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.
4 Comments
Amy
10/28/2017 10:43:33 am
Good Heavens Jenny!!! You have practically written your entire unit! All I was looking for was an initial thinking outline LOL. Well, this certainly will make the rest of the semester run smoothly for you! You’ll just be making edits and a few detailed additions!
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Patricia
10/29/2017 06:47:39 pm
I love your idea to have Chinese and American students collaborate. That is a perfect example of the impact and advantages that social media provides. Very thorough unit.
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Beth Ozbun
10/29/2017 07:23:09 pm
Dang! Awesome work!
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Jenny
10/29/2017 10:59:24 pm
Hi Beth,
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