REsponse to Nick LaFountain

BP11_20091015_Web_2.0_Tools_kerpoof.com
Imagination is one of the tools we are all born with. Some excel with their gift and create beautiful works of art, while others (myself included) only dream of the ability to create something as easy as a stick figure. Thanks to my pick of the day, all you need is a little imagination and your creativity can flourish. Kerpoof.com is owned and operated by the Walt Disney company and according to their website "is all about having fun, discovering things, and being creative" (Disney, 2009). Some of the things you can do in Kerpoof include, making an animated movie, drawing a picture, creating a card or a story, and even designing t-shirts and mugs. Kerpoof has an educator resource side called Kerpoof Scholastic where teachers can create accounts and setup an online classroom. The best part about Kerpoof is that you do not need the artistic skills of DaVinci to create a Mona Lisa. All you need is your imagination and Kerpoof's technology to turn your ideas into a work of art.

Below are a couple of videos to help introduce you to Kerpoof. The first is from CEO and creator of Kerpoof, Krista Marks, showing some of the things that can be achieved within the website. The next is a tutorial on how to create an animated movie in a flash and the final video is an actual user submitted drawing. If you would like to view more tutorials and even get some lesson plan ideas, head over to Kerpoof's tutorial site and learn more.

Great new site for my collection, NIck. Thanks! And great to see that you are still interested in color Theory. There is so much to it. And we all take it for granted, but it is a fascinating topic for study. What do your students do with the Kerpoof site? I am about to check it out further, and imagine many things my little ones will enjoy about it. Just the name Disney causes them to perk up. Do you think he is as great a genius as Davinci, artistically? From a business standpoint I am sure he exceeds most, and his early art was phenomenal, but so much of the more recent stuff, closer to his death, was short of the original standards, I think.

BP16_2009103_Media Asset Reflection2_Architecture Studio 3D

This is one of the best yet, from award winning company, Eduweb.com, known for APintura-Art Detective for all of the Art Teachers out here in cyberspace. The movie for this site explains it further. Check it out! At http://www.architectstudio3d.org/AS3d/design_studio3d.html.

BP15_2009103_The Incredible Art Department

With a name like this, one does not know what to expect. I thought of the Hulk, (lol) but have come to use this resource for many things. Princeton University continues to update and enlarge this site that I have used for years. My favorite aspect of the site is that is is kept updated and always has new things. It has become my go-to place for the latest art gadgets. Like the Getty, it is well-funded and thus reliable.
The screen shot makes it clear just how many different aspects of teaching art are facilitated by this site, since each word surrounding Mona Lisa is a link. From blogs to suppliers; from lessons to games and activities; from links to association resources for advocacy, this site has it all. When I am in need of some lesson resources, it is always my first stop, and often the only one. For inspiration or even for sub plans, this is site is the best one I know. Check it out for yourself.

BP14_2009103_web 2.0_Art Games at Allbright Knox

Art teachers often need to give students a quiet activity to do when some finish the project early and others are still working. The Art Games at the Allbright Knox Art Gallery site has a paint splattering activity that slightly resembles the work of Jackson Pollock. It is a lot of fun, both for children and adults. I have made a screen shot of my splatter piece, above. It is interestig to try to ccomplish unity and balance while not turning the whole thing into a mess. I'm not sure I succeeded, but the students love to play with this site.Here is another way to engage students in modern art styles in relevant ways, yet remain clean.
Anther feature about this site is the wonderful example of animated perspective drawing of a pencil, on the first page of the games. The steps are fundamental, and all the key words of classical perspective drawing are highlighted and represented in the making of a pencil rocket, in linear perspective. The author also covers shading and crosshatching for shadows. Very well done demonstration animation. Students of all ages enjoy this site for it's activities and don't even realize they are learning in the fun processes.

BP13_2009103_Web 2.0 Chunky Monkey

BP12_2009103_Response to Soyeon re Flickr

Wednesday, October 14, 2009

BP12-2009103-Reflective Media on Flickr

How can an art teacher maximize the art making time in class
and give a specific individual feedback at the same time?


Double-click on the video to see the full view.
Copyright(c)soyeonenator 2009

1 comments:

artsmatter2 said...

Soyeon, These are great ideas for using Flickr. Does your school allow you to use it, in this way? Currently Flickr is still one of the blocked sites for us, but I am hopeful for change, when we can show uses like this for it. Thanks for something I can present to my technology administration.

October 18, 2009 11:41 AM

BP11_2009103_Reflective Post 1

The Web 2.0 tool I have used most is the National Gallery of Art's The Art Zone, with it's interactive activities for students to create their own masterpieces with Virtual paint, clips, or other digital tools for making their own art works.From first grade through 6th grade, my students have enjoyed this site. Watch out for the ink supply in your printer, because students love to print their compositions to share.

BP10_2009103_Web 2.0_Artsology

From playing a game to make tile balls from falling off cliffs in Mondrian's Boogie Woogie on Broadway, to creating kaleidoscopes in the stye of the geometric shapes in Kandinsky's abstract paintings, there are several games and activities in the Artsology site that appeal to young learners, as they engage with the modern art works of the famous artists featured at this site. Some of the most difficult things to do with Abstract art, it to find ways to make it relevant to our young students. This site has brought new promise to that aspect of my teaching.
As an urban art teacher, graffiti is somethong my students ar always interested in pursuing. On the Artsology website, at http://www.artsology.com, students can investigate the graaffiti of the chelse district in NYC. This was a springboard to one of the most relevant art inquiry lessons I have been able to teach. Both of urban and for rural teachers, there are many excellent resources at this site.

Artsology site retrieved October 17, 2009, from http://www.artsology.com/

BP9_2009103_Lessons with Flickr

stained glass (Jesuit Saints)

/Users/lynnekoles/Desktop/Screen shot 2009-10-14 at 1.16.57 AM.png

"im looking at the actual result of my works for the first time.
this is just one of those stained glass windows I designed for the Ateneo.

on this side of the window shows the mass held at Montmarte led by Peter Favre which is considered significant in the formation of the Society of Jesus ( Jesuit ) , the image of the MADONNA della STRADA ( patroness of the Society ) and the vision of Ignatius at La Storta." Ryan Carreon.(2009) np.


The fabulous array of photographs from every corner of the world provide delightful visual references for any lesson where students need to see examples of the art work or design elements being taught. One such use has been in lessons regarding the architecture of cathedrals throughout the world. At one time, there were thousands of cathedrals maintained by the Roman Catholic and Byzantine Catholic churches of the world, but these have fallen into disrepair and are often not even used as churches throughout Europe and the Middle East. Much of the architecture of England, Germany, Prussia, Italy, and France was destroyed by the two World Wars and the intense bombing in World War II, especially.

It is difficult for students to understand the value people placed upon their religious affiliation in our modern American culture where mostly we are so comfortable. Students are fascinated by the fact that just 50 years ago, churches were the center of the social life in most communities. When students examine the pictures of the Gothic and Romanesque architecture of the ancient cathedrals throughout the world, they recognize that these buildings were made with much sacrifice, because machines as we know them today had not yet been invented. All work was done by men, with hand tools, upon ladders and scaffolding.

As the ancient cathedrals crumble throughout the world, pictures of them will prove their legacies for future generations to marvel at the dedication which allowed them to be designed and constructed. And the pictures of stained glass throughout the world are equally magnificent teaching tools for enlightening students about the place of worship and faith of both literate and illiterate populations in the world of yesteryears. Lessons in architecture and stained glass design can be vividly illustrated from photographs found via flickr.

Reference
Photo fo the Jesuit Saints stained Glass by Ryan Carreon retrieved October 11, 2009, from
http://www.flickr.com/photos/ignacio1556/2656141504/in/photostream/

BP8_2009102-Response to Beckie's blog from last week

A Web 2.0 tool that I find interesting and one that will help me in my professional studies is the iWeb. I never thought I would be able to create a web page, but with our Full Sail program it was the first tool we were asked to use to create a bio of ourselves. Uploading iMovies, Garageband audio files, and setting up a blog were among the assignments that I navigated while learning some of the features of the iWeb tool. The iWeb will be useful in education to set up communications with parents and family about art that is happening in the classroom and at school.
The iWeb allows a teacher like myself to create a site on my own computer, and then export and upload it to the web. The site can always be republished and updated, and it is user friendly for a teacher. The blog pages are formatted so the most current blog entry is accessible first followed by a list of other blog entry topics. The blog posts are shown with a title and blurb so the reader can push on a link to read further. There is a comments box that readers can use to respond to the author’s posts. Parents and teachers could share dialogue about the projects or events going on in the classroom.
A website has multiple pages. The home page is where the site is introduced, and in preformatted websites one navigates to other pages using the links that are listed along a bar at the top. It is important to activate the link back to the home page on a website, so the reader can find his or her way back to the introduction page.
Another feature of a website is that the author can subscribe to RSS, (Really Simple Syndications). This is a feature that I am still learning about. The web page can link newspapers, journals and writings and ….”have the latest news and features delivered directly” (Schrum, p. 197). Having an RSS feed on your website is an attractive feature that allows you to have the news you want regularly delivered right to the sight instead of having to navigate from site to site.
As described in an article by Microsoft Corporation, if the author subscribes to a current syndication the feed will provide constant updates keeping your sight fresh and making it more likely to be visited by readers. Having a relevant feed is also helpful. For example a site on harbor cruises might benefit from a syndicated weather report subscription, or a real estate investor could benefit by having a subscription to a realty company. Authors of websites can also provide RSS channels for readers, so that any updates you put on your website will be fed directly to the readers. This way readers won’t miss an update if they don’t get a chance to check a website regularly(2009).
An art website might have an RSS feed to the local museum.

Resources:
Microsoft Corporation (2009). RSS Feeds: Benefits for You and Your Samll Business.
Retrieved October, 2009 from:
http://www.microsoft.com/australia/smallbusiness/themes/sales-and-marketing/rss-feeds- vista-outlook.mspx
Schrum, L. & Solomon, G. (2007). Web 2.0: New Tools, New Schools. Washington D.C: ISTE.
Spiderweb image from Pics4Learning.com manipulated in Power Point by Beckie Lamborn. Retreived from: http://pics.tech4learning.com/index.php? search=qsearch&query=spider+webs&sfield=1&sorder=desc&viewmode=2&page=5&mult=1


Posted by beckie lamborn at 2:45 AM
2 comments:

artsmatter2 said...
Hi Beckie, My strong recommendation regarding your iWeb is to move forward and never try to make the old stuff better. I learned the hard way that you will have major problems trying to go back to old pages and improve them. Just move forward! But then you probably already know that.
I was a little taken aback by the spiders, but love the rest of your posts. The real animal pictures are great for your kindergarten students. I bet they love your site. How many computers are in your classroom?

BP7_2009102-Web 2.0-GoogleDoc Spreadsheet Survey

The tools of the interactive Web are valuable for many applications to the educational setting. In order to survey teachers, which my principal asked me to do for an artist who is making murals in our school, I created a Google docs spreadsheet survey, and allowed access for all the individuals my principal wanted to take the survey, then gave the URL to the artist, so she can tabulate and extract the data she is seeking about whom our staff feel would be the best role models to include on the murals in the school. With such an expansive collaboration tool, the artist will be able to farm out the work of creating the portraits of these individuals to the professional artists within a day from when the survey results come in.

BP6_2009102-Web 2.0-TeacherTube

As I understand the concept of Web 2.0 tools, these are things we will use in our classes and TeacherTube is one I am thrilled to have found. Since my district is adamant about blocking YouTube, TeacherTube is the next best thing. I can make videos with TeacherTube and actually bring them into the classroom, instead of simply being frustrated at making things I never get to use with my students-- who are the reason I am pursuing this degree. The staff of our IT department has agreed that the TeacherTube site is appropriate for all our schools and help us download the things we make there. Hooray!

BP5_2009102- iGoogle WGO pageScreenshot

BP4_2009102- iGoogle ETC page

This is the screen shot of my iGoogle ETC page.

BP3_2009102-Social bookmarking

As students begin to use the research tools in our new computer lab, they will be able to keep track of their bookmarks with http://delicious.com, just as I am beginning to do for my action research. With the use of social bookmarking, we can share links with each other, between teacher and students, as well as between colleagues and fellow FSO students, and our instructors. The social nature of learning that Lev Vygotsky discussed so long ago has come full circle in these technological breakthroughs.

As teachers learn to step back from the expert role, we let the students become more involved in discovering their own sources of knowledge. They share with each other and their instructors. Teachers can facilitate students’ learning to find their own resources, and promote the life-long learning they will find necessary to keep up with the pace of change in the 21st century world.

Other sites with the ability to bookmark abound. Students may be ready to assume the responsibility for developing their own courses of study outside of school, sooner than we are ready to let them be free to do so during the course of the school day, within our buildings. However, if we are wise and teach them responsible media consumption standards and ethics, they will grow and develop in healthy ways through the freedom to learn in new ways with these powerful social interaction tools.

BP2_2009101-Anti Teaching and Art Classrooms

Each year it becomes increasingly more clear that there are students who are not finding significance in their work in the art room. After studying the Multiple Intelligences and Brain-based Learning, this author recognizes the need for revisions in her teaching style. Moving from whole group to small group and individualized instruction can meet the needs of many students, and a few achieve at consistently high levels, both is written and in original creative work. Most attain passing grades and are satisfied, and a few are significantly bored and acting out as a result. This writer does not meet enough of the needs of some learners and strives to change methods. However until now, the author was lost for a way to change and become more effective.

Personal learning environments might be the answer. But a radical change would be necessary to make such a paradigm shift in instructional methods. To allow and facilitate learners discovery of their own path to significance in the art room seems like a prescription for chaos and waste, based upon the results in established routines and structured lessons where a significant number (from 1 to 5 students) repeatedly start over, waste materials and throw away perfectly good products that others would happily use.

Could Web 2.0 tools be the answer for engaging learners in the art classroom? With the tools we are discovering online, and for free, even with their annoying glitches, these computer and web-based tools draw students in to learning in ways this writer has not seen before. With Smart Board tools and video cameras for classroom use, the student are engaged in learning to use the new tools along with this author. They feel more important than ever, as they assist one another toward proficiency and become teachers themselves, even to the teacher. Michael Wesch's concept of the students global interconnectedness and future focus for the grand narrative are both significance builders for this generation of learners.

BP1_2009102_Web 2.0- NGA.gov/kids/zone

Will urban Art students be more engaged by Web 2.0 tools to discover artists and styles in their Visual Art classroom? This question begs research, as there are many asking it, with little hard evidence of success or failure. I hope to use some of these tools to improve my classroom management and to engage more learners in the art room. Games from the National Gallery of Art, http://www.nga.gov/kids/kids.htm have already proven successful at gaining the interest of students who felt disengaged in the art room.