Reflection: Art and Cognition

http://ashiro.posterous.com/left-brain-right-brain-art-and

Week 5
Wow - where do I begin with this post?  The arts are so important to education in so many ways!

Let's begin with the brain.  In short, experiencing and creating art is a whole-brain process. The mid-brain organizes and sends information, the parietal area processes the spacial layout, the temporal lobes process names and memory, the occipital lobe processes color, movement and form.   When we take in a visual image, it flows through the retina and optic nerves for processing and then connects with cognition and memory to double-check and filter the information.  Recall is used to help make sense of the information.

Memory and recall, cause and effect, interpreting the world around us, interpreting and relaying information, the use of fine motor skills, reciprocal communication, sensory exploration.... these are all important aspects of child development and educational learning.  Visual learning and arts education can include many of these aspects and can only enhance a child's learning.

The implications of brain theory are very important for students with disabilities.  Children who have autism, learning disabilities, and other processing disorders may have problems with the connections between different areas of the brain.  If viewing, experiencing and creating art accesses many parts of the brain... then the whole-brain experience would be beneficial to exercise cognition for exceptional children.  Some individuals with autism use visual images to help organize and interpret information.  "Thinking in pictures" is a way to attach pictures to pieces of information and helps the individual recall and interpret what is being said.  Temple Grandin has written many books about her personal experiences growing up with autism and "thinking in pictures".  As a side note - she will be speaking in Columbia on October 13th.

Integration of the arts into the curriculum can foster teamwork, community building and global awareness.  Students may feel more connected to their learning when they have the opportunity to explore their personal interests through art projects. The fine motor skills, problem-solving skills, social skills, and complex-thinking that are utilized in the art room are important to improving academic achievement and for future professional achievement.

Sense of self -- all students have the opportunity to succeed in the art room.  This is especially significant for students with language barriers, students with physical or mental impairments and students who may be at-risk emotionally or academically.  Students can gain a sense of empowerment when they have the opportunity to clarify their ideas visually and gain self-confidence when they are encouraged in the art room.

Reflection: Synchronous vs. Asynchronous technologies

Week 4
From my understanding, synchronous technologies are tools that we use to collaborate/ communicate live or at a given time.  For example, video conferencing such as skype and live chat sessions.  Skype is a great tool in that it is free to register and the communication seems more personal.  There is less room for interpretation as sometimes can occur with written text.  One disadvantage could be the required webcam and streaming capabilities.  Live chat or technology that involves text allows for immediate collaboration/ feedback without the need for a webcam or microphone.

Asynchronous tools such as, discussion boards and blogs can be good tools for collaborating because there is a written documentation or history of comments that can be easily accessed.  A few disadvantages would be the slower response time and the text interpretation.  Powerpoint presentations and youtube videos allow for narration and other unique ways to present information, but they are static and there is not any interaction between the presenter and the viewer.  Voice threads are good creative way to present information.  There are many advantages to voice thread - there are multiple options of formats that can be uploaded as well as various options of ways to comment. (text, audio, video)

A few classroom applications -
Skype : I am in charge of coordinating the mystery readers for Manny's class.  I was thinking that skype would be a great way for a parent who travels to still get the chance to be the mystery reader for their child's class.  It could also be used for presentations by guest speakers.

Voice thread:  There are lots of possibilities with this one.  I would like to try uploading the artwork of a class and allowing another class the opportunity to add positive comments or attach poetry, etc.  This would be a great way for buddy classrooms to work together.  - they could do the commenting during their weekly computer lab time.  I would have liked to have tried this out when I led mentor groups. We paired older elementary students with younger students who were at-risk (academically, socially, etc.)  The younger kids would really enjoy feedback from their mentors.  This could be a way for a teacher to practice using voice thread with a smaller number of students.

Class blogs - This a good tool to present information for the class about current assignments, etc.  It is also a good way to start a discussion with students - allowing them to add thoughts on their own time without the pressure of immediately forming an opinion during class.  Art work can also be showcased with the option for students/parents to comment.

Voice Thread

I thought I would try out voice thread with one of my kids.  Paddy was happy to help out.  He made this voice thread about Mr. Earl's (Fairview) turtle.  We sent it to his kindergarten teacher to show the class.  Maybe she will comment :)   I created a separate identity with Paddy's picture to allow both of us to comment with the same log in.   The only trouble we encountered was the video commenting.  My mac has a webcam but the voice thread video screen was black.  I ended up just letting Paddy record in photo booth and then uploaded it to voice thread as a slide.  Overall, I think voice thread is pretty user friendly - the doodle feature would be easy to use with a smart board.  Lots of potential for classroom applications.

Feel free to comment on Paddy's voice thread.  Sheryl -Thanks for commenting.  I will show him when he gets home from school.

This is an example of three classrooms collaborating on an art voice thread.
http://voicethread.com/community/library/K12_art_poetry_and_music_from_Erin_Berg/

Identity

Follow this link to see a collaborative music video.
Identity

Cool collaboration from the adobe youth foundation.

http://youthvoices.adobe.com

Social Kids Seeking Social Opportunities

week 4
With the soon to be released movie “Social Network” about the founders of facebook and the exploration of the social network topic on the Today Show’s education series – currently the notion of social networking in schools is definitely a hot topic!

I feel compelled to write about this topic from both the perspective of a parent and a teacher.  As a teacher, the opportunity to get kids thinking and connecting authentically through social networking is very exciting.  As a parent, I approach this subject with caution and anxiousness.

I appreciate the author’s attempt to use data as a way to dispel some of the fear around facebook and other social network systems (Brooks-Young, 2010).  However, Brooks-Young’s explanation of facts and statistics does not make the threat of online predators or cyber bullying, from a parent’s perspective, any less real or frightening. We will need to consider parental concerns if we approach social networking in the classroom. 

The reflective question has been asked, "Can the benefits of social networks, such as facebook, outweigh the risks...?”  I believe a good starting point to this topic would be to ask ourselves “Are their safer alternatives to use in the classroom that allow our students to hone their networking and collaboration skills?” How many faculty do we know who already incorporate online discussion and networking into their lessons? Is there a simpler way to begin?  We need to remember that this type of instruction will take time, careful planning and extra monitoring.  There is quite a bit of potential for positive outcomes for student learning, but some teachers may wish to wade in the water before fully plunging in.

We know that digital skills, collaboration/ teamwork, critical thinking/ problem solving, and work ethic skills are all desirable traits of today’s workforce (Brooks-Young, 2010).  Art teachers already inherently incorporate many of these skills in the project-based art room.  Utilizing the social networking interests of our students could be one more way to help our kids be successful students, workers, and global citizens. 

So how do we begin?  A good place to begin might be to create a network system specifically for the school.  Many suggestions were given in the reading, such as Ning and Elgg.  Some of these networks may cost money for subscriptions or third party implementation but the cost may be worth it to ensure the safety of students and to ease district administrator/parental concerns.  As an art teacher with great ambitions, but limited time, using a network that has already been designed for use by students and teachers could be an option.  Some networks to explore are ePALS, iEARN, and GLOBALORIA (Duebel).  Finally, an art teacher could simply begin with a class blog or website that allows students to comment and collaborate.  It is also important to remember that kids will need guidance. If we are to expect students to successfully participate and learn through online collaboration/networking, teachers will need to give clear expectations and demonstrate what is expected.

Brooks-Young, S. (2010). Teaching with the tools kids really use. Thousand Oaks, CA: Corwin.

Duebel, P. (n.d.). Social Networking in Schools: Incentives for Participation. Retrieved October 1, 2010, from The Journal: www.thejournal.com

 

Wireless Whirlwind!

I am really trying to absorb the idea of multi-faceted mobile learning.  Wireless mobile devices offer so many avenues for student learning and the possibilities are very exciting.  However, I am not quite ready to wrap my head around the idea of elementary students using cell phones at school.  I can see how wireless mobile devices could be a great resource for photography, discussion and visual researching – but more likely at a secondary level. 

As an artist, I often begin any creative piece by making sketches, experimenting with media, bouncing ideas around with my artist friends and searching the web for advice and inspiration.  Wireless mobile devices can offer this type of freedom to students in the classroom.  The concern is how to monitor appropriate use and foster opportunities for authentic learning.  I agree with Brooks-Young’s statement “We need to begin by establishing ground rules for the use of cell phones in and out of the classroom.”  It seems that our role as teachers is constantly expanding and now it will be necessary to include teaching digital etiquette to lay the groundwork for effective classroom use of WMD’s.

When reading about the Mobile Virtual Learning Environments described by Rosen, I couldn’t help but think of how many ways art teachers are already including many of his suggested features in our curriculums.  Art teachers are inherently flexible, offer student-centered lessons, and use many modes/methods of teaching.  In this sense, when incorporating WMD’s and social networking, we are really just adding more facets to the variety of instructional practices that we already utilize.   One of the features Rosen discusses is collaboration.  He states that collaboration “enhances learning by capitalizing on the iGener’s aptitude for multitasking through a variety of communication modalities.”  

My sister recently shared a website with me of a group that came to speak to her multi-media graphic design class.  The group is called Hack.Art.Lab and they are a collaborative group of artists, engineers, educators and other professionals who work together to come up with creative solutions.  The concept is very intriguing.  When you come up with a creative idea but do not know how to carry out a certain aspect of the project, you enlist the assistance of another expert in the group.  This idea has many possibilities in education.  I can imagine a virtual “club” that would involve students bouncing ideas off of each other and working together on creative projects.  For more information about H.A.L. follow the links below:

hack.art.lab --

“A collaborative team of artists, educators, technologists and engineers, Hack.Art.Lab (H.A.L) provides an environment for learning and exploration through nonconvention. By connecting professional and nonprofessional artists, technologists and youth, we explore learning models, then create projects offering new perspectives in art, technology, and society. We strive to develop activities that encourage our natural curiosity and playfulness through creative engagement with science and technology.”

http://hackartlab.org/

http://www.charlottestreet.org/2010/09/wichita-based-collective-hackartlab-presents-interactive-audio-and-video-installations-inyou-complete-me-opening-at-paragraph-september-17/

Techno Tuesday: Classroom Applications

There's an app for that! :

How can mobile devices be utilized in teaching? The possibilities are endless and for nearly every possible use there is most likely an application available.  (quick pictures, videos, stats, virtual galleries, etc.)
iPad apps for autism:  http://www.gadgetsdna.com/10-revolutionary-ipad-apps-to-help-autistic-children/5522/

Class blogs:

Blog sites can be a great tool for the classroom.  Check out the "Mobile Monday" section of the blog linked below. (I just happened upon the site through a google search.)

http://phillipsartroom.wordpress.com/mobile-monday-photos/

Communication:

Posting student work, class assignments, discussion board critiques, and educational links on blogs or class websites are just the beginning.  A few other possibilities are e-mail updates such as assignment deadlines and communication with homebound students. 

Extending education beyond the school year: 

My sons third grade teacher sent e-mail messages to the kids last summer.  She would talk about the book she was reading (and included a link), encouraged them to keep reading and included fun websites.  My son really enjoyed receiving e-mails and hearing from his previous teacher! 

And just in case I have lost your attention... the baby has a few things to say: