https://padlet.com/emmagraves243/kls2p3x3gasv en-us 2016-11-29 21:27:54 UTC 2016-12-01 00:11:47 UTC hello@padlet.com emmagraves243 https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140672373 1. Create assignments and projects based on real-world problems. This will provide the students a opportunity to not only become aware of these problems, but voice their personal opinion about them.
2. Constructivism requires a learning of new skills. Skills I may teach are, how to properly hold a pencil, how to mix paint, how to render a object with accurate proportions.
3. Constructivist classrooms are active. I can provide a environment where my students feel comfortable getting out of their seats, moving around and using multiple resources to develop their creative ideas.
4. The students desks should be arranged for dialogue and collaboration as opposed to private study.

https://hoursofidleness.wordpress.com/2013/03/29/applying-constructivism-to-the-art-classroom/


]]> 2016-11-29 21:33:09 UTC https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140672373 emmagraves243 https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140674561 A teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.

Over the course of several weeks, students are to choose a problem or question that they might have concerning real-world-problems, and develop representations or solutions of it by using creative processes. At the end of this unit students will present their work to the class, and defend how their art addresses the issues they chose.

https://www.bie.org/about/what_pbl]]> 2016-11-29 21:44:02 UTC https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140674561 emmagraves243 https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140674627 2016-11-29 21:44:27 UTC https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140674627 emmagraves243 https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140674714 2016-11-29 21:44:53 UTC https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140674714 emmagraves243 https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140674799 2016-11-29 21:45:13 UTC https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140674799 emmagraves243 https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140674898 2016-11-29 21:45:42 UTC https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140674898 emmagraves243 https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140674948 Is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. 

I think some of the most common ways of incorporating this technique with visual arts, is to paint murals in places like animal shelters, schools, etc. However, I think I want to go bigger with my AP students. I think it would be really powerful if I got clearance, and invited a elderly person into my classroom and had my students do portraits of them. final portraits could be hung in their care facility or sold for money that goes towards that individual. I may do this by myself because it is such a great idea... ]]> 2016-11-29 21:45:55 UTC https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140674948 emmagraves243 https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140988289 is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material.

This technique could be very useful in my content. I could split the class into groups and present different problems that are going on at a community or global level. Each group can come up with some sort of propaganda piece. This piece can be displayed in a place that it can influence those involved in these problems. ]]> 2016-11-30 23:21:21 UTC https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140988289 emmagraves243 https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140988690 starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge.

This technique can go hand-in-hand with a Socratic seminar on "What defines art?" I can use a variety of objects and ask the students to put the objects in order from artistic to not artistic. This will require group discussion and questions in order for them to develop their own definition for art. ]]> 2016-11-30 23:25:37 UTC https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140988690 emmagraves243 https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140990146 Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read.

This technique may be a little more difficult for me to incoorperate, because reading in a art class is very rare. However I can create groups, for observing artwork, and create different roles for each person participating in the group. I can have a historian, who studies and gives a historical background on the work of art. I can have a medium person, who studies what this art work is made from. I can have a composition guru who identifies elements of composition in the piece. And I can have a interpreter who talks about his personal opinion of the work. Having roles will require preparedness from each of the participants, and in doing so will help them retain the information easier.

http://www.readingrockets.org/strategies/reciprocal_teaching


]]> 2016-11-30 23:42:10 UTC https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140990146 emmagraves243 https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140990806 In becoming a teacher of sorts, each student becomes a valuable resource for the others. 

This would be a great technique to use when introducing different elements of composition. I can put the students in groups to study one specific element with a example. They will then go into new groups where one person from each of the first groups is in. They can go around the circle talking about the specific element they studied, and give the example. Doing this will also help them remember at least their specific element for future tests and assignments. 


]]> 2016-11-30 23:50:57 UTC https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140990806 emmagraves243 https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140991291 Authentic activities are activities described as “tasks identical or similar to those that children will eventually encounter in the outside world”

This one is difficult... What are real world problems involving art? I think the simple idea of, how do i express what I am thinking or feeling by creating? Creating can be such a wonderful source of healing and clarity that I really think it is important for students to be able to represent ideas through creating art. I can use this authentic technique in a very simple way at first , maybe in explaining the different colors that are associated with moods, and have them create a work of art that depicts a specific mood only using color and shapes. (non representational) ]]> 2016-11-30 23:59:09 UTC https://padlet.com/emmagraves243/kls2p3x3gasv/wish/140991291