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Having two screens for presenting instruction from my zoom host account allowed me to present full screens while also seeing everyone in my zoom on a separate screen. By using my iPad as a student in the zoom call, I was able to ensure that what I thought what students were seeing was indeed what they saw.

Students who only used a phone to access class often struggled to see what was being shared in class and participated a bit less. However, if they paid attention during initial instruction everyday, they could usually use the instructions in the portfolios to find success more independently.

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Self-direction is possible throughout much of each portfolio. Video links are embedded in obvious places, but also "hidden" in images at times. Some videos or resources are only available when students come to virtual class where I share them through my own slideshow in screenshare, links in the chat, or by directing them to the website "Art Through Time: A Global View" by Annenberg Learner (the source for many ideas in each portfolio).

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, a member of the WNET.ORG family of companies, is America's most-watched public television station and a major producer of public media for national and international audiences. Through such acclaimed series as American Masters, Nature, Great Performances, Charlie Rose, Wide Angle, NOW on PBS, Bill Moyers Journal, and Cyberchase -as well as unique local programming, web content and educational outreach-THIRTEEN's mission is to serve New York City, America and the world with media experiences that inform, enlighten and inspire.

Other projects THIRTEEN has produced for Annenberg Media include: Teaching Multicultural Literature: A Workshop for the Middle Grades; The Expanding Canon: Teaching Multicultural Literature in High School; Science, Simply Amazing; Learning Science Through Inquiry; and, Insights Into Algebra 1.
Executive Producer
Jill Peters
Series Producer
Suzanne Rose
Managing Editor / Writer / Coordinating Producer
Jennifer Hallam, Ph.D.
Producers
Jennifer Hallam, Arash Hoda, Gail Levin, Mark Mannucci, Eva Zelig
Associate Producers
Mark Kachelries, Melissa Mathes
Editors
Molly Bernstein, Jawad Metni, Jed Parker, Tom Patterson, Federico Rosenzvit, Nelson Ryland, Leigh Ann Sides, Mary Ann Toman
Camera / Sound
Steve Baum, Ryan Edwards, Ari Haberberg, Arash Hoda, Sven Lindahl, Mark Kachelries, Bernard McWilliams, Michael Pruitt-Bruun, Ben Shapiro, Ryan Holden Singer
Composers
Julian Harris, Richard Jay, Clare Manchon, Olivier Manchon, Dave Mazza
Sound Mix
Jon Berman, Josh Broome, Ed Campbell
Project Manager
Rekha Menon
Series Graphic Design
B.T. Whitehill
Web Researchers / Writers
Stephanie Carter, Michelle Chen, Beck Feibelman, Claire Levenson, Tony Sachs, Freyda Spier
Production Associate
Margaret Restivo
Production Coordinator
Eliana Cruz
Production Assistants
Tad Barker, Steven Camello, Dana Kirchoff, Maren Landry, Shaun Mader, Matthew McBrayer, Stanley Steen
Interns
Ceylan Conger, Melanie Gelfand, Stephen Grant Haskell, Caroline Healey, Matthew McBrayer, Ji-Sun O, Kelly Perkins, Emily Ridder-Beardsley, Heather Scheuerman, Jami Schultz, Sondra Tannenbaum, Katie Weiller
Lead Content Consultant / Writer
Marilyn JS Goodman, Ed.D.
Content Consultants
Tom L. Freudenheim, Harriet F. Senie, Ph.D.
Advisory Board
Isolde Brielmaier, Ph.D., Lowry Burgess, Jay A. Levenson, J.D., Judith E. Stein, Ph.D., Ann Yonemura
Project Executive
Sandra Sheppard
Executive in Charge
Stephen Segaller

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Art Through Time: A Global View - Annenberg Learner

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a member of the WNET.ORG family of companies, is America's most-watched public television station and a major producer of public media for national and international audiences.

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What is the central objective of the unit?

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What is the central objective of the unit?

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Students will make a work of personally relevant work of art after developing both conceptual and technical skills.

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The learners are familiar with online learning, but growing weary of it. They are tech savvy on their phones, but struggle a bit with formatting and presenting sometimes. They are generally highly motivated, but again, grow tired of online learning

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Students are already well versed in creating digital portfolios on Google Slides. They care deeply about right answers and struggle with the divergent thinking designed into the course. They like have concrete ways to show improvement in visual art.

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The course is delivered remotely and with the expectation that students have access to basic materials but not necessarily art materials. Those in the same city as the teacher can pick up material packets.

Students will work through three portfolios over approximately ten weeks. Each portfolio focuses on one way people have made art about the natural world and leads students through similar kinds of investigations.

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While in-person learning would usually see students use soft-pastels, acrylic paint, and natural materials & photography, this remote learning unit will be designed around minimum access to materials. Students can find success with pencil and pen, but are welcome to use any resource they have at their disposal.

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How does instruction accommodate different kinds of learners?

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How does instruction accommodate different kinds of learners?

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For varying artistic abilities—the unit includes both mimetic and abstract production activities. However, there will be a persistent focus on composition in lessons regardless of what the student is creating. The class will be encouraged to take on appropriately challenging work collectively, but individual tasks will be given when students finish too quickly or too slowly.

For varying cognitive or language abilities—Students work in groups for some of the most conceptually challenging work. This helps those who may not be able to immediately access the vocabulary of the resources provided. It also helps those who may not understand the relationships among ideas presented in those resources. However, resources are provided in written and video format. Video formats are presented with subtitles to support language development.

For varying attention levels—The three portfolios have activities that demand various amounts of attention. Almost every day includes time away from the computer and a couple of days include time outside. Much of the more challenging work is "chunked" into smaller pieces so that it is more approachable.

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While divided into three portfolios, each portfolio does not receive the same amount of attentions. For example, Portfolio 2 is very fast because the students "get it" quickly (even if they struggle with composition) and they were limited to the small yards or apartment grounds. On the other hand, Portfolio 3 took much longer because students really go into their garden research AND because the linear perspective production was a hit. Students largely liked its structure and felt successful with it.

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The tasks for Portfolio 1 were difficult to assess during virtual class because students cameras, lighting, and camera-sense almost never aligned. The task for Portfolio 2 intentionally involved less monitoring during production, but having students set timers meant that everyone came back before the end of the period and were able to get feedback. Portfolio 3's tasks were extremely successful because even with poor cameras, lighting, or camera-sense, the simplicity and high-contrast nature of linear perspective meant each student could get valuable, real-time feedback.

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Students enjoyed the linear perspective portions of the unit because they were most successful. They also liked getting go outside for the earth art portions of the unit, but also admitted they didn't really get it. Students who were less confident in their production abilities often really enjoyed more of the thinking and writing portions of the class.

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Compared to other years, the students work was not that interesting. Most opted for landscapes or animal portraits in ways that showed less depth of knowledge than in previous years. I think this was because students struggled to share their ideas in a virtual setting—this is an avenue for further inquiry and development.

Students were consistently successful using linear perspective—even those "not good at art." This was true before online learning, but the percentage of student who enjoyed seemed much higher than in previous years.

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Allowing student more time to feel successful is a good enough enough reason to extend their investigations into gardens and linear perspective.

There needs to be more interaction between students who are stuck in their homes. Sharing out in class-wide zoom was a challenge overcome by using breakout rooms, but the camera quality, setting, and camera sense meant that peer feedback was very general and usually just positive fluff. Using a padlet, flipgrid, or class slideshow might encourage more accurate feedback. It might also allow more interaction, but I have my doubts about that—only trying it will tell.