1. WATCH THE ART ASSIGNMENT OF YOUR CLASSMATES AND OFFER WRITTEN FEEDBACK.Hi Kim, SO SO SO SO wonderful you art assignment sharing such fantastic artists. it is great to combine some art histories. I LOVE the painting film - Loving Vincent, I just bought the DVD, but haven't got a chance to watch it. It seems like this is a unit art assignment. I made this kind of art assignment last week, while it seems like art assignment should be a small piece of unit curriculum. I think Amy's suggestions are useful and practical. What i can suggest you here would be using this art assignment as a intro when you are going to talk about the final project. This is very awesome example to share with students. Hi Patricia, I love children's book as the introduction. It is totally different from mine. I thought it always starts with a artist - introduction to how this artist play with the big idea. I will save your video as a note so it would remind me of thinking art assignment in different way. Another artist you mentioned in this video, I love the way she plays with symbols. Last Tuesday, my co-teacher, (a kindergarten teacher at Montessouri Children's House) assigned kids to pick different leaves and combined them in a different way. Some students used leaves to make a fox, some of them made a snake. It is interesting to see what kids' perception towards nature, tree, leaves. You mentioned you had problem with the sound, the first way i would suggest, if you can see the little circle in the sound timeline, it can help you fade in and fade out. The light white line is to turn up/down the sound, so you can change the volume of sound. The attached is the picture of how I did in the sound timeline. Hopefully, it could help you. If not, please let me know, we can get together to figure it out. :) 1.2 cHOOSE ONE OF THE TWO PEER ART ASSIGNMENTS TO TRY OUT AND COMPLETE; rEFLECTION ON YOUR EXPERIENCES AS A STUDENT.![]() This is a storyboard I created via iMovie. To be honest, I was nervous in the beginning, because I wasn't sure which apps I should use, and whether I should create a completed painted video. As I commented on Kim's website, her art assignment looks like an intro to the unit/final project. The concept and idea are told clearly, while it haven't talked about what kind of application we are going to use for this art assignment (later, I read her unit plan draft and figured out she is going to teach Animation Desk). I love some artists she mentioned who address the idea of relationship, and I also looked for other artists who address the relationship (left picture is one of the examples, and the rest of them can be seen in the below). According to Amy's suggestion, I photographed some pictures and filmed some footage related to this idea of relationship. As a student, I do not have to grasp any app currently to finish this art assignment, only I need to do is to take pictures and videos by using iPad. At this point, I was much comfortable to finish the assignment. Additionally, I just found out an application named Artomation. Any photos and videos can be transferred to be drawing/painting video. It seems like I break the "policy", because Kimberly does not ask students to use this app. (SORRY!!) Furthermore, I remember that Amy has mentioned we could create a dynamic storyboard through iMovie, so I've tried it out. iMovie storyboard is really convenient. 2. pLAY AND INVESTIGATE APPS AND WEBSITES, WHICH EMPLOY TECHNOLOGY AS ASSESSMENT.i WAS PLAYING SEVERAL OF APPS THAT CAN BE USED WITHIN THE CONTEXT OF MY UNIT PLAN![]() Personally, Educreations fits well with my need for assigning students photograph people/place and write some sentences, meanwhile, users can film the screen with their voice. That is what multimodal thinking requires. I'd love to add this app in my unit plan as a digital assessment tool, while Amy has mentioned that "art assessments provide initial prompt for some thinking", but do not make students overwhelmed. Additionally, it should not require students to grasp new skills to complete the art assignments. Therefore, I would not consider this app as a potential digital assessment tool within the context of my unit plan. But this app is super user-frendly, and definitely I will use it in the future classroom. In addition, this app is quite fitful with SAMR (Substitution, Augmentation, Modification, Redefinition), this app basically allows students to draw on the screen, which is the replacement of paper. ![]() Lindsay has mentioned that she is currently using Google Classroom as a tool in her classroom. Actually, I had not known the app until she mentioned it, but I did not have a chance push me to explore it (initially, I thought this app should be difficult to learn, meanwhile, I do not have a regular classroom yet, so I do not have a reason to explore it. SILLY NAIVE girl.). However, I've got this opportunity since we were going to explore digital assessment tools this week. First, The function of Google Classroom is similar to Notebowl, Canvas, Blackboard, etc,.If you are familiar with each of them, you may quickly know how to use Google Classroom. Second, it is very user-friendly, because it can be connected to Google Drive, Google doc, and some other Google service. Third, students can communicate with each other, including teachers. Fourth, teachers can grade their assignments online. Personally, I really like this app, and I created a class named Exploring Identity based on my design unit plan, and had one of my friends enroll in this class. Absolutely, this app will be used in my unit plan. In addition, this app is also related to what we talked before - SAMR. Google Classroom is the replacement of traditional grading system, however, it makes grading more easier and clearer. ![]() I've been using Dropbox for over FOUR years, and this app is really useful. It is similar to Google Drive, Box, One Drive, etc, while it allows users to leave comment and feedback on each document, including photo, video, and so on. Certainly, everything in the folder can be private. Feedback and comment only can be seen by users who have access to it. I am going to use this app as a assessment tool when I assess students' collaboration and communication with Chinese students. 3. develop your digital presentation of the outline of your curriculumI used Powtoon to create my unit presentation, which can be seen in the below. 1. Read & Respond (In your response, speak to something from each lens (Artist/Researcher/Teacher).As an Artist As a photographer and filmmaker, my horizon is sometimes limited. Poul describe some digital artworks that are on the basic of game and art. This kind of artwork is really appealing, while I haven’t thought about creating artworks with photography, videography and game. It is really challenging, isn’t it? As an Researcher This research reminds me of some researchers who are working on the topics of “Art Cure” and “Art Risk Students”. I think Clubhouse, to some degree, is a community-based after school art program. I think this researcher has exceptional insight, because he has shed light on media art and how it can be encouraged to learn through making. I’ve read some articles about “art risk students”, and I was wondering whether it could be potential to study, for example, art risk students and media art? I’ve been to some after school program in Columbia, for example, OurArt Studio provides some free art events for kids who are 5-15 years old. Most of events focus on traditional art forms, such as drawing, painting, etc. Therefore, I am interested to know some results if media arts are applied in some after school art program. In addition, the researcher uses some qualitative research methodology, such as interview, video footages. My research proposal will apply these methods as well. As an Teacher “The activity of art making is important, because it engages youth in the process of building, creating, and constructing artifacts – whether digital or physical.” (Peppler, P2123) Boom! When I was designing my unit plan, I had not thought about adding some activities of art making in the first 3 lessons. Thanks for Beth’s suggestions, I finally add some activities. Peppler claims that art making activity is vital in the learning process, as a result, it would engage students deeply in the content and they are motivated as well. Second, as a pre-service teacher, it is important to have this idea on mind, media art and traditional art can be situated in the art classroom. Additionally, Traditional art and media art cannot be separated, in fact, media arts and its techniques, skills, and concepts are sometimes on the basic of traditional arts. Third, as a pre-service teacher, I’d better to consider what youth culture is and how we can motivate them, basically, how we get to know them. Reference: Peppler, K. (2010). Media arts: Arts education for a digital age. Teachers College Record, 112(8), 2118-2153. 2. As you locate additional resources you will use for both your curriculum AND your research/grant project. List citations (APA) of articles/resources on your blogThanks for Amy and peers’ help, I add a sub-question for the research proposal, which is related to our current course - “How does documentary filmmaking empower the international student voice and sense of place within the MU community?”. To be honest, this is question is so fascinating to me, because I am intrigued to know whether technology/documentary help people or not? We’ve been exploring so many articles talking about digital art and digital literacy. Some says digital era is the best time, while someone refuges this idea. Certainly, it depends on different context and situation. As I read the article titled Media arts: Arts education for a digital age, I was wondering that if the participants of this study were adults? Or college students? Therefore, I searched for some researches talking about the technology (documentary filmmaking) and personal/community voice, additionally, some researchers point out that documentary filmmaking plays a significant role in addressing social and political issues. I believe that these articles (which is highlighted with bold black in the below) will fresh my mind and give me more ideas about the research proposal, especially, the methods for data collection. I plan to read them during Thanksgiving holiday, while my goal is to finish the readings prior to Thanksgiving. Resources:
3. Work on your art assignment video, post to YouTube. These art assignments are a part of the units you are designing, so create them with your audience in mind. When you post your art assignment, please state the age group of your intended student population. Share where in the unit you will use this. Will you use it at the beginning as an introduction to the big idea? A specific task to accomplish in the middle of the unit? * At the end as a sort of assessment strategy? This could change, but for now, be envisioning.This art assignment is for high school students from 9th grade to 12th grade, and it is a prompt for students who haven’t known about storyboard in detail. Therefore, this art assignment would take place on Day 4 after we brainstormed and made a mind map about identity. 4. Start developing a basic digital outlineFor unit presentation, I am going to use Powtoon and Premiere to create a video (less than 15 mins) to introduce the whole unit in detail. I may use some footages from the unit art assignment I’ve made last week. The outline is in the below. Thanks for Amy and peer's suggestions, I've revised my unit plan a little bit. Please see the below. 5. Peer response for this week: Please just respond to the R & R, you will be responding to art assignments as part of next week’s assignment. To Patricia: I noticed that.. even though we were looking at the same article, we usually come up different thoughts. sometimes, I do not notice the point, while my peers notice that. Like you mentioned the copyright date of the source. To be honest, I usually skip the part of reference, expect for I am going to use the citation. From your perspective towards teacher's lens, to some degree, kids are more proficient in using technology than teachers, it is true. I remember that one of my tutoring students taught me how to use some latest version of photo edit apps. Young students are talented to new thing. I've been heard that technology is not applied in the school in rural area, so how does teacher teach something related to technology. This thought just pop up when I was typing. In the lens of artist, i am interested to know which artists collaborate with their guests to complete an art project? I am going to comment on your art assignment video on Notebowl.
To Kim: Hi Kim, you mentioned "emulation" which I am currious, I see every artist starts art making with emulation. It is interesting, we always get inspried from some artists and based on their works, we could make something different, or make progress. I see creativity comes from emulation as well. Additionally, The Computer Clubhouse is a great place for helping students who haven't gotten chances to exlore digital arts. What I am interested is, currently, in some after-school program in which focus on art does not provide digital art exploration. Well, it is interesting to know whether this is related to economics of the city? I think it is interesting to research how after-school program enhance students self-identity, and how they make difference. In China, after-school programs are held by some private companies, in which provide main subject tutoring, including Math, English, and Chinese language art. Digital art is not included currently..Chinese peope view art is, to some degree, different from American people. My experiece - when I was high school students, some of my classlates who were learning Fine art did not have good scores with main subject. The reason why they were learning Fine Art was to get entrance to college. As you may know, it is very diffucult to go to college in China because of big population. So, fine art hasnt been seeing as a valuable subject in current China. All afterschool programs about fine art are money-driven. 1. On your blog, reflect on how the ideas in the reading might apply to the thinking you will be using in the development of your unit (which employs your expert app) and research/grant proposal.
2. Storyboard outlining your art assignment idea, which is a part of your unit.2.1 Art assignment3. Rough outline on the blog following the format of the unit designDigital Integrated Unit Design Title of Unit: Exploring Identity Grade Level: High School Accomplished Time Frame: 3 Weeks National Visual Arts Standards: Creating (Anchor Standard 1, 2 and 3) Presenting (Anchor Standard 5) Responding (Anchor Standard 7) Connecting (Standard 11) ISTE Standards: Standard 1: Empowered Learner (a, b, and c) Standard 2: Digital Citizen (a, b) Standard 3: Knowledge Constructor (a, d) Standard 6: Creative Communication (a, d) Standard 7: Global Collaborator (a, b, c and d) Rationale and Goal for this Unit: “Living in a world where everybody wears masks due to lack of self-identity, a brave girl encounters the truth that sets her free”. I was impressed by a filmmaker named Kalhil KJ Adames how he employs strong visuals to convey his message clearly. High school is the most important time for students to construct their identity, to be aware of themselves in different lenses. Identities are swapped, sculpted, swept aside and adopted, while art making can be a wonderful opportunity for young students to explore themselves while developing a feel and appreciation for the art world. Additionally, high school students should be aware of how digital technology influence on humans’ life, even affecting their own identity. Moreover, students should notice the physical trauma that “amplifies the psychological shock generated by ever-faster cycles of technological invention, development, and obsolescence (Paul, p. 170)”. This unit is designed to introduce the world of identity and the world of art (traditional and digital forms) as one, and it opens with a unit exploring personal identity hand in hand with storyboard and animation (drawing as well). With the advent of globalization and multiculturalism, many countries and regions focus attention on multicultural and intercultural education in order to address students’ cultural differences and promote their cultural and global awareness. (Larkou, 2014). Moreover, students can get benefit from the knowledge, perspectives and frames of reference by studying and experiencing other cultures and groups. (Manifold, M. C., Willis, S. and Zimmerman, E. 2014). Therefore, this course finishes with the collaboration and communication with Chinese students in many ways. For instance, American students and Chinese students will make animation about their identities, and they will comment on each other’s work and share their thoughts, suggestions and opinion via internet. Hopefully, students could promote self-awareness and cultural, global awareness through this unit. Certainly, the goal is to present opportunities for positive social and individual growth, meanwhile, to nurture artistic growth and exploration. Finally, it is to encourage the development of a personal voice. Enduring Big Idea: Identity The communication Theory of Identity identifies four aspects of identity: personal, relational, enacted, and communal layers. The personal layer of identity is an individual’s self-concepts, which reflects the traditional conceptualization of identity. (Hecht, 1993) Self-concept is “a collection of beliefs about oneself that includes elements such as academic performance gender identity, sexual identity, and racial identity. Generally, self-concept embodies the answer to ‘Who am I?’” Essential Questions:
Knowledge Base and Key Concepts:
Objectives: Students will:
Prior Knowledge: For this unit, it is important for students to know how to use a desktop or iPad prior to take this course. It is better that they have experienced social medias and some technology. In this unit, we are going to explore identity, so basically, students are better to be aware of themselves in different scopes, including in class, school, home, community, city, and even bigger. Lesson Vignettes: Lesson 1: Introduction to identity Day 1:
Day 3: Artists explore identity with digital forms
Lesson 4: Collaboration with Chinese Students in China Day 10: Dropbox and Feedback
Day 11: Feedback Have students watch every student’s animation and leave their feedback on Dropbox; Day 12: Collaboration and Communication with Chinese students in China
Day 13: Summative reflection
Assessment Strategies: Formative:
Summative: Animation Video Writing Reflection Resources: Hecht, M. L. (1993). 2002—a research odyssey: Toward the development of a communication theory of identity. Communications Monographs, 60(1), 76-82. Larkou, F. (2014). Using Artifacts to Promote Cultural Awareness in Cyprus Primary Schools. In Manifold, M. C., Willis, S. and Zimmerman, E. (2014). Culturally Sensitive Art Education in a Global World (pp. 23-39). Alexandria, VA: National Art Education Association. Manifold, M. C., Willis, S. and Zimmerman, E. (2014). Culturally Sensitive Art Education in a Global World. Alexandria, VA: National Art Education Association. Paul, C. (2015). Digital Art (world of art) Third edition. Digital Tools: http://www.dropbox.com http://www.popplet.com http://www.youtube.com ![]()
4. A tutorial on some aspect of using your app/software, which is a part of your unit Reflect on the process of creating the tutorial. How have the readings to date informed choices you made when creating your digital tutorial? What went well? Where did you run into problems and how did you solve them? What feelings arose when you encountered a problem and how did you problem solve? How does this inform HOW you teach digital media unit?
Key technology term that teachers and students should know: Creativity: the act of producing new ideas, approaches, or actions (Tillander, 2011, p.40). Innovation: the process of both generating and applying creative ideas in a specific context (Tillander, 2011, p.40) Peer production: An economic model for collaborative information production, in which massive numbers of volunteers loosely connected by a network together to promote projects that they are interested in (Jones & Hafner, 2012, p.158). Visual distance: A loss of intimacy and trust as a result of mediation (Jones & Hafner, 2012, p.160). Reference: Jones, R. H., & Hafner, C. A. (2012). Understanding digital literacies: A Practical Introduction. Tillander, M. (2011). Creativity, technology, art, and pedagogical practices. Art Education, 64(1), 40-46. cREATE A SHORT ANIMATION, WHICH DEALS WITH THE BIG IDEA OF jOURNEYCreate a simple initial story boardWhile you work, document and share on your blog the following:
Photos/screenshots of your process with accompanying notes of what worked, where you got stuck, how you solved problems.
How these skills relate to, build on what we are learning
How you might use this in your classroom either as a supplement to your expert app OR as something separate.
research promptsWhat is your research idea? Inquiry into International Student Identity through A/r/tography Introduction:
Globalization has had an impact on universities, discipline content, and the teaching and learning process (Jonrd, 2010). This globalized environment impacts many schools, including K-20 education, which attract huge international students studying in the U.S. United States is one of the most popular destinations for international students every year (Zong, J. & Batalove, J. 2016). In fact, international students in the U.S. are a minority on college campuses. According to the Open Doors: MIZZOU fast facts 2016 which is a report from the International Center, 2,990 students from 110 countries attended the University of Missouri in the academic year of 2015 -2016. The comparison between 2015/2016 and 2016/2017 is remarkable, the number of international students at Mizzou has declined considerably. The decline is 198 less (international students) compared to the academic year of 2015/2016, with Chinese students making up the majority of this number. It is important for the University of Missouri System to determine the cause of this decrease and how to recruit and to find a way to improve its reputation among foreign countries. In my opinion, in seeking the answers, it would be worthy to consider the environment, the campus itself, and the society of Columbia. Certainly, the big step which I think is the most important part is to establish a better relationship with international students, and to understand how they identity themselves, how they feel towards life here, and what they value most about their place in Columbia culture. In addition, study how they integrate across cultural boundaries. It is vital to give them opportunities for introspection, to explore themselves, and to voice and defend their personal identities and value systems. Research question: The central research question is: How do Mizzou international students self-identify themselves in terms of nationality, culture, ethnicity and career in Columbia, Missouri? The following sub questions will further direct and guide the study: 1. How do international students’ perceptions transform from the beginning enrolling school to now? 2. How do they cross the cultural boundaries and ethnic borders? 3. What do they value most about their place in Columbia culture? 4. How are they embraced and loved in the place of Columbia, Missouri? Purpose: This project is to explore MU international student’s identity through a/r/tography, a methodology which does not create the invention while it does help people gain new understanding based on existing knowledge (Irwin, 2013). In terms of this methodology, the purpose of this project is to provide a safe space for MU international students to explore their own identities by creating videos (documentary) with their stories, and to gain a new understanding towards themselves during the process of exploration. In fact, the process of making video is paralleled with the reality that they’ve encountered. Their stories that they have created are not just a means of expressing themselves, but also a way of recognizing and thinking about the real world. As Aufderheide states, “A documentary film tells a story about real life, with claims to truthfulness.” This second purpose of this project is to manifest MU international students’ emotion, attitude, and value in a dynamic way. Participants (MU international students) “bring their unschooled and often unsanctioned literacy practices into academic settings creates a culture in which unseen and unheard stories can be told (Jocius 2016).” Finally, their voices would be heard by MU students, faculty, staff, even Columbia residents. Hopefully, this project would become a bridge across among different cultures. We embrace diversity and diversity makes our culture prosperous. Review: Fail, Thompson, and Walker (2004) collaboratively use the data from eleven former international school students. This study explores these former international students’ thoughts and feelings, covering emotional and relational issues such as sense of belonging, identity and the nature of relationships formed. The authors claim that these students are positive and enthusiastic about the advantages of their background and the ability it has given them to feel at home in different places and also to relate to other people like themselves. Moreover, they are no longer in a process of setting up a sense of identity or belonging but are reflecting on something that has been established during the course of their lives. Michael Haugh (2008) claims that a number of recent studies investigating the construction of international student identities have supposedly adhered to postmodernist-inspired notion of identity. Therefore, these studies appear to be premised on the assumption that what international students say can be equated with their identities, without critical attention being paid to the way in which identities emerge as a conjoint construct through interaction. He believes that identities are invariably jointly constructed by participants through discourse, even in interviews and focus groups where the researcher is ostensibly taking a neutral stance. Rita Irwin (2004) demonstrates a/r/tography as a metaphor for informing artist-researcher-teacher identity, including self-realization, self-development and the relationship between self and the outside world, and extends to the reflection on education and teaching as well as personal life through artistic and aesthetic approaches to self-consciousness in education and social phenomena. A/r/tography is a form of “living inquiry”. Art is not just a means of expressing itself, it is also a way of recognizing and thinking about the real world. Additionally, as a/r/tographers, they occupy “in-between” space. “Those living in the borderlands of a/r/t recognize the vitality of living in an in-between space.” Irwin, Bickel, Triggs, Springgay, and some researchers (2009), use data from eight intergenerational immigrant families in The City of Richmond, British Columbia, Canada to examine their experiences and narratives through a community-engaged process that employed a/r/tography as a methodology. The study shows that culture and memory can be transformed and maintained. Site, home and location can be more than one place, and more likely somewhere in between. This research is precursive and unprecedented which supports my research topic – International Student Identity. It helps me understand a/r/tography and the practicalities of how to conduct a/r/tographical research. Räsänen (2012) has shed some light on the factors affecting cultural identity, as well as multicultural identity. She believes that cultural identity is based on verbal, artistic, and other stories created in a certain time and place. Rituals, clothing, and images mediate traditions that connect an individual to a group. Additionally, she asserts that representation is a useful concept for understanding the relationship between the individual and culture. Representation refers to all verbal and spoken language, visual presentations, and combinations of words and images, which means something that represents a thing, a person, an object, or a phenomenon. According to MU Campus Climate Research Study in September 2017, 73% of Undergraduate, Graduate, and Professional Student/Post-Doctoral Scholar respondents felt valued by University of Missouri-Columbia faculty while 71% felt valued by campus staff. 77% of Undergraduate, Graduate, and Professional Student/Post-Doctoral Scholar respondents felt valued by faculty in the classroom. 70% of Undergraduate, Graduate, and Professional Student/Post-Doctoral Scholar respondents had faculty whom they perceived as role models. 19% of respondents indicated that they personally had experience exclusionary intimidating, offensive, and/or hostile conduct. 26% noticed that the conduct was based on their gender/gender identity, 23% felt that it was based on their ethnicity, 21% felt that it was based on their position status, and 20% felt that it was based on their racial identity. By ethnicity, significant differences were noted in the percentages of Afficant/Black/African American (39%), Asian/Asian American (21%), Hispanic/Latin/Chican (25%), Multiracial Respondents (27%), Other Respondents of Color (24%) and White respondents (16%) who believed that they had experienced this conduct. According to the Open Doors: MIZZOU fast facts 2016 which is a report from the International Center at University of Missouri - Columbia, 1800 international students attended at the University of Missouri – Columbia in the academic year of 2008/2009, 1831 international students in 2009/2010, 1948 in 2010/2011, 2198 in 2011/2012, 2490 in 2012/2013, 2576 in 2013/2014, 2879 in 2014/2015, 2990 in 2015/2016. In the academic year of 2016/2017, there were 2792 international students from 110 foreign countries attending at MU. From this statistical data, we can see that the amount of international students was increasing during 2008 – 2015, while in 2016, the amount decreased a little bit. Investigative Techniques: I am going to teach all participants how to make a documentary, and to film all the process of making videos. Meanwhile, participants would be interviewed by me before or after regular meeting. Certainly, I would follow some participants who have special stories a couple of months. Finally, audience would see participants’ documentaries in their own perspectives, and my documentary in my perspective. Bias: Actually, I am biased towards research questions, due to some reasons in the below. First, my close friend who is international student as well was discriminated by her professor. It was really frustrating. However, I am loved and embraced by art education graduate program. The comparison between her and me is a gap. Actually, I feel grateful towards MIZZOU, at least, I’ve got a lot support from some leaders and of course my advisor and professors. Therefore, I am inclined to agree with some positive attitude towards MIZZOU. Timeline:
References: Irwin, R. L. (2004). A/r/tography: A Metonymic Metissage. In R. L. Irwin & A. de Cosson (Eds.), A/r/tography: Rendering self through arts-based living inquiry (pp. 27-38). Vancouver, BC: Pacific Educational Press. Irwin, R. L., Beer, R., Springgay, S., Grauer, K., Xiong, G., & Bickel, B. (2006). The Rhizomatic Relations of A/r/tography. Studies in Art Education, (1). 70. Karen R. Humes; Nicholas A. Jones; Roberto R. Ramirez (March 2011). Irwin, R. L., Bickel, B., Triggs, V., Springgay, S., Beer, R., Grauer, K., & ... Sameshima, P. (2009). The City of Richgate: A/r/tographic Cartography as Public Pedagogy. International Journal Of Art & Design Education, 28(1), 61-70. doi:10.1111/j.1476-8070.2009.01593.x Jonrd, E. (2010) Internationalisation and the student voice: higher education perspectives. New York: Routledge Räsänen, M. (2012). Cultural identity and visual multiliteracy. Visual culture: Readings. Evora: Research Centre of the University of Evora (CIEP) and Fundaēćo Eugénio de Almeida (FEA).(In print.). Irwin, R. L. (2013). Becoming A/r/tography. Studies In Art Education, 54(3), 198-215. Zong, J. & Batalova, J. May 12, 2016. International Students in the United States. Retrieved at http://www.migrationpolicy.org/article/international-students-united-states. University of Missouri – Columbia Campus Climate Research Study 2017, retrieved at https://diversity.missouri.edu/climate/2016/2016-MU-CCS-Full.pdf Open Doors: MIZZOU Fast Facts 2016, retrieved at https://international.missouri.edu/documents/open-doors-mizzou-fast-facts.pdf Peer Response: To Lindsay: OH MY GOSH!!!LINZ!!! I really LOVE your stop motion video and your sound effect. You definitely spent much time in it. It is a good idea transferring the stop motion video to iMovie so that we can add the sound. Actually, I purchased stop motion studio pro one, and i never use the sound effect, i just want to get the high quality of video. So, basically, i use Adobe Promiere to add the background music. Initially, I wanted to make drawing looks like real animation, and I found that I did not how to draw figure in motion. For your research idea, it is really important to me as well. Actually i haven taught Art in real classroom setting, so I am interested in seeing how google forms/docs/photos/classroom impact your teaching life. For your date collection, what if you conduct this research for fresh students in your grade? In other words, what if the participants never use/experience google forms yet? and you collect data by using pre- and post- questionare? The questions, i do love the one "what supports can be given to a new educator so that she can learn the new programs and technology that will make her teaching life manageable and more effective?" YES, I WANT TO KNOW THIS. I might graduate this coming May, and actually, i always wonder how schools support me when i am a new educator? how I could teach effectively with technology? How my students develop their thinking through using technology? To Beth: Hi Beth, Love your stop motion video!! I use the same app as yours. Stop Motion Studio is user-friendly app. if you purchase pro one, you could export video with 4k and high quality video. Love your idea addressing VTS with digital media as well. I haven't taken VTS though, I'd say VTS has many many potentials!!! and I am biased as well because I believe VTS could develop students' digital literacy skills. For collecting data, case study is better to conduct, and meanwhile film the process of your VTS session. Additionally, what if you add pre- and post- questionare for students? to examine how they already knew about digital literacy, and how they know about it after VTS session? RE Step one: Deconstruct Michael Highland’s video from the perspectives of the reading. In what ways does the video embody the concepts across the reading? (In watching this, we are stratifying thinking about gaming, digital media, multimodal thinking, teaching, reality, studio thinking, visual literacy, digital storytelling, and MORE!)
Step two: Consider these ideas from an artist perspective. How could he do that? Why would it be as powerful if we only read it? Did you find yourself noticing what was happening digitally, or did the combination of the multimodal inter-textuality surround you to enrich your viewing experience?
Imagine you were going to create a video (which you are FYI, so this is the envisioning stage), which introduces you as an artist. (Or some other important aspect of your identity) What do you need to know in order to pull off a successful multimodal digital story that shares your thinking and frames some part of your identity?
Predict: Create an outline of steps (in what ever form you feel works) you think you would need to take to create such a thing BEFORE you begin playing with the software and creating your digital story. Outline of steps:
Step three: Keep notes about what worked, what didn’t. Develop a 2-4-minute video, which you can share via Notebowl. AS you play and explore editing, remixing, re-sequence, altering sound, voice-overs etc. Step four: Revisit your initial outline/prediction. How accurate were you in your prediction of steps? How did it change? Fill in the blanks, add, change etc., and reflect on what you discovered. What were some key discoveries in thinking and HOW does that inform how you will teach? Describe your thinking, wondering, playful process. How can you integrate video into your classroom as a teaching and learning tool? How might it interweave with your expert app? (it might not, so don’t force it)
Key technology term that teachers and students should know:
Close reading: a critical practice by which small details of a work are revealed to embody something of the text’s larger whole (Jocius, R. (2016). Telling unexpected stories: Students as multimodal artists. English Journal, 105(5), 16.) Mise-en-scène: is an expression used to describe the design aspects of a theatre or film production, which essentially means "visual theme" or "telling a story"—both in visually artful ways through storyboarding, cinematography and stage design, and in poetically artful ways through direction. It is also commonly used to refer to multiple single scenes within the film to represent the film. Multimodality: the use of multiple semiotic modes, such as visual, aural, spoken and written modes, in a text. (Jones & Hafner, 2012, p.50). Semiotic mode: a meaning-making system such as speech, writing, gesture, image or moving image (Jones & Hafner, 2012, p.50). Digital storytelling: the practice of creating a digital story (Jones & Hafner, 2012, p.58). Digital story: a short film which combines digital images, video and audio in order to create a personally meaningful narrative (Jones & Hafner, 2012, p.58). Video blog: a website, similar to a blog, with regular posts that users can comment on, but posts take the form of video clips which are also uploaded to video sharing sites like Youtube (Jones & Hafner, 2012, p.58). Storyboard: a visual script for a film which consists of a series of images that depict visual shots accompanied by scripted text and notes about soundtrack (Jones & Hafner, 2012, p.58). Reference: Jones, R. H., & Hafner, C. A. (2012). Understanding digital literacies: A Practical Introduction. Schmertz, J. (2016). Textual Intervention and Film Literacy. English Journal, 105(5), 48. Jocius, R. (2016). Telling unexpected stories: Students as multimodal artists. English Journal, 105(5), 16.
Pick a second from the Teacher lens: Of these themes, critically looking at the thinking behind it, which one do you feel would conceptually benefit your students (obviously those of you with youngers would need to make concepts more accessible) Explain.
The third is the Researcher Lens: As we continue to move into an unknown future, what theme raised questions worthy of more attention and deeper questioning? Several chapters raise ethical concerns, others look to augmented realities and their potentials for the future… as an artist/researcher, what theme do you have to more questions about?
How does new media blur the boundaries of silo disciplinary learning? (How does it make everything intersect and connect?)
Thinking connected to your app: In what ways do the themes or conceptual thinking powering these themes, link to the thinking your app requires to fully explore it? (In other words, the app is a tool but the ripple goes beyond that in terms of literacy, internet/web issues presentation etc. These ideas would need to be addressed in a unit or curriculum) Brainstorm interdisciplinary possibilities/connections which might be integrated with your chosen app.
Reference:
Paul, C. (2015). Digital Art (world of art) Third edition. Jones, R. H., & Hafner, C. A. (2012). Understanding digital literacies: A Practical Introduction. Peer Response: Hello Kim, I am also interested in the topic of "Technology of the future", and I was wondering whether artists would become technicians? I love you questioning about moral dilemma. "What are we to do then, when we are faced with a moral dilemma based on discoveries in technology and how to use it? " Artist could be the one who gets the voice in the public, while I do not know what's going on next in the context of moral/ethical dilemma. Additionally, your mentioned "artificial intelligence" is inspiring. What if this lesson can connect to your unit plan? since your example "A-Volve" is so wonderful and magical. Hi Patricia Web2.0 does change our lives tremendously. I agree that you said, "there is a responsibility on the part of teachers to educate students on how to bridge the gap between traditional learning and 21st century communications." Personally, I do value students' critical thinking, and this should be an important part in the curriculum. Additionally, you've mentioned the online community, I found that adolescent students are more able to control or to avoid dangerous online, as long as they've been taught in the classroom. Web2.0 usage in the classroom is like double-edged sward, and it depends on how teachers guide students use it. In addition, you said, "I do not think creativity is a skill that can be taught but instead, encouraged. Perhaps in terms of the artist/art teacher, the goal should be to nurture a student's confidence in their ability to be creative by teaching thinking skills. " I completely agree. Teaching thinking skills could a long way to go and to achieve, while teachers' goal is always to nurture students' confidence, to improve, to encourage them. You response wave all of the reading and thinking together. It is worthy of reading your article. 1. Read and Reflect What ideas from the reading and the website can you connect to how you imagine using you expert app in your classroom (current or future).
2. Play and Document: TRANSFORMATION Play with imagery, which explores the big idea of transformation using a photo-editing app of your choice and a gif maker. (Separately first, but then feel free to experiment with combining them) Select one photo editing software that you are NOT familiar with, and one gif maker to explore and play with. (free/open source or inexpensive depending on your interest and budget) document your progress visually and post all images and thinking to your blog with your mind map. CHOSEN APPS WORKS PROCESS GIF WORK GIF PROCESS
3. Brainstorm other possible uses for these apps How might the thinking you mapped apply to your thinking and working with your expert app?
How (if at all) could both apps be used in tandem?
Finally, I realized that transformation happens in human’s mind as well. HAHA 1. Read and Reflect: Reading as an artist, what conceptual ideas inspired YOU, explain how you might apply this thinking to your own work. Share your overall ah ha’s, or HUH? or I never thought of that as you read.
Reading as a researcher, highlight key conceptual ideas in the reading that will impact how you teach digital thinking/creating. What key concepts from the reading can you tie to your selected app or software?
2. SAMR WHAT makes something an R? Put your chosen app/software through the SAMR assessment.
Rigorously consider each level of SAMR and imagine how your app could be applied at each level of the scale. Comment on each level by creating a chart, or something that shows the progressive thinking and application of your software for each section of SAMR. 3. Explore NETS standards and profile: Compare and contrast the standards - Comment on how you believe these standards promote (or not) conceptual thinking.
Which standards might fit well with your own teaching and your expert app? List a few and explain why/how. *again, laying groundwork for unit design.
How is thinking about digital creating and learning different from traditional media?
![]() 4. Start contemplating interdisciplinary connections you might make with the use of your APP/Software.
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References
Paul, C. (2015). Digital art (world of art). Third edition. Gooch, K., & Saine, P. (2011). Integration of the visual arts and Web 2.0 technologies in the classroom. New England Reading Association Journal, 47(1), 92. Summary Paul, C. (2015). Digital art Chapter 1: Digital Technologies as a Tool This chapter demonstrates how digital art works well with printmaking, painting and sculpture. These “hybrid” artworks are really amazing and even now are “fashionable” I think. It seems like collage was the main type of art that artists explored many years ago when making digitalized prints. In addition, surrealism is applied to digital art as well. I’ve realized that most of the traditional ways of creating artwork contributed to the making of digital art, and definitely they make digital art more powerful and compelling. Duncum, P. (2015). Digital Networking as a Creative Resource and Platform. The paper sheds light on digital networking for art educators and students. He claims that youths are not just consuming and sharing imagery in web 2.0, but they are producing their own. He suggests art educators learn from students, because he believes that creativity sometimes comes from the network when students are sharing and texting using technology. What he is concerned with is students’ privacy and using youths as unpaid labor for commercial purposes and surveillance. The author provides an example of how YouTube.com collects users’ viewing habits, and it seems like our students are possibly being used as unpaid labor for business. This idea is not just coming out recently. In 1977, Dallas W. Smythe proposed an idea – Audience Commodity – which can be seen from his paper titled Communications: Blindspot of Western Marxism. It’s common sense that advertisement is the uppermost source of gaining profit for the mass media. However, Smythe argues that the advertising revenue as the main source of the media produced by the mass media is not radio and television programs, but the audience as the special commodity. The mass media produces news, ideas, images, entertainment, speech and information, but they are not its most important product, they are just 'free lunch', whose purpose is to lure the audience to watch TV. Based on the size of the audience and the quality, the mass media charges advertisers accordingly, so the main function of the media is the audience collection, and then audiences are packaged to sell to advertisers by the media. Actually, the audience is not aware of that situation, as well as our students. Obviously, our students are potentially used as unpaid labor, so how can we avoid this situation as well as protect their privacy? I think Seesaw app could be the best choice. It is a user-friendly app that students could use to share their artworks online, which can be seen by parents, teachers, and students only. Response: 1. What ideas, values and experiences in your own educational and artistic life influence HOW you explore technology and how might they be the same and/or different than how today’s youth explore technology? As I mentioned in my previous post, I did not explore many technologies until I was a college student. It is apparent to me that I was forced to learn technology without any values attached to doing so. Just do it unless you do not want to have good grade. I think today’s youth are able to explore technology by themselves, and they are self-taught technology explorers and they are far beyond my ability, and furthermore even know more applications than me. For instance, I remember that my tutoring student asked me to use B612, which is a photo app with many kinds of effects and stickers that users can make their own. I then downloaded and used it, surprisingly, it is one of my favorite apps now. I completely agree what Duncum’s claim that it is better for teachers to “learn from students, to follow them and find out what they are doing (P. 46)”. I am always thinking about what if everything is controlled by technology instead of humans, what would life be like? What would human beings be? I am always intrigued to learn new things created by technology, and I appreciate it, but I am always concerned. 2. What excited you (or conversely intimidated you) as you read the Paul chapter? Well, as I stated above in summary section, students have the potential to be unpaid labor for commercial needs. Meanwhile, students’ privacy is another issue. In my case, I am not allowed to post students’ work in cyberspace (currently I am teaching in a pre-school) since their parents have not given us permission to do so. I did it wrong the first time; I posted online and then I got a call from the principal who commanded me to delete it. I felt very sorry and embarrassed. Duncum’s paper reminds me of this serious issue. So, I’d like to teach technology in my class, but how can we share with parents, teachers and fellow students? Thanks to this summer’s course, some teachers suggested to use Seesaw app. This is an awesome app. 3. Comment on the idea of off cite/on site learning as well as formal and informal learning, as a teacher, how might you harness informal and off cite learning to reinforce thinking and creating in the classroom? The question is related to the paper titled “Preparing Our Kids for Jobs That Don’t Exist Yet”. Well, preparing our kids for jobs seems like a far reach. However, those skills that the author mentioned are not too complicated, and she allows her students to learn what they like and what they are interested in. I think off cite/site learning happens everywhere. As a teacher, sometimes we explore new things by ourselves. On cite/site learning is a traditional way to master the knowledge for students and it is usually taught by knowledgeable teachers. As far as I know, on cite/site learning is a basic method of gaining knowledge, while off cite/site learning extends the on cite/site learning. Formal and informal learning could take place as off cite or on cite learning. Formal learning is like systematical learning, for example, learning a new language, you’d better learn the pronunciation system first and step by step continue to progress. Informal learning is related to self-taught learning, and it requires your own motivation, but it sometimes needs more time and effort. For instance, I am currently learning a third language – Korean by myself. I’ve noticed that I haven’t grasped some basic knowledge. Even if I’ve learned it, I still forget it quickly. Well, I am just learning it for fun, and I do not care about how much I actually master. Keeping that in mind I feel much more at ease. I’ve found that off cite/site and informal learning requires people’s self-interest and motivation, and sometimes we should not put much expectation on it. So if I am a cite/site teacher, what should we teach so it will help students in their future needs? I think it is important to know what students like or dislike, and encourage them to extend their skills. Certainly, the basic skills I’ll teach should be useful for students in the future. 4. Application for learning: I am interested in animation and I haven’t known how to actually make an animation. So, this is a good opportunity to explore some applications that are user-friendly. Last semester, when I was taking Amy’s reflective teaching course, I had an opportunity to explore stop-motion app. Well, I taught myself, and I watched many tutorial videos on YouTube. Certainly, I do not think the final video is good enough. Therefore, I decided to learn some new technologies, so I could achieve my goal. Since I am familiar with Stop Motion app, I will not explore it again at this time. Here, I’d like to share my process exploring some animation makers. First step, I searched for “Animation Maker” on App Store. It displayed so many fancy apps. Personally, I normally read the comments or reviews first, then I decide which one is better. It was obvious that Animation Creator HD got many reviews, and definitely I chose it as my main app for creating animation. Second step, I opened the app and started exploring it. There are some good examples, and I’ve realized that drawing is a needed basic skill to create an animation, and users can draw on the screen. This is different from Stop Motion app, which requires a series of pictures drawn by users on paper. I was excited, because I could draw on screen on a neat and clean surface, meanwhile I was not concerned with taking pictures. Below is the method I used as I was taking pictures, which was really difficult in order to keep every angle correct. Animation Creator HD provides many kinds of functions, namely basic tools to be used in drawing, adding audio, background, and so on. Ultimately, the video can be saved to one’s personal photo library, or be sent to your email address. Well, this app is definitely what I want, and it is cheap to purchase. In fact, I’ve tried three apps, which did not match my expectations, because most of them are GIF-makers, which are not my interest. In addition, I think Animation Creator includes many tools that others have, and if students grasp those skills, I believe it is easy for them to explore other apps by themselves. On the other hand, animation fulfills I need for unit plan. It does not need to place limits on the big idea, as a matter if fact, I can include as many big ideas as I desire to include. I am currently working on my research project International Students Identity, and I am wondering whether I could use “Identity” as my big idea in the final unit plan? Because I’ve already collected some data from last semester. I have concluded that it is better to combine things together, and the result could be surprisingly good. Peer Response:
To Linz: So many many wonderful questions and wonders. I really admire your thinking and your different perspective. According to SEESAW app, it appears to me that it could help students protect their privacy. Well, i haven't known that it could be a technology burden for parents. I haven't thought about it in different angles, just focus on the current problem. I've seen you have so many different topics (apps) to explore. WOW, that is so huge. Why not just find something you'd like to learn, like kids? I am interested to know how to use google classroom!!!! What you mentioned about it was so amazing. It is really fascinating. i am gonna to try. BTW, what kinds of level (students) could use this format? kindergarten? i am currently working in a pre-school and kindergarten, I am wondering how I could apply some technologies in our classroom. Thanks! To Kimberly: Han's "third culture" is rally fascinating. Currently, i am working on my project about "international student identity", I read some thesis and i've read "third culture" as well, but a little different from what we've read from Dumcon. I'd like to share here for your information. "third culture" in Identity Research usually refers to "third culture kids" - An individual who, having spent a significant part of the developmental years in a culture other than the parents’ culture, develops a sense of relationship to all of the cultures while not having full ownership in any. Elements from each culture are incorporated into the life experience, but the sense of belonging is in relationship to others of similar experience. (Pollock, 1988). However, Han's third culture refers to live in completely digital word. To some degree, there are more or less similar. |