Edmodocon
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1) The document discusses building critical discussions in visual arts assessments through collaborative group work and discussions about artworks. 2) It proposes having students interpret unseen artworks in small groups with another school through online platforms like Edmodo to encourage discovery and discussion. 3) The approach faced some challenges like slow initial discussion, reliance on others in groups, and a misunderstanding of the task by one teacher, but overall students demonstrated deeper understanding of artists and collaboration skills.
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Where did it begin?
What events caused it to happen?
Who are the major players?
What does it look like?
Iterative part3
I have not fully designed each letter, instead brainstorming and experimenting with different visual approaches. I wanted each fabric sample to have a unique texture and style, so I used techniques like photography, watercolor, illustration, paper collaging, and digital manipulation. For the letter Q, I explored typography and how letters can form interesting shapes through positive and negative spaces to keep it simple.
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- 2. CONTEXT Visual Arts in New South Wales is assessed 50% Practical and 50% Art History. PROBLEM Students only want to do practical!
- 3. SOLUTION 1:1 LAPTOPS + EDMODO
- 4. THE BORING BIT The outcomes that we teach use a structure called the FRAMES, The frames — subjective, cultural, structural and postmodern — give meaning and are the instrument for generating different understandings of the function of and relationships between the artist – artwork – world – audience. SUBJECTIVE: Is feelings and emotions, audience response CULTURAL: Ideas and Beliefs, Time and Place, context, gender, race, background, religion, Year STRUCTURAL: Signs and Symbols, description of the work, size, materials used, colour, texture, form POST MODERN: New technology, challenging conventions, pluralism, irony, humour, pastiche and appropriation
- 5. HOT TIP While this FRAMEWORK is a great tool to help kids analyze artworks, Many kids struggle with this!
- 6. MY IDEA Get kids to interpret artworks using discovery and discussion!
- 7. MY VISION… and HOW TO! Get kids to interpret artworks using discovery and discussion…. In SMALL GROUPS… and WITH ANOTHER SCHOOL! Through my PLN, I put the message out there, and one brave teacher from another school wanted to work with me!
- 8. THE TASK PART ONE: (10 MARKS) Group analysis of unseen artworks and presentation of ideas PART TWO: (20 MARKS) Individual essay response using unseen artworks to examine the question: Discuss how artists use objects to create meaning
- 9. SMALL GROUPS AHHHHHHHH!!!! Kids freaked out! Groups named after the artists that we analysed
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- 12. GROUP DISCUSSION Slow at first….
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- 15. Students relied on someone else to start the presentation
- 16. The teacher at the other school misunderstood the task
- 18. Students remembered the artists in their half yearly exam
- 19. They learnt the power of collaboration