Nicole Vital William Paterson University CISE 516-60 Fall 2006
RESEARCH/ REVIEW	CREATE	PRESENT/ SHARE	REFLECT
Media Review	Curriculum Project	rubric	Reading Reflections
Terminology Test/ Response	Learning object	Powerpoint Presentation	Teaching/ Technology Philosophy
Online / WEB Resources	Assessment Strategy/ Rubric	RESUME

Introduction

This is an outline for your course projects. Your e-portfolio has to reflect10 NJ Teaching standards. http://www.state.nj.us/njded/profdev/profstand/standards.pdf

Please erase my explanations and put yours into appropriate sections. Please feel free to add and edit new sections.

After you complete your e-portfolio, you can save this word document as an html document. We can upload your document to the Euphrates account.

We will sign up for Euphrates Account so that we can upload your e-portfolio and CREATE A WEB PAGE

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How to sign up to Euphrates account. http://euphrates.wpunj.edu/

Go to http://euphrates.wpunj.edu/accountrequest/ for account request and fill out the form with right major. You will receive a confirmation email... any problems email me and also homepage@stc.wpunj.edu so that I will forward your questions to the right person.

Please see the link: http://euphrates.wpunj.edu/faculty/yildizm/courses/euphrates.ppt

It is a powerpoint presentation for step by step directions for uploading files to the internet. I will show you how next week.

See this link for our useful websites collection, I will continue to add your work here.

http://euphrates.wpunj.edu/faculty/yildizm/use.htm

Here I suggest you put your rationale, mission statement, teaching +technology philosophy or introduction to your portfolio.

Teaching Philosophy- Add technology philosophy section or paragraph

Reading Reflections

Reflection Journal on WebQuest

Where have I been for the past 10 years? In 1995 Bernie Dodge and Tom March developed a type of lesson plan-what they termed a WebQuest that incorporated links to, from and along the World Wide Web. I never heard of webquest before this class. What a great educational tool that makes the use of the Internet safe in your classroom. After readings Maureen Brown Yoder’s article title The Student WebQuest and watching Kathy Schrock’s slideshow on how to design WebQuest I am really excited to try to create a WebQuest of my own for my CP project. Since I have a design background I always believed that your presentation of you information should be just as important as the research of information. You can have the best information but if you do not know how to get it out to your students in an interesting and creative way students will not comprehend your information.

I was unable to find a WebQuest on optical art. The following web site had a large collection of art WebQuest but many of the links did not work. The problem may be it was last update in August 2003 but the home page of the web site was update just the other day on March 25, 2006. In general this web site was very interesting and I added it to my favorites. Debbie Rollins created this web site; she is a Virginia schoolteacher focused on integrating technology into the curriculum. Her web site has information and ideas on webquest, virtual field trips, rubrics and power point.

Reflection Journal on educational technology

How do we get students to have compelling and persuasive multimedia presentations? This is the question and purpose of this article. This article provides steps for a more persuasive PowerPoint presentation. For this to be possible students need to be shown examples of quality work and rubrics to clarify expectations. The author Jamie McKenzie recommends more time spent on research and thinking then on preparing slides. I am not sure if I completely agree with this idea I feel an equal amount of time needs to be placed on both. McKenzie states research recommends spending

80 % on research and 20% on presenting. Currently this doesn’t happen since students find it more fun to work on the multimedia production phase of the project. McKenzie recommends a research log for students to list time and activities. The software can easily become an end in itself as students start to focus on the slides they intend to use. Maintaining depth & complexity is a real problem and choices deserve thorough, thoughtful analysis. Provide sufficient evidence, while PowerPoint provide a box to add notes to accompany each slide, these notes are separated from each other and can be hardly serve the function of presenting carefully articulated arguments or a fluid presentation of evidence. Supplement slides with text and data. To use power point as a visual summary to supplement an oral presentation a carefully constructed essay needs to exist behind the curtains. Know your audience, eliminate distractions, select powerful images clip art may be limiting, use digital cameras for own images, give credit to images scanned, used from web sites etc. Move beyond clip art! Distill words slides should have less then a dozen words and you should not read slides or even worse digital recordings. You need to elaborate on slide text in a good voice that reaches into the room and entertains. Finally honor criteria, artist and those who write or speak for a living usually devote considerable energy and attention to design criteria. Harmony, proportion, balances, restraint, originality is all-important in you layout. I feel as a future art teacher I would get together with the English teachers and work on this project together. “Software presentation can not stand alone.” This is so true you can have the best information but if you can not get it out to people effectively it is a big failure.

http://www.techtrekers.com/webquests/

http://www.teachtheteachers.org/projects/PWalker2/index.htm

Gallery of Art-i-facts - (9-12) Students explore culture, geography and history of a region through art by designing a new thematic museum wing. This WebQuest used a template from the WebQuest page, it provided when it was last updated and the author’s email address, which is very important for you to ask permission to use the WebQuest, or for questions you may have pertaining to the WebQuest. This was created for a tenth grade world history lesson. The students will work in-groups to plan an art gallery for a museum. They will select individual roles such as a historian, geographer, and financial analyst. I believe all students like to pretend and take on roles no matter what their age is. It provides a list of resources that students will explore in order to develop an understanding of people’s culture by exploring them through art. This WebQuest covered all the building blocks Bernie Dodge created, she even added a few such as teachers and credits. When you click on teacher you have a new WebQuest with steps the instructor will follow and the standards the WebQuest covers. This is great if you planned to use this WebQuest in your own class almost all the work is already done. What I thought was so special about this WebQuest was the link to the major museums and one to the Metropolitan Museum of Art where you can create your own gallery on their web site. I did not know about that tool on the Metropolitan Museums web site. I will have to remember that one for my student teaching.

http://www.spa3.k12.sc.us/WebQuests/Impressionism/index.htm

Impressionism- (9-12) This WebQuest is for students grades 9-12 who is interested in the Impressionist Movement. I feel the first WebQuest I wrote about is a stronger one. This particular web quest has five authors, when you click on there names it link you to outlook. It covers the building block that Bernie Dodge created and unlike the web quest above it unfortunately does not have the section for the teacher coving the teacher’s task, process and resources and standards. This WebQuest also requires the students to work in-groups and take on roles such as Historian, Museum Docent, Patron and Art Critic. As a group they have to answer the following question: Was Impressionism a movement of various and different style, or were the artist involved devoted to a particular style of painting? A rubric is included for students to review for their final grading. This is a great activity for students to understand artistic styles and understand similarities and differences of impressionism.

Media Review

Media Review of:

Arts Workshop: The Children’s Museum of Indianapolis

Web Page:

Arts Workshop: The Children’s Museum of Indianapolis

Reviewed by:

Nicole Vital

William Paterson University

Reference:

http://www.childrensmuseum.org

System Requirements:

Internet Explorer/Netscape web browsers

Macromedia Flash Player 4 or higher

Contents:

The website gives information about the museum such as its exhibits, collection, and calendar of events. Besides information on the museum it focus on two things students & teachers. There is a section on games for children in three age group categories: Pre K – 2, 3-5, and 6-8. Each age group has about 6 to 12 games. These games encourage student’s creativity by providing the tools for creating online multimedia activities. For the teachers they have field trip information, classroom resources: such as unit of study, activities and WebQuest, a place for them to submit and view students work and MuseumPort a Gateway to Interactive Learning for Schools, Homes & Museums. For the teachers there is also professional development networking and workshops. For Indiana residents there is home schooling information and a teachers club for certified teachers of Indiana.

Quote from the medium:

Mission:
“To create extraordinary learning experiences that have the power to transform the lives of children and families.”

Vision:
“It is our vision to be recognized as the global leader among all museums and cultural institutions serving children and families.”

“Behind every good student is a great teacher. Because teachers are special to us, we have a club just for YOU. Joining is simple, and the rewards start right away!”

Recommendations:

I would recommend this for website for classroom integration in elementary school. Teachers can use the games as WebQuest and can inform parents of the website as well for home use. I found the pull down tools bar to be a little tricky especially the Teacher pull down menu. I think young students would have a hard time if the Kids pull down were like the teachers. Lucky it only has one pull down no side menus.

Multicultural:

The children’s Museum of Indianapolis can be view in six other languages other then English. The children pictured on the web site cover almost all nationalities. I feel this is a very multicultural website.

Media Rubric

Criteria	Possible Points	Score
Website is grammatically correct	5 highest 1 lowest	5
Website is exciting and layout with design	5 highest 1 lowest	4
Website is easily navigated by students	5 highest 1 lowest	4
Website provides information for teachers	5 highest 1 lowest	5
Website is multicultural	5 highest 1 lowest	5
	Total points:	23
	Multiply by 4:	92
	Final score:	92

Online Resources

Online resources for curriculum project Optical Art

1). Artcyclopedia is a fine arts search engine created by John Malyon provide references to sites on the world wide web where artist can be view online. Copyright 1999-2005. This is a great web site for all art lessons because you can search by the following three criteria: by artist name, art works by title and art museums. Artcyclopedia gave a great explanation of what optical art is and listed artist.

http://www.artcyclopedia.com/history/optical.html

http://www.artcyclopedia.com/about.html

2). Dickblick is an art store and online store. At the bottom of their home page they have lesson plans. Of course the lesson plans promote the use of the materials they sell but I think they have really unique lesson plans if you are lucky to be teaching in a school system with a big budget for supplies. I got the idea for the optical art lesson plan from here. Target audience artist, students and teachers.

http://www.dickblick.com/lessonplans/2005maskingtape/

3). Web site for the Guggenheim Museum in NYC. The three highlights of their web site are exhibitions, the collections and education. Under their education tab you will see the have after school programs for students and workshops for teacher, I will have to remember this and try to attend one. Students will be able to see examples of optical Art such as Josef Albers Homage to the Square: Apparition, 1959 is in the Guggenheim collection. I listed five different museum web sites; I would like students to compare them by their strengths and weakness.

http://www.guggenheimcollection.org/site/artist_work_md_1_1.html

4). National Galley of Art in Washington, DC. Copy right 2006. Target audience is the general public, artist and educators. Under the collection they have M.C. Escher’s Relativity, 1953. This is Escher’s best-know print on the theme of relativity. Also under the collection is Other World, 1947, Development I, 1937 and Day and Night, 1938.

http://www.nga.gov/collection/gallery/ggescher/ggescher-53972.0.html

5). Albright-Knox Art Galley a Museum of Modern art. Copy right 2006. Updated monthly. Ran by the Buffalo Fine Arts Academy public arts organization. Supported by grants-in-aids from the county of Erie & with public funds from New York State Council on the arts. Target audience students, artist and teachers. Have suggestions for hands on and discussion activities.

http://www.albrightknox.org/artstart/vasarely.html

6). Dia art foundation. Copyright 1995-2006 museum of renowned collection of art from 1960s to present. Two museum locations, Chelsea and Beacon, NY. Students will be able to see examples of Bridget Riley a leader in the optical art movement.

http://www.diabeacon.org/exhibs/riley/reconnaissance/

7). Arts Work, The Kax Herberger Center for Children & the Arts. Copyright 2002 by the Arizona State University and the Arizona Board of Regents. Updated February 7, 2006. Educational resource center offering K-12 education materials for visual arts, dance, music and drama/theater in formats useful for teachers, students and parents. At this web site I found a lesson plan on exploring optical movement in art. An elementary school lesson plan grades 4-6. I like to review other peoples lesson plans for new ideas and to review their sources. In this lesson plan there where two external links sighted. I look at both and added them to this list.

http://artswork.asu.edu/arts/teachers/lesson/visarts/visarts7.htm

8). Artsonia copyright 2000-2006 is an educational web site where teachers can register their school and display their student’s artwork. This is better then a schools web site because it has thousands of school registered from over 100 countries and students can log on and see examples of students their age art work. Visitors can leave comments for the young artist. It is a great motivational tool, the students are very excited to see their work displayed and commented on. Of course they have a gift shop where parents or family members can purchase their child’s work on a mug or T-shirt. Your school will receive 15% of the sales, not to bad. It is also a great tool for long distance family to see grandchild’s work. Great tool for teachers to see what other teachers and doing and what new techniques they are using.

http://www.artsonia.com/museum/gallery.asp?project=19592

9). Wikipedia the free encyclopedia that anyone can edit. I did not know about this site until this class. When I googled optical art, Wikipedia came up. It gives an explanation of Op art and discusses the artists of Op art. This article was updated on January 24, 2006. Donations keep Wikipedia running.

It also list two external links, the official artist web sight of Michele Vasarely http://www.vasarely.org/ and a lesson for computer art in the classroom http://www.cs.brown.edu/stc/outrea/greenhouse/nursery/optical_illusions/home.html

http://en.wikipedia.org/wiki/Op_Art

10). Discover Colorcube a 3D color puzzle that combines fun, art & science. Copyright 2000 by Spittin Image Software. Sponsored by ImageMAKER Development Inc. The web site consists of color puzzles, downloadable screensavers and a color playground and resource to help you learn about three-dimensional color. Teachers can use this sight for the 21st Century's "color wheel". Students can learn the advanced principles of color that govern the human eye, television, computers, digital printing and much more.

http://www.colorcube.com/illusions/optiart.htm

Curriculum Project

William Paterson University

Department of Curriculum & Instruction

I. Grade/Subject Area: Art 8^th grade

II. Topic: Optical Art, Visual and Performing Arts K-12 standard 1.1 A& B understanding and apply visual effects, processes & techniques. Standard 1.2 D students create artwork that uses organizational principals and functions to solve specific visual arts problems. Standard 1.3 D students synthesize the creative and analytical principles and techniques of visual arts and select other art disciplines, math. Standard 1.5 A & B history of optical art artists & their techniques

III. Concept: Create a masking tape masterpiece following techniques of “Op” Art http://www.dickblick.com/lessonplans/2005maskingtape/

IV. Essential question: How does “Op” art play tricks on your visual perception?

V. Objectives: SWBAT

1. Low Level

· Define Optical Art by searching http://en.wikipedia.org/wiki/Op_art & http://www.artcyclopedia.com/ search “movement” optical art

· Complete the task of applying the tape by spontaneously laying down the different color takes not taking mathematics skills into effect to create the desire of a visual effect of movement.

· Connect an everyday consumable product to visual art and understand how everyday objects can be used to create things of value

2. High Level

· Recall the names of the artists who define “Op” art and provide samples of their work http://www.artcyclopedia.com/history/optical.html

· Create non-objective art based on the design of line, color, balance & movement

· Use basic math and geometry skills to develop patterns and spatial relationships

VI. Materials used: masking tapes in assorted colors, 6x6 card stock, ruler, pencil & scissors. Optional materials the students can add: plastic straws, half foam circles and foam squares.

VII. Professional Books Used: Mittler, Gene. Art in Focus. New York, 2006

VIII. Preparation: wrap 2 yards of each color on wooden dowels so students do not have to share rolls and waist time waiting for colors.

IX. Procedure:

1. Motivate

A. As the students settle down ask them: “Have you ever created Art with masking tape?” Explain that masking tape is an alternative art medium, it is quick to use and goof proof-if you are unsatisfied with an area, either peel it off and start over or cover it up with more tape.

2. Image

A. Show power point presentation of OP art when they see the examples of OP art, ask “Do you see movement in these pictures?” Do some objects look closer to you them other objects?”

B. Show students the example of my work so they know what the finished product looks like

3. Teach

A. Have students complete learning object and Webquest

B. Go over the directions on the handout

4. Questions

A. Who would like to explain optical art?

B. Does the color black recede or project of the base?

C. What shapes can you make with tape and what shapes will be hard to make?

5. Practice skills

A. Have students search the following web sites to become familiar with optical art

http://www.nga.gov/collection/gallery/ggescher/ggescher-53972.0.html

http://www.albrightknox.org/artstart/vasarely.html

http://www.diabeacon.org/exhibs/riley/reconnaissance/

http://www.vasarely.org/

B. Have students look at the art work examples up close and have them sketch out some ideas they have for their 6”x6” base.

6. Create

A. Explain to the students that the 6”x6”white paper supplied is the base that all the tape should be applied to the shiny side so they can reposition the tape easily.

B. Use repetition of simple forms and colors to create vibrating effects, moiré patterns, and an exaggerated sense of depth, foreground and background confusion, and other visual effects.

C. Encourage them to create patterns and to vary the width of their lines by overlapping the tape or cutting the tape to make the lines thinner

B. The students can create flat work or a 3-D sculpture by adding objects supplied to the base.

7. Present

A. Explain that when we are done we will join them together to make a class “quilt”.

7. Evaluation

Grade students on the completion of the project

Category 1= needs improvement

*Did not complete projects

* Messy work white showing through the background, rough edges

2=satisfactory

*Completed project but was unable to great the optical the effect of movement

* No white showing through but some lines are not straight

3=Proficient

*Completed project with the effect of optical movement

* No white is showing through the background and all lines are straight and crisp

Learning Object

explain

http://www.wisc-online.com/templates/greentemp.asp?obj=TMP213406

This portfolio is created by Your Nicole L. Vital

Date Created 04/01/2006

Date Update 5/8/2006

Email your suggestions to nvital@optonline.net