Computers in the Curriculum
Student Contributors in Inquiry-Based Learning
Title
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The Eye Project Art Tutorials
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Overview
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In this lesson, students in fifth grade art class
will study the parts of the human eye and create an eye drawing of their own.
Throughout the process, students will be using tablets to create a tutorial explaining
the steps and techniques they are using. These tutorials will help other
students to use when they create their own eye project. The end result will
be both a digital tutorial and an original artwork.
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Resources & Preparation
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Theory to Practice
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Creating tutorials for other students to use in the future is a great technique for both current and future students. When a teacher has a class of close to thirty students and has to re-teach different parts of a lesson and demonstrate for many individuals, students end up having to wait. If students have tutorials available for the assignments or methods, they can access those and possibly answer their questions. Also, when students have the role of teacher, they will likely make sure they are following all the steps correctly, themselves. Heidi Hayes Jacobs (2010) explains, “To make the 21st century skills meaningful to specific learners, the key is to translate them into highly discrete classroom applications connected to the assessment types and to the curriculum content” (p. 28). Creating a tutorial that is directly connected to the art that students are creating and teaching their own personal methods gives ownership to students. “Students teaching students is a powerful method for building learning and driving creativity and innovation. With easy-to-use tools for screencasting and publishing to the web, students have a 24/7 opportunity to engage in peer tutoring with children from other classrooms, schools, nations, and cultural backgrounds” (November, 2012, p. 26). While having a rubric for assessing the artwork produced is recommended, Alan November gives a strong argument for keeping grades out of the tutorial equation. “Eric Marcos provides guidance to ensure that tutorial content is accurate, and he offers feedback to help students design, organize, and edit their work. But Eric doesn’t grade them on their tutorials, which may be another strong motivator for his students. As author Daniel Pink (2009) explains in Drive (2009), the more we grade creative work, the less of it students will do” (November, 2012, p. 26). |
Standards
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Indiana State Standards:
ISTE NETS Standards:
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Objectives
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Upon successful completion of this
lesson, students will be able to:
1.
Create a unique eye artwork using various art materials,
including blended oil pastels, and incorporating all parts of the eye
discussed.
2.
Explain the process of creating the eye artwork through a
tutorial on a tablet for future students to use.
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Build Inquiry
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To build interest in the eye
project, we will look at M.C. Escher’s artwork, “Eye.” The artwork is very
interesting with the image of a faint skull in the pupil and it shows all the
parts of the eye. We will discuss the realistic and unrealistic aspects of
the artwork.
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Instructional Delivery
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Lesson 1:
Discuss M.C. Escher’s artwork, “Eye.”
Next, go through the examples of eye artwork discussed in the resources
section. Talk about the parts of the eye including the sclera, iris, pupil,
upper and lower eyelids, eyebrow, eyelashes, and the glare that is seen in
the eye. After discussing the artwork that will be created, talk to students
about the tutorials that they will be creating. Show a part of a tutorial
video by Peggy Flores or a YouTube
video snippet of a Peggy Flores tutorial as an example of an art tutorial.
Go over the apps (in the resource section) that are helpful to use for
creating the tutorial and the video recorder on the tablet being used.
Lesson 2: Finish
discussing any part of the tutorial process that was not finished in the
previous lesson. Next, students should choose partners that they will work
with to film each other working on the eye project. Every single step of the
artwork does not need to be filmed on both students’ projects, but each step
should be filmed on at least one of their projects. Start by showing the “How To”
for creating the basic shapes of the eye on the whiteboard or as handouts for
students to follow along. The teacher should also provide the items to be
traced so that students can make shapes that are proportional (as described
on the “how to” tutorial). These should be done with pencil. Students should
film at least one segment on drawing each part of the eye.
Lessons 3-6:
The next few lessons should be spent coloring in the eye as the students
choose. Students should use a variety of colors on the artwork so that it
pops. The steps of coloring (usually easiest to start from the inside and
work out) should be filmed at least once by each pair of students. They may
explain what they are doing as it is being filmed or they can add audio in
later, depending on the method they choose.
It is important to discuss the aspects of coloring with oil pastels
and how to blend colors together. (Students should have access to baby wipes
and paper towels so that oil pastel does not get on the tablets being used to
film!!) It may be helpful for students if the teacher displays the examples
so they have a starting point for their ideas.
Lessons 7-8
or 9: When students have finished creating their eye artwork, they need
to use the apps, iPad or tablet, and microphone to create a finalized
tutorial for future students. They should decide what to include in the
tutorial. This can consist of videos they filmed, any photos of each step or
examples they took, and they can add in whiteboard drawings or notes created
on the iPad. After students decide which photos, drawing, and videos they are
going to use, they need to script the narration of the tutorial. They then
need to combine all the elements using one of the apps discussed
previously. If time, when the
tutorials are finished, they can show their own tutorial to the rest of the
class.
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Assessment
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As discussed in the Theory to Practice, the artwork will be evaluated
by rubric;
however, the tutorials will not be “graded.” Students will receive feedback
throughout the process, but the tutorial itself will hold not grade value.
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Extention
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Students can choose other projects that they would
like to make tutorials over and share them with the teacher and class to
benefit future students!
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Citations
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Jacobs, H. H. (2010). Curriculum 21
essential education for a changing world. Alexandria, Va.: Association
for Supervision and Curriculum Development.
November, A. C. (2012). Who owns the
learning?: preparing students for success in the digital age.
Bloomington, IN: Solution Tree Press.
Pink, D. H. (2009). Drive: the
surprising truth about what motivates us. New York, NY: Riverhead Books.
Triarco Arts 2012 Catalog. (n.d.). Triarco Arts. Retrieved November 7, 2012, from www.triarcoarts.com/vender-files/triarco/Pages001-025LR.pdf Triarco Eye Entry Form. (n.d.). Triarco Arts. Retrieved November 7, 2012, from www.triarcoarts.com/lesson-plans/EyeEntryForm.pdf |
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