MOTIVATING VISUAL ARTS STUDENTS TO UTILIZE THEIR TEXTBOOKS Jihan Abdur-Rashid and Martin Mensah
<ul><li>After four years of teaching art in high school, I observed that a majority (25 out of 40 students) of students di...
<ul><li>Martin Menseh was having this same problem at the middle school level.  We decided to conduct an action research o...
<ul><li>Our plan of action consisted of the following: </li></ul><ul><li>Conduct a survey of the visual arts students to d...
Survey of the Visual Arts Students  <ul><li>Forty students from three class periods were surveyed  the following ten quest...
Results of the Survey
Results of the Survey
Results of the Survey
Results of the Survey
Results of the Survey
Results of the Survey
Results of the Survey
Results of the Survey
Results of the Survey
Results of the Survey
Connection with an Artist <ul><li>Using your textbook find an artist you like and compare or contrast his or her life and ...
Connection with an Artist <ul><li>Utilizing design, symphony, story, play, empathy, synthesis, and meaning from Daniel Pin...
Introduction of Text Games: LINE
Introduction of Text Games: COLOR <ul><li>COLOR:  ( Exploring Visual Designs   pp. 72-93) </li></ul><ul><li>Match the voca...
Introduction of Text Games: VALUE
Introduction of Text Games: SPACE
Introduction of Text Games: TEXTURE
Introduction of Text Games: TEXTURE <ul><li>TEXTURE: ( Exploring Visual Design   pp. 120 – 137) </li></ul><ul><li>Using th...
FINAL RESULTS <ul><li>Over one-half of the class responded positively to opening their textbooks for research. Thirty-one ...
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Motivating Visual Arts Students To Utilize Their Textbooks

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Motivating Visual Arts Students To Utilize Their Textbooks

  1. 1. MOTIVATING VISUAL ARTS STUDENTS TO UTILIZE THEIR TEXTBOOKS Jihan Abdur-Rashid and Martin Mensah
  2. 2. <ul><li>After four years of teaching art in high school, I observed that a majority (25 out of 40 students) of students disliked and, on many occasions, refused to open their textbooks for art instruction. </li></ul>
  3. 3. <ul><li>Martin Menseh was having this same problem at the middle school level. We decided to conduct an action research on both middle and high school levels. The following is a presentation of an action research performed on the high school level only. </li></ul>
  4. 4. <ul><li>Our plan of action consisted of the following: </li></ul><ul><li>Conduct a survey of the visual arts students to determine a probable cause of the problem. </li></ul><ul><li>Fragment the text into sections of priority </li></ul><ul><li>making each section motivating for students </li></ul><ul><li>3. Utilize “Story” and “Play” from Daniel Pink’s A Whole New Mind to connect experiences. </li></ul><ul><li>4. Develop vocabulary words into games, the answers of which connect to the text. </li></ul><ul><li>5. Determine an improvement in the number of students showing enthusiasm and interest in opening the text </li></ul>
  5. 5. Survey of the Visual Arts Students <ul><li>Forty students from three class periods were surveyed the following ten questions: </li></ul><ul><li>How would you rate the quality of this course? </li></ul><ul><li>How would you rate the instructor? </li></ul><ul><li>Rate the instructors ability to make activities easy. </li></ul><ul><li>Rate the instructors ability to make the course interesting. </li></ul><ul><li>The instructor treats student respectfully. </li></ul><ul><li>Rate the textbooks. </li></ul><ul><li>The instructor is fair in dealing with students. </li></ul><ul><li>Evaluate your ability to read and understand the textbooks. </li></ul><ul><li>The difficulty level of this course was appropriate for me. </li></ul><ul><li>I would recommend this course to others. </li></ul>
  6. 6. Results of the Survey
  7. 7. Results of the Survey
  8. 8. Results of the Survey
  9. 9. Results of the Survey
  10. 10. Results of the Survey
  11. 11. Results of the Survey
  12. 12. Results of the Survey
  13. 13. Results of the Survey
  14. 14. Results of the Survey
  15. 15. Results of the Survey
  16. 16. Connection with an Artist <ul><li>Using your textbook find an artist you like and compare or contrast his or her life and artwork with yours. Use the guidelines below to help you develop your two page essay. </li></ul><ul><li>Tell who your artist is and what he or she is famous for. Tell about your artist’s life. Then tell about your life and how it was different from or the same as your artist’s past. </li></ul><ul><li>Describe your artist’s artwork. Tell what you like or dislike about it. </li></ul><ul><li>Tell how having a talent can make you successful in life. Include how this art class will help you to develop your skills in your career. </li></ul><ul><li>*** Design a piece of artwork that has the same style as your artist. </li></ul>
  17. 17. Connection with an Artist <ul><li>Utilizing design, symphony, story, play, empathy, synthesis, and meaning from Daniel Pink’s A Whole New Mind </li></ul><ul><li>DESIGN: provoking creative thoughts in designing artwork like the artist </li></ul><ul><li>STORY: communicating one’s life into a narrative </li></ul><ul><li>SYMPHONY: drawing a connection between ones’ life and the artist </li></ul><ul><li>EMPATHY: being able to develop feelings for the artist and his life in order to provoke symphony </li></ul><ul><li>PLAY: Utilizing games in chapter reviews to understand concepts </li></ul><ul><li>MEANING: Being able to develop a purpose for art in one’s life </li></ul>
  18. 18. Introduction of Text Games: LINE
  19. 19. Introduction of Text Games: COLOR <ul><li>COLOR: ( Exploring Visual Designs pp. 72-93) </li></ul><ul><li>Match the vocabulary words on the left with their meanings on the right. Place the correct letter on the line next to the vocabulary word. </li></ul><ul><li>___Color a. Opposite colors on the color wheel </li></ul><ul><li>___Hue b. Different wavelengths of light </li></ul><ul><li>___Spectrum c. Use of one color, black and white in artwork </li></ul><ul><li>___Pigment d. A powdery substance that makes up color </li></ul><ul><li>___Neutral e. The quality of light in a color – how bright it is </li></ul><ul><li>___Primary colors f. Another name for color </li></ul><ul><li>___Secondary colors g. Color made by mixing primary with secondary </li></ul><ul><li>___Complementary colors h. Three basic colors on the color wheel </li></ul><ul><li>___Tint i A black artist who paints using flat colors </li></ul><ul><li>___Shade j. Color made by mixing two primary colors </li></ul><ul><li>___Intensity k. Individual bands of color </li></ul><ul><li>___Tone l. Whites, blacks and grays </li></ul><ul><li>___Color Harmony m. Adding white to a color to lighten it </li></ul><ul><li>___Analogous colors n. Adding black to a color to darken it </li></ul><ul><li>___Monochromatic colors o. Adding gray to a color to change color </li></ul><ul><li>___Warm colors p. Woman artist who paints giant flowers </li></ul><ul><li>___Cool colors q. Colors that go well together </li></ul><ul><li>___William Johnson r. Colors next to each other on the color wheel </li></ul><ul><li>___Georgia O’Keefe s. Color that range from yellow to red-violet </li></ul><ul><li>___James Porter t. Colors that range from yellow-green to violet </li></ul><ul><li>___Intermediate color u. Black artist who painted using monochromatic </li></ul><ul><li> colors </li></ul>
  20. 20. Introduction of Text Games: VALUE
  21. 21. Introduction of Text Games: SPACE
  22. 22. Introduction of Text Games: TEXTURE
  23. 23. Introduction of Text Games: TEXTURE <ul><li>TEXTURE: ( Exploring Visual Design pp. 120 – 137) </li></ul><ul><li>Using the figures on page 122, draw your own or the same figures to illustrate the following terms: </li></ul><ul><li> REAL TEXTURE IMPLIED TEXTURE </li></ul><ul><li>What is texture in art? </li></ul><ul><li>__________________________________________________________________________________________ </li></ul>
  24. 24. FINAL RESULTS <ul><li>Over one-half of the class responded positively to opening their textbooks for research. Thirty-one out of forty students completed this research. </li></ul>

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