kyle

Kyle's Projects and Activities go here

Target Audience: High School In this project students will create a series of works that engage a concept or a narrative format, and this will provide an opportunity for others to comment. The work will be posted on the website called //Voice thread//. This free website provides a platform for the students to display and give audio statements on the work. The content of the work should engage an audience to respond, whether it is in feelings of memory or raised opposition.
 * __Construct a Conversation__: **
 * Introduction:** This project will deal with implementing a critique forum discuss recent advancement in media. Now media has a direct voice from the viewer, and it comes from the web. What websites provide this? Give examples of blogging sites and news companies like CNN that have //ireporting//, where anyone can upload a homemade story and have it broadcasted. What impact does this have on media? Does this make the media better? It gives the people what they want which is a voice. How can we use this in Art?

The student will : 1) create a responsive image or series of images and post it with an artist statement on //Voice thread//. The statement will be voice recorded. The work will have an engaging concept that is clearly portrayed; (2) comment on at least five other students work; (3) write a brief statement summarizing any important comments they received. Also they will describe whether or not this exercise helped or hindered the creative experience.
 * Sunshine** **State** **Standards:** The students will:
 * VA.B 1.1.2** understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, technique, and process.
 * VA.D. 1.1.1** uses age appropriate vocabulary to describe, analyze, interpret, and make judgments about works of art.
 * VA.D. 1.4.3** understands and determines the difference between the artists intent and public interpretation through valuation criteria and judgment.
 * Project Objectives: **


 * Tools and Materials:** The project will require: a computer with internet connection for each student, digital cameras, a scanner, a USB microphone, and a pair of headsets for each student.

Have students develop an idea or concept that they would like to have others respond to. This work could be drawn, photographed, constructed, or be an installation, as long as it is uploaded somehow to the Voice thread website. They will then record an artist statement that engages a narrative for the viewer to understand and respond to. Students will also be required to comment on five other students voice threads by using appropriate vocabulary and references. See attached rubric.
 * Process:** Introduce the idea of media. Discuss where media is found and how it has changed over the years. What was the media of Leonardo Da Vinci life? How was it controlled? How has it changed? Media is informed information, so where do you get your information? The Internet provides an endless supply of information, why is that? Because have more control over the input. Give examples of social networking sites, and blogging spheres, where people rely on interaction and conversation.
 * Adaptations:** In this lesson a student with Academic disability will be given continual guidance and encouraged to display in progress ideas and work through voice thread and emailing written concepts to the instructor. Closer attention will be given to these students to insure that they are progressing with a building concept.
 * Assessment:** Students will be assessed on their ability to propose a topic or idea clearly with ample room for conversation about the work. Also the will be graded on how they respond to the comments on their work. They will need to conclude what the overall perspective of the project was from other classmates.
 * Artists: **
 * Reference: **
 * CNN irreport homepage: **
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 * Suggested article reading //How to master the Art of Conversation:// **
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 * Art Blogging page: **
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 * Voicethread example: **
 * [] Museum 2.0 coLab: Human+ **

My example: []
 * __Hot off the press__: **
 * Introduction:** This lesson will build off the previous lesson of the role that media plays in our day to day life and the controlling aspect it has. Now the students will discuss the selling aspect of media. What sells in today’s world? Are happy endings or sad stories of lies and turmoil all we see? Discuss what most of the media is filled with and what it does not cover.


 * Sunshine** **State** **Standards:** The students will:
 * VA.D 1.4.1** understand and determine the difference between the artist intent and public interpretation through valuation criteria and judgment.
 * VA.E. 1.4.3** know how to communicate with the public, the consumer, and the artist community about aesthetic questions, entertainment, resources, and choices in education.
 * VA.A. 1.4.3** know how the elements of art and principles of design can be used to solve specific art problems.


 * Project Objectives:** By the end of this lesson students will be able to: (1) identify and create their own examples of juxtaposition and satire; (2) create a attention grabbing front page article by using the visual elements correctly; (3) use the topic disused in class to bringing awareness to a less conversed topic.
 * Tools and Materials:** For this project the class will need examples of eye catching headlines, excerpts from satirical performances, scissors, construction paper, glue, stencils, assorted magazines, markers, markers, pens, pencils, pastels and paint with paint brushes.

The student will develop an idea for a news paper headline that they feel needs awareness brought to it. This topic will be portrayed with satire and juxtaposing, and also use the principles of design to capture attention from the viewer. First the children will make a web of topics and events that they feel are very important. Research my be necessary so computers should be available to use. Then the students will make their newspaper front page by either using Photoshop or cutting and pasting images and text. **Assessment:** The students work will be graded on the ability to use the chosen medium correctly and appropriately. They will have the opportunity to present their work and explain their concept. In the explanation the student should be able to justify the use of visual elements, juxtaposition and satire in their work. See attached rubric.
 * Process:** The class will define what satire is and how literature and art have used it to get an intended message across. Then we will ask if this is good for a culture. Does this build a democracy and keep it going? Does it provide a voice for those who feel unrepresented? We will then relate this to our idea of juxtaposition. These two concepts can work together to relay a movement or ideology that may be overlooked. What current day groups use these tools? Shows like //The Daily Show with John Stewart// and online articles like //the Onion,// poke fun at current events but also raise great awareness of the topics and events that go ignored.
 * Adaptation:** This lesson will be adapted to and needs of a deaf student by providing written examples and definitions of all the terms and concepts discussed in class. These examples will be written on the board in class and typed reference sheets will be handed out as well.

== Google books copy of //The Best works of Mark Twain:// [] ==
 * Artists:** Robert Rauschenberg
 * Reference: **
 * Example of current affairs art work: **
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 * Current affairs satirical websites: **
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 * Video excerpts of //The Daily Show//: **
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 * Mark Twain quotes: **
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 * __ Collaboration: __**
 * Introduction:** The students will be exposed to the recent popularity of Zines and how they are used for artist to express them selves. In this project the class will work in teams of two to create their own Zines. The subject of the project will be completely up to the teams choosing, but in will incorporate the idea of distribution of information and raising awareness.


 * Sunshine** **State** **Standards:** Students will:
 * VA.A. 1.4.2** use tools, media, processes, and techniques proficiently, knowledgeably, and a safe and responsible manner.
 * VA.B. 1.4.2** understand that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes.
 * VA.A. 1.4.3** know how the elements of art and principles of design can be used to solve specific art problems.

See attached rubric. // Zinesters in the classroom: Using Zines to teach about postmodernism and the communication of ideas. // By Kristine Congdom and Doug Blandy
 * Project Objectives:** By the end of this lesson students will be able to: (1) construct a zine with a clear concept and developed idea; (2) use the design elements and priciples efectivly to capturing and audience; (3) post their zine in an appropriate environment for distribution.
 * Adaptations:** This project will be adapted for students with speech or language impairments. The instructions will be given with large visuals and numerous examples of zines. The students will have the abilty to map out their ideas first in order to insure understanding of the projects intent, and since this will be a team assignment of two students, then stuggilng students will be placed with exemplary students who will be able to assist the other student.
 * Assessment:** The students will be graded on their ability to work as a team. Each student will write a short assessment of how their other teammate contributed or did not contribute to the project, and the students will be graded accordingly. They will also be graded on the Zines presentation, content, and distribution.
 * Artists: **
 * Reference: **

How to make a Zine [] [] Current events webpages to generate concept []