Actually, I felt nervous when I taught lesson 4 in Tiger Artist class. I knew it was difficult to teach technology to a class consisting of a range in age of students, so I changed the procedure of making the video before the class. I hoped that students could follow me step by step when I was teaching. I did not want to fall into a passive position when new situations developed. Still, I encountered situations that were contrary to my wishes. During the lesson, I made many “on-the-fly” decisions and changes. Here are some typical examples. First, the iMovie app version in my iPad was different from the students’. Amy kindly gave me her iPad to use, but the iMovie app version was different from the students’ as well. I then made a decision. I just looked at one student’s iPad and spoke loudly to make sure every student knew the directions. Meanwhile, Amy, Mary, Grace, and Beth helped me solve students’ problems, especially those of young students. Second, I presumed that some older students would be able to write down the script and record the voice-over, however, unfortunately, we did not have sufficient time to finish it. Finally, every student just used key words to describe their thoughts. But, luckily, I did find that some older students, like Elsa, Wan Jia, were writing down their thinking processes sentence by sentence. I am sure that they recalled what they learned through the lessons. Third, we presumed that parents and guests would scan the QR code to watch students’ documentation videos. Sadly, we did not have enough time to generate the QR code and to print it out, so Amy nicely suggested that students could stand in the hallway with their ipads. It worked out perfectly. Students shared the videos with their parents and guests. Absolutely, I learned a lot from teaching this lesson. “teachers are not only the instructors but also the learners in the classroom”, in fact, I personally profited from the experience of teaching this lesson. My role in the classroom was also that of a learner, because I learned some wonderful ideas from my students when we observed Wei Li’s artworks. Students’ imagination is powerful and their ideas were completely beyond my imagination. What’s more, I learned how to address classroom problems. Honestly, I was struggling to solve classroom problems in my previous Chinese class at Smithton Middle School. However, I remembered that Dr. Unrath shared her methods about how to address the classroom problems. She assigned students different roles to assume some of the duties and it worked out. So, when Bode raised his hand and told me he learned the iMovie app before. I replied to him, “Wow, that’s awesome, you could help me as a teaching assistant. You know you are a helper. You are so amazing”. Then I saw an immediate change in Bode. In previous lessons, Bode disturbed his deskmate many times. However, in lesson 4, he was confident and had an opportunity to show his skill. Absolutely, he was fully engaged in the class. And I observed that he must be very proud of himself. Visibly, this is a good classroom management method, assigning roles for students. Furthermore, when I looked over their documentation videos, I was astonished that some students used many online pictures to describe their thoughts, because I just taught them to use their own pictures. Finally, I encountered many unexpected and unanticipated situations but I realized that derivation is okay. Sincerely, it is a great idea to give students a chance to express and show self confidence. I think Bode’s example explains this “big idea”. I gave him a chance to present his skills and to teach students, and he felt proud of himself. We established a dynamic classroom environment. Later on, Kayla taught young students how to play with iMovie app. I was touched and moved when I saw she was helping others. Yes, this is what I want to create in the classroom – warm and sweet. An Energetic attitude will close the distance between students and teachers. Based on this point, I am very energetic and positive toward students. I am happy to see their positive attitude toward me. Moreover, I am proud of my students. Their documentation videos are so amazing. They are beyond my expectation. Ultimately they learned a lot from this big idea – daydream.
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What does daydream mean to me? What does my face look like when I am daydreaming? Is this way or that way? I like my three portrait pictures because I look like a simple, young and naïve student. After taking the portraits, I used PicsArt app to make my face expressive. I added the lightning on my face because when I talk about daydream my friends usually jeer at me, and then my heart is full of sadness. When I collaged my portrait photos, I thought that I have different attitudes towards daydream. No matter how friends look at me, I am still daydreaming about being a successful movie producer. On the other hand, I dare not to talk or share my dream because of derision. However, I want to speak out that I want to be a movie producer and I want to win the OSCAR awards. I know, it is a long way to go but I should start as soon as possible. I am daydreaming about filming the movie, and I am daydreaming about being a movie producer. Moreover, I am daydreaming about winning OSCAR awards. And I want to my dream come true. Lesson structure and procedures1. Have students watch a video named EXPLORING SURREALISM. This video is an introduction to surrealism, and it shows some artworks related to some technologies, such as photography, cinema. (5 min) 2. Have students watch an artist’s works whose name is WEI LI. He is interested in surreal and dreamlike contemporary art by using photography and Photoshop. I will use VTS to teach students when they observe WEI LI’s artworks (What’s going on in this picture? What do you see that makes you say that? What more can you find?) (20 min) 3. Have students watch my example and videos first, I will then let them know all my thought processes and how I incorporate them into the procedures. (Observe the artwork I created carefully and think about each thought process, like why did I create these pieces? My artwork focuses on dreams for the future – to be a famous movie producer. Unfortunately, people usually have stereotypic notions of daydreams and aspirations because they don’t think that the daydreams will be realized in the future. However, I am not wrong when I am daydreaming about being a famous movie producer. Furthermore, I know it is time to take action to be a movie producer. If I believe I can make it happen, then I will make my dreams come true. Since I am conscious of these thoughts, I proceed to choose footages that represent the ideas and concepts that I want people to realize. I clipped and combined the footages in the sequence and reviewed the whole sequence several times. I then started to write the voice over according to the sequence. After that, I used the iMovie app to record my voice and added it into the sequence. The length of voiceover should be matched with the length of sequence. I then chose the songs that are closely linked to my daydream as the background music and generated the sequence into video. The maximum time of the video is 2 minutes) (15 min) 4. Since students have already completed the process of making artworks in week 1, 2 and 3, I will firstly, teach them how to choose the footages or pictures they have filmed. Then they will arrange and select the footages; Secondly, I will teach them how to use iMovie App to clip and combine the footages and add some effects on each footage [AIRPLAY]. Also I will point out that they should think about the footages they combined in the sequence and take notes, For instance: does each footage show your thinking process (why do you present your artwork in this way?). Thirdly, I will let them watch the sequence and write down the voice over in terms of their thinking processes, if their footages already have voice over, they could use them. Fourthly, I will teach them how to record the voice by using iMovie. Fifthly, I will teach them how to add the music into the sequence (question: what does your daydream sound like?) and then I will teach them how to generate the sequence into video. (60 min) 5. Teach students how to upload the videos to YOUTUBE (upload to Tiger Artist Program Account), and then generate the QR Code; and I will teach them how to read the QR Code as well. (15 min) 6. Art Show: students’ artworks are displayed in the classroom or the hallway and each artwork is attached with a QR Code. Students would stand by their artworks and share their ideas and thoughts to their parents, and reflect on their process of making artworks. After that they would also observe and contemplate others’ artworks. (35 min) Here is my lesson plan draft.![]()
Here is my lesson 4 Powerpoints.![]()
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