students are familiar with an infinite number of technological tools and will enjoy opportunities in the unit to explore these in the classroom. (Prensky, 2001, 2005 & Schroer, 2004). As the technology becomes imbedded in the curriculum along with worthy content and knowledgeable pedagogy, students may have opportunities to peer teach in mixed ability groups (Tomlinson, 2001).
With the incorporation of the ICTs, students may also work independently at their own pace or with teacher direction to assist optimum learning outcomes (Tomlinson, 2001). Finally, students who require accelerated and remedial instruction may benefit from the technological input in the unit of work (Snowman, Dobozy, Scevak, Bryer & Bartlett, 2009 & Ashman & Elkins, 2008). The more personalised instruction allows for all students to work to their best abilities. For this reason, when there is a balance of appropriate content and proficient pedagogy with safe, legal and ethical technologies, the lessons are able to meet the needs of a diverse range of students.
The safe, legal and ethical practices required for this unit have been further elaborated on in the drop down menu of this page. Students require constant education regarding digital technologies and sites as it appears digital immigrants are currently setting the boundaries after digital natives have stepped over them. It is more important to guide students in their education rather than tell about relevant credible websites, appropriate netiquette, what to post and how to acknowledge.
No two students are the same and for that reason the lesson unit has been created to allow students the opportunity to complete engaging tasks that may foster a positive self-image in their own unique way. There will never be a one style suits all lesson plan. For this reason, the visual art lesson unit endeavours to allow for all learner types. Using split lesson times and encouraging students to work at home and school, students who work more slowly may complete tasks at their own pace. Other students may choose to complete all work at school as their fast, hectic home lives may dictate little time for homework.
As teachers it is important to recognise and understand that teaching is an ever growing industry based on past research and results. Students come from many situations with a variety of abilities and concerns. When lesson plans meet the needs of every student in the class and all students arrive at suitable learning outcomes the LM has accomplished their goal. The visual art unit endeavours to achieve success for all participating learners.
back to top of page
_________________________________________________________________________________