Posts Tagged ‘Art’

This TIG is a Teacher Inquiry Group which runs at the Australian International School for the teachers to develop deeper understanding of an area of interest. The participants are guided to develop an individual path which can build the understanding of a topic of interest, which in-turn builds capacity in the classroom. The beauty of this approach is that all participants value their own experience because it is shaped by them.

I come to this TIG from a high technology teaching structured background and want to build my contemporary teaching practice to find the depth in the TPACK sweet spot. I have a constant awareness of the existing SAMR model for looking at the value which tech has in integration.  What is it that I do, NOW, and where and I going with it in the near future.? How can I improve my use of tech in the classroom to benefit the use of time, students experience, build better and deeper understanding, and act as a leader in the department and school for this approach.

TPACK – Technological, Pedagogical, Content , Knowledge.

Teaching structures traditionally would follow a systematic approach to content delivery as a teacher.

  1. What do I have to teach? – the content.
  2. How do I do it? – pedagogy
  3. What tools are available to use which are suitable? – technology

We discussed the areas of the Venn diagram and tried to understand the domains a little better.

Technological Knowledge – TK
  • Awareness of the tools
  • Ways of manipulating the apps
  • Ability to use the technology seamlessly in class
Technological Content Knowledge – TCK
  • The use of the web search to collect information for knowledge. Often has the ‘treasure hunt’ mentality.
  • This area often lacks an application to use the information.
  • Low level use often which lack longevity.
Content Knowledge – CK
  • The Oracle teacher who doesn’t use laptops and technology in the classroom.A teacher who has a lecture stuyle to content delivery. Specialist in one area of knowledge.
Pedagogical Content Knowledge – PCK
  • A traditional style of very effective teaching without technology.
Pedagogical Knowledge – PK
  • A flipped classroom model
  • Instructional Design
  • From a teaching perspective balancing the classroom structures of delivery of content.
  • Works well in having content work for us as a teacher.
Technology Pedagogical Knowledge – TPK
  • An IT Integrationist – knows their technology and can shape classroom structures in ped…
  • IT specialist without a subject content.
  • The role of a HOD to help people use tools to deliver the content.
  • Can work with teachers to shape the technology to the content.

Gallego Tech News | Smore

So, what does the TPACK area look like? Time to find out……

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The Comparative Study

Today we are starting with our attempts at creating our own Comparative Study. After our visit yesterday to the HK Museum of Art we have selected some artworks to base this on. I found that my approach to this was firstly looking at ways which I could link the works which I saw in the space. One way I saw these was subject matter, media approaches, conceptual links, or other angle of the intuitive feel of how works may link or be compared. A key factor we discussed was that within this you should have seen at least one of the works in person, but it is not essential though.

Tong King Sum, Sketch 3: Lying. 1981, Teak

Tong King Sum, Sketch 3: Lying. 1981, Teak

Tong enjoys the human body and are the favourite themes of his works, characterised by a sleek form and texture in wood. His torso sculptures depict the structure of human body, the texture of bone, flesh and skin in refined and precise manner. Be it the human body or a plant, his works are permeated with the harmony of nature and beauty of form, which sprang from the artist’s subtle yet strong inner vitality.

Mak Hin Yeung said, “Tong turned all wooden blocks into vivid body torso’s.” Tempting Touch, The Art of Tong King Sum, p66

The other work at HKMOA which really stood out to me was in the Random Moments exhibition. The work by Tong Wing-sze, Inkman, 2009, Video.

Inkman, Tong Wing-Sze, 2009

Inkman, Tong Wing-Sze, 2009

I can see the contrast of the representation of the human form treatment through media, but both are a celebration of the human forms solidity. Interestingly, Ink is a traditionally 2D media which in Tong’s work is transformed through material process and manipulation into a 3D form which is then moved and framed into a 4D form. Conversely, the 2D sketches have been interpreted into a 3D sculpture and bought into life with muscular tensions and renditions mapping across skeletal forms. Both can be interpreted as monochromatic representations of the human form and celebrate the movement of the organic form.

My third form introduced would be Titian’s, Venus of Urbino (1538).  The one which would tie into mine would be the Ink man.

Venus of Urbino (1538)

Discussion following the thoughts about the Comparative Study (CS).

What is the currency of “seeing something, in person.” It is not essential or compulsory. Does something you saw when you are younger count?

A structure is incredibly valuable to assist students in gathering and seeing information against each other. Sue supplied a table which covers much of the detail including the cultural context, subjective responses, critical opinions, and some more factual content like dates, media, nationalities,etc…

Acknowledge the context of where the students are studying would be useful.

We discussed the links to other assessment which students are completing has to be considered in placing your internal due dates for assessment of components.  Most are looking to have the majority of the CS due by the end of the first year, and others are having it due after the commencement of the second year. Myself, I am asking for the majority to be done on the first 2 artists in-depth, and to work throughout the first semester of year 2 to map in the third artist and the relevance of the their work to the CS for submission at the end of the third semester of the course.

The Process Portfolio (PP) should be considered as one of the last components to come in with their exhibition component.

Some resources which would be useful to start with.

ThinkIB website – Art in Context

http://www.paintinganalysis.com

Martin share an interesting App – Grayson Perry

What about the Extended Essay (EE)

With a key component of research coming from the EE, this could inform the depth of the Comparative Study.

Ideas for introducing media and learning experiences.

Sue

ceramics forms – hollow and decorated using Buff Raku clay.

Produce a coil pot which incorporates a symbolic animal. The form has to change direction and it should be decorated in the style of the culture it relates to. The supporting documentation is a written response which outlines the connections to the culture studied and influenced by.

HK – construction and sculpture.

Looking at chairs which don’t have to be functional. The decoration  of the chair. It can be bought or found object. Using the chair as a framework to start with. Linking the chair conceptually as well as functionally creates some outstanding results. Encourages a conceptual approach to a functional object.

Nick

The use of photography techniques to encourage students to get off auto and layer multiple images into the single. Encourages the transpiration of time within the fixed frame of the photograph. The introduction of HDR and painting with light. Check out Nick’s website. Also, check out the Photomatix‘s website for an eduction licence for free.

Also the look at cross genre artworks like the link of still life and portraiture, landscape and portraiture, or combinations of these to break the boundaries.

Check out Pinterest and follow Lawrence McGrath.

CAS

Cross curricular links – Vik Muniz – The place can influence the artist and the materials. Manipulation of materials and the ready-made. Bricolage and materials. In the fine arts, bricolage (French for “tinkering”) is the construction or creation of a work from a diverse range of things that happen to be available, or a work created by such a process.

Helen – Elements courses 18 x 3 weeks (3 hrs per cycle)

Artistic expressing – produce a piece of work based on mapping, and about the Journey (location, routing, . The course is structured into three stages which are developmental. Can be individual or collaborative creation of materials.  Outcomes from components of maps, photographic journey’s, paper dresses, sculpture contouring, printed fabrics.

Ursala – line and colour.

Transition program from line into colour. Drawing the shadows of the form. Then working from the perspective that these shapes now have a variety of characters which could form outlines, transparent forms or overlapping qualities.

The special secret! Using a paper backing. with spray adhesive. The inkjet needs to be able to accept a patten gap as think as the fabric. The other way is to use a colour lazer print face down onto the receiving surface and highlight the area of the image to transfer with a ArtChart Blender pen followed by a clay tool to burnish the back.Myra Hendley, by Marcus Harvey

Steven – Drawing and painting

Fingerprint painting – Marcus Harvey Myra Hendley artwork out of finger prints. Using charcoal to transfer the heavy tonality of the work to the other media and to push media experimentation.

Spirit/ual art. A polystyrene ball covered in string. Moving from photographs into other forms which allow for the translation and abstraction from the original form. The encouragement to explore mediums and approaches is encouraged through this evolution.

Jon – “These are some things that worked for me!”

Using photographs of object as flash cards to begin as a starting point.

The use of a laser cutter to make stencils which can be used as a projection. Proverbs about money projected on the wall.

Another way to analyse artworks. Ask the question.

  • Real or Ideal
  • Identity and the community
  • Fate and Freewill

Get a local artist in for a workshop. This is highly valuable for their CS and also their understanding of the intentions and influences. Art projects which are built-in to the school. Repurposing something which is in their mainstream and change it culturally. The all white rickshaw. Find him on Facebook and like. 

The Last Session

Follow up questions. 

As part of the Comparative Study artists, the artwork which is produced by the student as part of this component, can the student create more work based on this artist?

Yes. So long as the first artwork is not submitted for the exhibition. Three artworks studied, from a minimum of 2 artists. Any work following this can be moved to the exhibition. The artwork is assessed in the criteria as making connection to own artwork (HL). An artwork must be selected as showing their own development and connection the study (3-5 screens). The process work can not be included in the PP. It can be seen as the artworks which are not completely resolved or essential to the exhibition yet are informed by the development.

Feedback to the examination will come after we have had the conference.

Thanks Sue for your time. Thank you also to all those who have offered and added opinions, experience and insights.

Nick

Well it has been a while since I posted a entry about PD so I thought I would get on the wagon again and despite the masses of PD I have completed in the span since my last post, this is the stuff that excites me.Image

We have started a Teacher Inquiry Group (TIG) in my department which is poking into the structures, workflow and benefits of Aurasma in the Art exhibition/general exhibition format. We have had a couple of meetings and in that time I have become increasingly excited about the outcome of this investigation. The students have come on board and we have built into the programming for the nuts ahead the requirement for students to complete a “aura” as part of the exhibition submission. They, themselves, are excited. Much of the response about the process is that it is just a glorified QR code which has the ability to read a real picture as a trigger anther than some obtuse black and white graphic which is illegible to anyone except the device you are using. 

In the context of our TIG we are building on a already excellent exhibition experience and much of the content can be or is already digitised for upload to Aurasma Studio, the desktop web based version of the app. The App is cross platform on the Apple and Android operating systems so it can easily be covering most visitors to the student exhibition. What begins to really excite me as a art and digital media teacher is the use of other peoples devices to build more into the art exhibition experience without having to have random black and white boxes slabbed all over the gallery experience. The audience just points their phone/ipad/iphone/etc at the artwork and this triggers a artist statement or a insight of some sort to the artist. I really like the fact that it could also be in another language for the multilingual amongst us. 

Here is a quick An Introduction to the Aurasma App

We hope to build many new option for the experience of the through the use of the new augmented Reality option. These include the extension of the banners to have overlays when triggers are attached to them. The invitation to act as a trigger for a slideshow and video advert for the exhibition. The perpetuation of the student works into the school magazine by inclusion of aura triggers on the pages, the potential for the student videos to be seen in the corridors by parents with their phones so we don’t have to worry about showing them on TV’s or digital tablets, etc.

Aurasma help has been really quick to respond to our questions which is really reassuring as it is pretty much new territory for us and to know they are supporting new ventures is a solace. 

In the first discussion about the interest in the AR process of the TIG we looked at the benefits of what the TIG was and what it would offer to us as a department to use it professional structure in our planning. We used the SOAR model to map out our thoughts.

SOAR

Strength

What are your greats assets? – human and physical resources.

  • Comfort with group dynamics already as we have run for a few years as a group.
  • The exhibition of content will happen anyway, but this is opportunity to use TIG time.
  • The tools are primarily visual and lend themselves to the display on information in a new way.
  • Our department has a digital strength and familiarity.
  • Many students have to documents process so they are already developing.
  • Time based formats are used on individual devices.
  • Kids are working with mobile device
  • Strong knowledge of content through a contemporary delivery model.
  • Initiative within the school as a laptop/wifi system
  • Timely for the school direction.
  • Expanding the nature of students work.

Opportunities

What can you improve? Think about innovation

  • Deliver of the exhibition experience
  • Understanding of design cycle in art
  • Opportunities that students can develop as a result of the process.
  • Student driven content development
  • Displays online content
  • Links to bigger knowledge base
  • Students have to document practice and present this as a virtual Visual Arts Process Diary (VAPD).
  • Opens up this to Elementary School (ES) students.
  • Gives students a voice about their art perhaps through video captured on their device.
  • Parents and students have mobile devices already. They can work for us.

 Aspirations

What is your preferred outcome/future? Think big picture?

  • Students develop artworks/displays which have presentation in mind that uses virtual layers.
  • Students document arts practice and present this as a virtual VAPD. Opens up this dimension to ES students.
  • We see opportunities in content deliver where we haven’t looked before through the SMAR model.
  • AIS Visual Arts are a global leader (or at minimum best practice) in innovative display and communication and community engagement of student works.
  • Research of methodology develops a first hand understanding on contemporary exhibition models.
  • Department practice influences school approach to display and student lead conferences
  • Student devices are used much better in developing visually stimulating present of their work

Results

How will we know it when we see it? Think measurable results?

  • Comfort with engagement in the new display systems so Teaching Assistants (TA’s) and students know how to use it and make informed choices about most appropriate location for resources.
  • Student’s engagement with process and devices and content is authentic and knowledge becomes a vehicle for devices.
  • AR models become common practice in the school and wider community
  • Aurasma channel is populated with student content
  • SMAR Model is familiar to staff and higher end choices are made naturally.
  • Reframes where Art sits in the curriculum and the importance and opportunity it provides for value adding.

What we discovered through this was a bit of big sky thinking was needed as we where going somewhere we haven’t been so could imagine the best possible situation.

Ideas and applications

  • Invitations have an embedded video attached to the logo or act as a link to phot gallery online after showing a video.
  • Books and in the school magazine have videos still active for video content.
  • Video component of the Secondary exhibition is actually driven by still frames.
  • Artworks can have slide shows embedded if you want to see more work from this student.
  • Second level applications after the single tap of the Aura. – Google Doc’s links after a demo.
  • Art banners in the school can have larger images attached.
  • Student videos in the corridor after exhibition by including a still frame trigger.
  • Artist choice award through Google forms or Survey Monkey on second click applications.
  • Extension dimension of virtual images into 2-d artwork. Aspect of the work can venture, grow, and extend outside of the frame.
  • Artist statements of their work when a mobile device is pointed at their name tag or the 

 Here are some more resources we found quickly on the subject mater which we will use with the students to inspire, educate and lead the process.

http://www.youtube.com/watch?v=uHIxYpBW7sc

Great resources

http://thrasymakos.wordpress.com/?s=aurasma

 Well, I might leave it at that. Plenty more to do.