Lesson Ideas for Using Web 2.0 in my Art Classroom

I have used the expectations for grade 11 Visual Arts along with my own ideas and those I’ve learned through reading and participating in the on-line communities to study how the implementation of Web 2.0 will affect the art literacy and critical thinking skills in my art students. My goal is to develop programming that will enrich my curriculum and engage all the students in my mixed-ability art class.

As well, I have created a general rubric for marking a wiki. The rubric will need the addition of an extra line or lines to include specific content. The assessment will evaluate both the content of the wiki and the student’s collaborative contributions. The wiki rubric can be found in Appendix H.

Expectation
Web 2.0 Tool
Procedure
Assessment
Explain how the application of the elements and principles of design supports the concepts and ideas expressed in their own work and work of others;

identify the most appropriate works to include in their presentation portfolios;
Blog, Photo sharing Students will create a blog or create a gallery on a photo sharing site. They will choose and post their art work, along with an artist statement and an analysis that describes how they used at least three elements and three principles within their work. They will then comment on the work of two other students, using appropriate terminology.
Note: a combination of both technologies can be used, linking to one another.
Formative Assessment: Teacher will observe student work; students will have an interview with teacher to review work.

Summative: Student will be assessed on a rubric at the end of the term for the body of work posted on the blog. Rubric will be given to student at the beginning of the term.

Identify and describe materials, techniques, and stylistic qualities in their own work and that of others;

Document their creative process by including in their portfolios evidence of the research and resources they used, as well as their rough sketches, plans, revisions, and final art works;

Blog, Tags Students will use blog to document the process of creating their art work, including posting of sketches and ideas.

Students will use tags to classify materials, techniques and stylistic qualities.

Formative Assessment:
Observations, discussions about tag use and terminology quiz, based on different tags used by students.

Summative: Students will be given a mark for art process which will include posted documentation. Students will also participate in a portfolio interview.

Identify style, content, and technique in the art works studied, and speculate on each artist’s intent. Wiki, Tags
Podcast

Students will create a wiki based on historical period studied (Renaissance to Impressionism). Each student will add a page about an artist, including images and analysis of style.

Students will create a podcast for a selected art gallery.

Formative Assessment:
Presentation, checklist, observation.

Summative: Rubric will assess completed assignment. Test will assess knowledge and ability to apply terminology.

Explain the effect of social, political, economic, and other influences, including their personal beliefs and experiences, on their own art works; Blog Students can post reflections on a blog that express their points of view. If posting about their own work, they can include images.

Formative Assessment:
Discussion, checklist, observation.

Summative: Rubric will assess completed assignment.

Explain the significance of the symbolic and conceptual aspects of their works; Blogs, Tags, Mind map Students can share their ideas about the meaning behind certain symbols and get input from others. This exercise would be ideal for pairing up with students in another country or of another culture for contrasts and comparisons of the meanings.  
Describe arts programs in various postsecondary institutions; Wiki Each student could analyze a different postsecondary school in the area and create an information page on what is offered and admittance requirements.

Formative Assessment:
Brainstorming, presentation, checklist, observation.

Summative: Rubric will assess completed assignment.

Identify requirements for careers in visual arts and in fields related to visual arts that particularly interest them, through an analysis of various career possibilities. Mind map, Wiki, blog or web page A mind map could be created showing different arts streams. Depending upon the program, more detail could be added for each career or each node could link to a wiki page about the career. Guest artists could also be invited to provide information.

Formative Assessment:
Observation, brainstorming.

Summative: Report on chosen career, assessed by checklist or rubric.

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