Are schools killing creativity?

I had seen this video when I traveled to New York a couple of years ago for IB Visual Arts training. I was so pleased because I want this to become a conversation in education. Each day of my life I have to try to inspire students to use the right side of their brain as well as the left. It takes me at least twenty minutes of presentation, warm up, and conversation to help them make the switch. They are so afraid of doing something incorrectly that they opt not to do some things. I have many 4.0 gpa students that struggle in my class because there is never one solution to the problem that is correct. I want them to find a solution that no one has thought of before. Here is more on Sir Ken Robinson

Bloom's Digital Taxonomy

In this article I can definitely see how the levels of self-actualization can be parallel or include digital technology. It does seem to be a bit of a stretch in some areas but Bloom's has gone through some changes and tweaks so this diagram will also. And this video illustrates the constraints that hinder the use of technology. I am in a fortunate position being in a two year old school building that has many resources available to students and teachers. We have a problem in that many of the teachers are not equipped with the skills and knowledge to actually use all of our resources. We are slowly getting more training but in the meantime we are not really helping them build up the pyramid of Bloom's Digital Taxonomy.

My Information Communication Website and Mindmap

Wow. This website is going to be one of the most useful ways of managing my classes. It is one site that contains all of my class info for 2010/2011. Once the students get used to logging on and using its resources I believe they will be able to take critical charge of their art education. I have included student work. links to the moodle sites, contact info, art show info, Academic superbowl website and information about me.

I have become more aware of the importance of a fully functional site. All the links need to work and be user friendly. This is a management issue that I will need to stay on top of. I know we all feel much more satisfied when our higher education includes creating tools that will enhance student learning in the 21st century. I am committed to maintaining the site with updated that will make it interactive and relevant to students and parents. I believe there are some navigational issues that need to be addressed and I will work on that.


Here is my website. Looking forward to gaining more ideas from looking at all of yours!

FAB Northridge High School

Digital Storytelling

I needed to perform a sort of "Inspiration" quest to digital storytelling and I found a video that emphasizes the importance of storytelling. Then I found a video similar to the one we will be making that elevates traditional storytelling to digital. It can be so simple and meaningful to students. I am brought back to the idea of making all work be original to the author. It is difficult to pass work off as your own that isn't. It is easier yet more challenging to be original.

Are we contributers to the digital community or just takers?

Fryer, W. (2003). Copyright 101

I appreciated this article because I see so much misuse of images and information that we all utilize. We know that we have to cite any information we glean from another source in a formal paper. So, how does it become acceptable to take info and images without giving credit to the author or artist. Some of the advice was to use your own photos. I try to do this but there are so many amazing sources it is difficult not to steal from the best of what is out there! If we use our own sources.....we are forced to be more organized, critical, and creative.

If we were to examine multiple profiles on social networking sites we might discover a huge misuse of web sources. For that matter, we discover it in homework and presentations. Do the students cite where they recovered the info or just pass it off as something they discovered? And am I guilty of the same? Yes. BUT I am starting to think differently about the integrity of my teaching

://www.theoutsourcingcompany.chttpom/blog/wp-content/uploads/2010/04/seo-copywriting.jpg

Trackstar: Art History Timeline

My Trackstar Number is: 409071 http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=409071

My Google Form Published Link:http://www.google.com/url?q=http://spreadsheets.google.com/viewform?formkey=dDg1WEFMbVJqenhHUFlfTi1oWGJBQ2c6MA

The topic and target student age group is: Art History.

Grades 11-122)

The state standard(s) this lesson will address are:
RESPONDING TO ART: History and Culture: Recognize significant works of art and the chronological development of art movements and historical periods
H.2
Students compare artwork from various time periods and cultures, analyzing influences on style. They place works on a timeline and examine them from an historical perspective.
*H.2.1
PROFICIENT: Recognize and compare works of art, identifying them by artist, period, style, and geographic location. ADVANCED: Analyze common characteristics of works of art and artifacts across time and among cultural groups to analyze and identify influences.
H.2.2
PROFICIENT: Identify stylistic characteristics in the works of an artist or movement and describe how style is influenced by the culture and time. ADVANCED: Assign works to time-periods or movements based upon style.
H.2.3
PROFICIENT: Identify art and artifacts from major movements and time-periods and place them on a timeline. ADVANCED: Analyze issues related to chronology and discuss or debate these issues in relation to historical perspective.
My learning objectives are: The students will use Description, Analysis, Interpretation and Judgement of aesthetic qualities of artwork. They will be able to evaluate the influences across culture and understand connections, similarities, and differences between cultures and time periods. They will use a visual arts vocabulary to discuss works of art and place them in a timeline.

I. Website Name: Art History Time Line
A. URL http://www.alifetimeofcolor.com/study/timeline.html

B. Annotation

1. Task: Review all linked art movements briefly

2. Purpose: To gain an overview of the timeline of art history

3. Assessment: Complete the Art History SURVEY for this page at http://spreadsheets.google.com/viewform?formkey=dDg1WEFMbVJqenhHUFlfTi1oWGJBQ2c6MA

II. Website Name History of Art, Artists & Art Movements
A. URL http://www.arthistoryguide.com/

B. Annotation

1. Task: Go to CLICK HERE FOR WEIRD AND WACKY ART NEWS

2. Purpose: View current trends in art movements

3. Assessment: Complete the Art History SURVEY for this pageat http://spreadsheets.google.com/viewform?formkey=dDg1WEFMbVJqenhHUFlfTi1oWGJBQ2c6MA

III. Website Name: History of Art

A. URLhttp://en.wikipedia.org/wiki/History_of_art

B. Annotation

1. Task: Look through Western art history
and Art history series
2. Purpose: To become familiar with Western and Non-Western art

3. Assessment: Complete the Art History SURVEY for this page at http://spreadsheets.google.com/viewform?formkey=dDg1WEFMbVJqenhHUFlfTi1oWGJBQ2c6MA

IV. Website Name: You Tube
A. URL http://www.youtube.com/watch?v=kgYcZp00ZwI
B. Annotation

1. Task: View this art history video

2. Purpose: Gain a more interactive view of art history

3. Assessment: Complete the Art History SURVEY for this page at http://spreadsheets.google.com/viewform?formkey=dDg1WEFMbVJqenhHUFlfTi1oWGJBQ2c6MA

V. Website Name: History Explorer

A. URL http://www.historyexplorer.net/?Art_History_Timeline:1984_AD_-_2000_AD

B. Annotation

1. Task: Choose a time period which on of your artist lived and explore the events

2. Purpose: To identify how the artist may have been influenced by events

3. Assessment: Write a 3 paragraph theory about how you believe the artist

may have been influenced by these events. Complete a word processed

document that will be uploaded to the class website.

Reality Bytes: Eight Myths About Video Games Debunked

Reality Bytes: Eight Myths About Video Games Debunked http://www.pbs.org/kcts/videogamerevolution/impact/myths.html