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C3131174 educ1751



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  • 1. EDUC1751 Assignment 1‘Analysis of a Technologically Mediated Inquiry’ Created by: Brittney Bayliss (C3131174)
  • 2. Artefact #1 Making Sense of Modern Arthttp://www.sfmoma.org/explore/multimedia/interactive_features/3#
  • 3. Provides videos that: Engage student interest Creates a discussion point Assists students with low literacy levels critical studies involve students to use more higher order thinking as they are able to interpret their current knowledge in new ways of thinking by analysing, evaluating and creating. This artefact focuses on the historical content which is remembering and understanding. create a discussion point that would require mediation by the teacher, therefore students would not be able to work autonomously as the artefact is based purely on the historical fact and not the critical evaluation.• http://www.sfmoma.org/explore/multimedia/interactive_features/3#
  • 4. Challenges students to use higher order thinking by questioning informationthey may already know to explore understandings and relationships between artmaking and critical/historical studies in visual arts.Outcomes in NSW DET 7-10 Visual Arts Syllabus
  • 5. Artefact #2 Fr@medhttps://portalsrvs.det.nsw.edu.au/Web/framed/
  • 6. Framed simplifies the explanation of the frames which are an essential part of the NSWVisual Arts curriculum.The artefact does not stem away from the main topic/subject. It breaks up theinformation in a way that students can easily understand.It is mainly text and visually in its delivery – There is no form of audio.It is structured so students can easily navigate between activities and information. https://portalsrvs.det.nsw.edu.au/Web/framed/
  • 7. •Framed provides revision exercises which students are then able to implement their knowledge.https://portalsrvs.det.nsw.edu.au/Web/framed/
  • 8. •In each section (frame) thestudents are able to doactivities which include lowerand higher orders of thinking.•The example show heredemonstrates and an activitywhere students are able torecognise, interpret, apply, deconstruct and generate newways of viewing things.•The activity also involves aliteracy element which isrequired in Visual Arts by theDepartment of Education. https://portalsrvs.det.nsw.edu.au/Web/framed/
  • 9. •Suitable for stage 6 (not 4 &5) • Structured for easy navigation•Shows ways of involving studentswith low literacy levels (audio/visual) •Applies to ONE of the outcomes in the NSW Syllabus for Visual Arts•Historical information (fact)/Nocritical •DET Website created for students. •Makes students think about their interpretations and understanding. •Development