Okay, I listened to Cool Teachers Podcast Episode 36 and 37 and I have come to the conclusion that I am still in the dark ages of technology because I don't know what my Ed Tech teacher, Chris Haskell, is talking about half the time! But I do find it very interesting and it makes me want to learn more.
Of all the technology that was discussed on "Cool Teachers", what I found would be most applicable to me as an art teacher is Adobe, Auto Desk and something new called I-Work Create Activity Suite. I-Work Create is a digital drawing pad. I am starting to see that I could teach a class on drawing or painting that could include simulating a specific art medium (like watercolor) on a computer, so I could give students the experience of painting or drawing on the computer. I actually have never tried this before, but I am curious to do so someday. I think it would be interesting to use in an art classroom.
Adobe and Auto Desk (both art-related software) were mentioned in Episode 36. I have never tried Auto Desk and I don't really know what it can do, but I have tried Adobe Photoshop. I could probably find a way to use one or both of these programs in my classroom. I am still stumbling through Adobe Photoshop, so I don't know all of what it can do. I wonder if I could use Photoshop to visually show a student what could be done with their drawing/painting in a sort of critique of "What if you did this?"
I have to add a quick note. This past week I have been teaching myself Word 2007 in one of the BSU computer labs. Although it has greatly changed from what I use at home, which is Word 2000, I love it! I am learning how to create a newsletter in Word 2007 and I LOVE using the graphics and all the other art features. Someday, hopefully soon, I will have this installed into my computer at home.
Saturday, February 6, 2010
Friday, February 5, 2010
Jigsaw Teaching Method - Ed Tech Assignment
This entry is actually assigned homework for my Ed Tech class. It has to do with the Jigsaw method of teaching. It works like this. You divide your classroom into several groups (3-5) with about 3-5 students per group. Each group is to report on a certain subject. A leader is assigned to each group and each person in that group takes a specific section of that subject to research on. They do their research either from books or on computers. Then they get together with members from other groups who have been assigned the same section to research on. They collaborate and trade information with each other. Then they go back to their original Jigsaw group and each of them makes a report to the group.
My assignment is to think of how I would use this method in my classroom with only 5 computers to use and to discuss advantages and disadvantages of this method. My focus is to teach the students word processing skills as well as teach them about art.
Since my specialty as a teacher is art, I would probably teach something like art history or drawing and painting. For now, let's assume it is a high school class. One of my favorite periods of art history is the Impressionistic period from 1880's through early 1900's. Let's say I have 3 or 4 groups of 3-4 students each. The main topic--The Impressionistic Period (1880's - early 1990's) would be divided into the following sections: 1) Beginning of Impressionistic period & how is began, Edward Manet, Paul Cezanne, George Seurat; 2) Van Gogh, Paul Gauguin, Degas, Monet; 3) Mary Cassatt, Renoir, Toulouse Lautrec, End of Impressionistic period and what were the contributing factors.
One student in each group would take one of the three categories mentioned above (or I could split it into four categories if needed). They would use books, etc. that I would provide for them and research the following information: What kind of art did this artist do, what was their style and contribution to Impressionistic movement, what famous works are they known for, etc. This can include short bio, but not too long.
When they gathered their information they would write it down in their own words on a piece of paper, as a report. Then they would get together with their "expert groups" and trade or collaborate information so they all had a fully complete report. When the report was completed, one member of the group would go to one of the computers, using word processing software (Word 2007) and type a professional looking report, or several people in the group could get a chance to do some work (typing or insert a graphic) on the report, using the same computer station. If part of the objective is to get students familiar with word processing, then the students not doing the actually typing, would observe to see what was being done. If I had a printer in the room, they could print it out too. They would go back to original jigsaw group and make their individual reports to each other.
Advantages of this method: Face-to-face interaction, develops social skills, encourages teamwork & individual accountability, works well for bright students as well as for the slower ones.
Disadvantages of this method: Might be hard for everyone to use the computer since there is only five stations available. There might be some confusion about who gets to use the computer and when so you would have to set up a specific schedule and monitor this. Sometimes you might get a student who dominates the group or a slower student. Or you might get the problem of students being overly competitive or rowdy.
My assignment is to think of how I would use this method in my classroom with only 5 computers to use and to discuss advantages and disadvantages of this method. My focus is to teach the students word processing skills as well as teach them about art.
Since my specialty as a teacher is art, I would probably teach something like art history or drawing and painting. For now, let's assume it is a high school class. One of my favorite periods of art history is the Impressionistic period from 1880's through early 1900's. Let's say I have 3 or 4 groups of 3-4 students each. The main topic--The Impressionistic Period (1880's - early 1990's) would be divided into the following sections: 1) Beginning of Impressionistic period & how is began, Edward Manet, Paul Cezanne, George Seurat; 2) Van Gogh, Paul Gauguin, Degas, Monet; 3) Mary Cassatt, Renoir, Toulouse Lautrec, End of Impressionistic period and what were the contributing factors.
One student in each group would take one of the three categories mentioned above (or I could split it into four categories if needed). They would use books, etc. that I would provide for them and research the following information: What kind of art did this artist do, what was their style and contribution to Impressionistic movement, what famous works are they known for, etc. This can include short bio, but not too long.
When they gathered their information they would write it down in their own words on a piece of paper, as a report. Then they would get together with their "expert groups" and trade or collaborate information so they all had a fully complete report. When the report was completed, one member of the group would go to one of the computers, using word processing software (Word 2007) and type a professional looking report, or several people in the group could get a chance to do some work (typing or insert a graphic) on the report, using the same computer station. If part of the objective is to get students familiar with word processing, then the students not doing the actually typing, would observe to see what was being done. If I had a printer in the room, they could print it out too. They would go back to original jigsaw group and make their individual reports to each other.
Advantages of this method: Face-to-face interaction, develops social skills, encourages teamwork & individual accountability, works well for bright students as well as for the slower ones.
Disadvantages of this method: Might be hard for everyone to use the computer since there is only five stations available. There might be some confusion about who gets to use the computer and when so you would have to set up a specific schedule and monitor this. Sometimes you might get a student who dominates the group or a slower student. Or you might get the problem of students being overly competitive or rowdy.
Eagle Informer Publishes Article About Me
I just thought I would post the article about me that is in the February issue of Eagle Informer. I was surprised that they published three of the digital photos of my art that I sent in. I thought the layout was a bit strange because they have my artwork next to some photographer who is the featured artist at St. Luke's and the photographer's photos are on the opposite page. Not the way I would have arranged it, but it is fantastic to get free publicity, so I'm not complaining!
I you want to see my exhibit, come to the Eagle City Hall during the month of February.
Monday, February 1, 2010
The Eagle City Hall Art Show or Beverly Versus The Cable Wire Hook Things
Murphy's law says that when you estimate how much time it will take to complete a project, it will always take at least twice that long. Murphy is correct. How long could it take to hang 8 to 10 paintings on a wall? Well, what I thought would be a simple art exhibit set up at Eagle City Hall took 3 hours and I'm STILL not finished!
I got there with my husband and we started hanging the art on the cable wire hooks. We discovered that the cable wires are really hard to move. You have to get way, way up to the top of the ceiling and move them from there. Well, I'm short (vertically challenged) and even with a ladder, this kind of thing doesn't work too well for me, but fortunately my husband was able to accomplish this to I could space out the art exactly right.
Then I discovered I didn't properly prepare two of the title cards (the sign that goes on the art piece that has the title of the art and the price.) So I have to go back home and get those done. I also discovered that there was an extra hook on two of the cable wires, giving me room to hang two other pieces of art. I only brought 8 paintings and there was room for two more. Gotta go back home again.
I go back home, get the title cards done and pick up two more paintings, and I get my artist biography laminated so I can stick it on the wall as part of the exhibit. Then I go back to Eagle City Hall, without my husband. Silly me, I thought I could do this without his help. What was I thinking? I finish hanging all the art just the way I want it to look. But then I have a little wall on the other side of the room that needs one more picture there. Seems like an easy fix, right? WRONG! Two of the cables got stuck and those suckers would NOT move for me at all. The frustrating thing about it was that I wanted these things to move to the left, and they only wanted to move to the right. I swear those cable wire hook things hate me and they were doing this on purpose!
By this time it is almost 5:00 p.m. and the place closes at 6:00 p.m. I decide to call it a day and go home. I'll finish hanging the rest tomorrow. Round Two of Beverly vs. The Cable Wire Hook Things starts Tuesday, after my English Literature class.
I got there with my husband and we started hanging the art on the cable wire hooks. We discovered that the cable wires are really hard to move. You have to get way, way up to the top of the ceiling and move them from there. Well, I'm short (vertically challenged) and even with a ladder, this kind of thing doesn't work too well for me, but fortunately my husband was able to accomplish this to I could space out the art exactly right.
Then I discovered I didn't properly prepare two of the title cards (the sign that goes on the art piece that has the title of the art and the price.) So I have to go back home and get those done. I also discovered that there was an extra hook on two of the cable wires, giving me room to hang two other pieces of art. I only brought 8 paintings and there was room for two more. Gotta go back home again.
I go back home, get the title cards done and pick up two more paintings, and I get my artist biography laminated so I can stick it on the wall as part of the exhibit. Then I go back to Eagle City Hall, without my husband. Silly me, I thought I could do this without his help. What was I thinking? I finish hanging all the art just the way I want it to look. But then I have a little wall on the other side of the room that needs one more picture there. Seems like an easy fix, right? WRONG! Two of the cables got stuck and those suckers would NOT move for me at all. The frustrating thing about it was that I wanted these things to move to the left, and they only wanted to move to the right. I swear those cable wire hook things hate me and they were doing this on purpose!
By this time it is almost 5:00 p.m. and the place closes at 6:00 p.m. I decide to call it a day and go home. I'll finish hanging the rest tomorrow. Round Two of Beverly vs. The Cable Wire Hook Things starts Tuesday, after my English Literature class.
Sunday, January 31, 2010
Artist of the Month At Eagle City Hall
"Maynard On Roses"On display at Eagle City Hall during month of February
Tomorrow I am taking a trip to the Eagle City Hall to hang my art up in their lobby because I am the featured artist for the month of February. I booked this show about a year ago. There is an article about me in one of the free Eagle city magazines, but I haven't seen it yet. I will try and post a copy of this article on my blog as soon as I locate this magazine.
The city hall has room for eight pieces of art, so I chose what I thought were my best pieces and respresented me the best. The pieces that will be on exhibit are Still Waters, Got Nuts?, Otter Odyssey, Horseplay in the Daisies, Reaching For The Star, Maynard On Roses, Autumn at Hidden Lake, and Salmon River in Stanley. So after my Ed Tech class in the morning, I go to Eagle City Hall with my little ladder and hang my pictures on cable wire hangers. I get to choose where the art work goes and arrange it the way I want t0--just like a professional art gallery curator. Cool!
If you are in Eagle during the month of February, stop by the City Hall and see the show!
Wednesday, January 27, 2010
IDEA The Individuals with Disabilities Education Act
Another assignment for Ed Tech. This is a synopsis of The Individuals with Disabilities Education Act (IDEA), in my own words, with links.
Beverly Chick
EDTECH 202
IDEA (The Individual with Disabilities Education Act)
The IDEA is a federal law enacted in 1990 and reauthorized in 1997. It deals with the rights of students with disabilities by ensuring that every student receives free appropriate public education (FAPE) regardless of ability. Special education services include speech or physical therapy, assistive technology, transition services and any other specialized services that would be required. IDEA also encourages parental participation, defines the specific responsibilities of the parents and provides protection for students.
The Individual with Disabilities Education Act is for children between the ages of 3 and 21 who required special education services because of a disability. The categories of disabilities are autism, blindness, hearing impaired, orthopedic impairment, serious emotional disturbance, specific learning disabilities, mental retardation, and other health impairments.
There is no cost for services provided under IDEA. An individual Education Plan (IEP) is implemented based on the specific needs of the child. Children covered under an IEP are evaluated at least every three years for changes in placement or transferring from grade to grade.
Some of the responsibilities IDEA outlines for parents are 1) Stay informed; 2) Understand your child’s IEP; 3) Speak with your child’s teacher; 4) Get it in writing; 5) Know your rights; 6) Play an active role in preparing your child’s IEP or Section 504 plan; 7) Keep careful records; 8) Try to maintain a good working relationship with the school; 9) Communicate; and 10) Encourage your child
Other Web Sites and Links:
IDEA & U.S. Dept of Education
www.idea.ed.gov
Families and advocates Partnership for Education
www.fape.org
IDEA Practices
www.ideapractices.org
A Guide to the Individualized Education Plan (IEP www.ed.gov/parents/needs/iepguide
www.help4adhd.org
Beverly Chick
EDTECH 202
IDEA (The Individual with Disabilities Education Act)
The IDEA is a federal law enacted in 1990 and reauthorized in 1997. It deals with the rights of students with disabilities by ensuring that every student receives free appropriate public education (FAPE) regardless of ability. Special education services include speech or physical therapy, assistive technology, transition services and any other specialized services that would be required. IDEA also encourages parental participation, defines the specific responsibilities of the parents and provides protection for students.
The Individual with Disabilities Education Act is for children between the ages of 3 and 21 who required special education services because of a disability. The categories of disabilities are autism, blindness, hearing impaired, orthopedic impairment, serious emotional disturbance, specific learning disabilities, mental retardation, and other health impairments.
There is no cost for services provided under IDEA. An individual Education Plan (IEP) is implemented based on the specific needs of the child. Children covered under an IEP are evaluated at least every three years for changes in placement or transferring from grade to grade.
Some of the responsibilities IDEA outlines for parents are 1) Stay informed; 2) Understand your child’s IEP; 3) Speak with your child’s teacher; 4) Get it in writing; 5) Know your rights; 6) Play an active role in preparing your child’s IEP or Section 504 plan; 7) Keep careful records; 8) Try to maintain a good working relationship with the school; 9) Communicate; and 10) Encourage your child
Other Web Sites and Links:
IDEA & U.S. Dept of Education
www.idea.ed.gov
Families and advocates Partnership for Education
www.fape.org
IDEA Practices
www.ideapractices.org
A Guide to the Individualized Education Plan (IEP www.ed.gov/parents/needs/iepguide
www.help4adhd.org
ADA Letter-ED TECH Class
I wanted to explain the following blog. From time to time, I will be including on this blog site some homework from my Education Technology class at BSU. Our assignment today was to write a letter to parents (assuming I am a school teacher) that addresses three laws that relate to disabilities--the ADA, the ATA and the IDEA. So that is what you see below.
Dear Parents:
The Americans With Disabilities Act (1990) prohibits discrimination against individuals with disabilities in the public sector. It requires all government agencies, employers and businesses to provide reasonable accommodations in structural accessibility, and telecommunication accessibility to all individuals and students with disabilities.
The IDEA is a federal law enacted in 1990 and reauthorized in 1997. It deals with the rights of students with disabilities by ensuring that every student receives free appropriate public education (FAPE) regardless of ability.ATA Assistive Technology act 2004. this act allows for tools such as online sites to help students with special needs. This will also allow students with to receiver better training through the technology in class.
The school district and administration are in full support of these efforts. If you have any questions or concerns please feel free to contact me personally. Please communicate any needs or accommodations your student may have to me personally.
Sincerely,
Beverly Chick
Art Teacher
Campus School
Subscribe to:
Posts (Atom)
