Popplet

Let's hope that 'alpha develoment' doesn't take too long.  Popplet looks fun!

Social Bookmarking & Image Bookmarking

My delicious account
http://www.delicious.com/sllamme

WARNING -I have signed up with http://weheartit.com/ as my image bookmarking site, and WAS going to remove my account, but you cannot do so.  I like how easy it is to add images and who wouldn't want the cute little 'I heart it' bookmarklet, but the site is painfully S-L-O-W!

http://www.flickr.com/photos/slamme/
I like flickr 'cause it's much quickr!!!  Let me know if you can't see my pics, I might have to add you as a friend. (?) Not much there yet, but it's a start.

A ning worth checking out

http://essdackartsnacks.ning.com/

Week 5 read & reflect

Will our descendants look like Kif?

A couple of weeks ago, here on my blog, I made the hypothesis that  since technology could be considered a language, and given that our children are immersed in it from birth, could we assume that their technology skills are processed utilizing a different area of the brain than adults? 

How interesting then, it was to learn during the course of this week’s reading that my hunch was correct!  According to Small & Vorgan's book iBrain , the iKid is digitally hardwired, possessing impressively different neural networks than those who came to the digital age as adults. It is alarming to note that this evolution comes at the expense of a weakened neural circuitry in regard to human contact and social interaction.  As indicated in the iBrain, chapter two, implications for the classroom could include students who:

·       expecting instant gratification.

·       possess shorter attention spans

·       feel uncomfortable and isolated when reading books

·       are bored with traditional learning

·       may not have normal interactive social skills and may struggle with being empathetic to those around them.

Finally, an explanation for the reason, “Those kids are getting worse every year”!

In the excerpt from Jensen's Arts with the Brain in Mind we find that the arts can play a key role in the learning process.  Jenson says that ‘art making and seeing are a whole-brained experience’. Through the process of seeing, multiple areas of the brain are engaged. The visual system of the brain synthesizes prior knowledge, plugs in new information, and sets forth a ‘created sense of what is and what could be’. (p 55)  Thus, the greater exposure a student has learning in and through the arts, the greater this bank of prior knowledge he has to draw from and the greater the opportunities for the generation of new ideas. 

Through the process of creating art students:

·       have the opportunity to express themselves

·     develop higher order thinking skills (When art is integrated into the  curriculum, students perform better in other subjects.)

·       become more self-disciplined

·       develop social skills, work ethic, and an appreciation for teamwork

 In comparing the classroom implications of the digitally hardwired iKid to the benefits of creating art, should they be posted side–by-side, lines could be drawn, with art providing a solution to nearly of the implications.  What a powerful case this makes not only for the Visual Arts as a subject, but also for the use of art throughout the entire school.  

How fortunate that I already work in a field where I encourage my students to express themselves on a regular basis.  This further reinforces my belief that the arts might well be the most important subjects in our schools.  Jensen implores us to, “throw out all the preconceptions of who can do art and who cannot.”(p 64) This spoke to me very strongly.  Not that I would ever ‘give up’ on a child, but I sometimes struggle with those students who, who out of laziness or a preconceived notion that they aren’t good at art, simply refuse to engage in any project which requires sustained effort. (You know the type; the ones who make you want to pull your hair out!)  I am exploring the idea of how I can chunk assignments up for these students, so that perhaps, with greater success, will come a greater degree of engagement.  I also believe that I need to provide more time for collaborative projects, which would foster social skills and promote a sense of belonging to a team. 

As the brain of the iKid continues to evolve, it’s imperative that some intervention take place lest humans develop into affect-less beings with enormous heads!

Skype

Michelle and I had a great conversation via Skype this afternoon, after much experimentation we were able to both see AND hear one another. 

Unfortunately, user error ( Computer message - Would you like to save the contents of your clipboard?  Me -  no......AUGH!)  has prevented me from posting the actual snapshot of Michelle,(too bad, because she is adorably cute!)  this screenshot will have to serve as proof of our conversation. ; )

Week 4 read & react

What is your personal perspective on utilizing social networking sites for education? Do the benefits outweigh the risks?

If posed these questions prior to the start of this class, there’s a good chance that I might have sided with so many of my colleagues in a belief that no, social networks should be strictly social.  However, in the past four weeks, my feelings on the matter have changed.  The more I have learned about the iKid and how his multi-tasking brain works, the more I see a need for the educational use of social networking sites.  Yes, there are risks, but I do believe that the benefits are far greater.

There is no doubt that the internet is where our students are.  Whether facebooking, surfing the web, or creating content on a desktop computer, laptop, or smartphone, online IS where they live.  It is no wonder that education is boring to them; it simply has not kept the pace of our rapidly changing world. For education to be successful in the twenty-first century we must be willing to make a radical change.  The web-site http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm gives us this definition - ‘Teacher - From primary role as a dispenser of information to orchestrator of learning and helping students turn information into knowledge, and knowledge into wisdom.’ I feel, with the proper parameters in place, social networking provides a great opportunity to foster precisely this 21^st Century type of learning experience.  The social network Facebook offers bulletin boards, instant messaging, email, the ability to link web-sites, to post pictures, and video.  It would be the perfect platform for a classroom away from school.  I am not advocating that a social network classroom replace the actual classroom, but more as a means of augmenting the regular classroom. Assignments could be posted, techniques demonstrated, lectures recorded, questions asked / answered and feedback given. It would provide the opportunity for our globally connected iKid to reach beyond the walls of the concrete classroom. It’s available 24/7, and a social network classroom has the potential to evolve as it progresses, meeting the needs of the individuals comprising the class. 

Yes, there are would be risks associated with using social networking sites: students posting too much personal information about themselves, cyber-bullying, and cyber-stalking. However, we teach our students many life skills that are outside the realm of standard curriculum such as:  organization, the importance of teamwork, face-to-face communication skills, and self-esteem. We teach them ways to say no to drugs and alcohol, and what to do if a stranger approaches them.  They learn the rules for riding in a school bus and how to ‘Stop, drop, and roll’ if their clothing catches on fire. Why then, can’t we teach them netiquette, boundaries and rules in regard to personal privacy?  Could we not admonish them to stay away from websites that might be inappropriate for them? Guide them through determining the credibility of a website? It seems to me that education is failing to meet the needs of our students in not providing them the skills to navigate safely through their (online) life.

In my opinion, educators should, recognize the risks involved, turn them into learning experiences, and utilize social networking sites to provide iKids the 21^st Century type of education they deserve.

More about blabberize

So BAAAAAAAD, I know, but my kids will love it. This would be an engaging way for students to report on an artist. They could upload an image and then record their voice telling that artist's story.

blabberize.com

I'll never have to teach this again!

http://voicethread.com/share/1344586/

Personally, I think I sound like a big dork here, but it's probably the way I sound to my students all of the time.  I can't wait to create a series of voice threads on the care and use of art supplies. Now, if I could just talk the other elementary teachers in my district to get involved we could each make a few and share.

Look what I found!

Other than the fact that I USED technology to find this website, I'm not sure it really relates to our class, but this site is so great that I had to share!  While looking for some antique medical clip art, I came across this Free high-quality public-domain clip art covering all ages of the Worlds history.  http://www.clipart-history.com/

How cool are these?!

Testing...testing checking out the mobile post. What a great feature!

My Screencast - 'How to Create a Glog'

http://screenr.com/BkG

This was fun and I could see many uses for screencasting.  My problem, being the detail oriented person that I am, was condensing what I had to say to a span of five minutes.  This one took  eight attempts with seven of them ending in d*mn it, I'm out of time!

My First Glog!

Although I think the word 'Glog' sounds like a creature from a B grade horror movie, it's actually an online poster that allows you to use graphics, images, and text. You can even record both audio and video directly on the site. Best of all, it's FREE! I created this one to show my students as an example.
http://slamme.edu.glogster.com/mrs-lamme-paints-with-light/

(I'm not sure why the video got cut off at the very end. I tried multiple attempts and it got clipped every time.)

Major kudos to my BFF Brenna for all of her technical support on the camera.  Thanks Bren!

My First Skype Experience

I just completed my first skype!  I would like to say it was successful, but there was a significant delay in my video.  I could see my friend in real time, but it took her about a minute to see me.  The effect  was hilarious.  I did a search to see if I could determine a solution, but most of the hits were filled with so much techno-babble that they were of no help to a mere mortal.  It was fun though and I will keep playing until I get it right!

An Artistic Thinking Wordle

I've had quite a bit of fun with Wordle, but just learned that in addition to typing in your own words you also have the option to enter the URL of any blog, blog feed, or other web page that has an Atom or RSS feed. All I had to do was enter my blog address.  How perfect is that?

Reflection Week 3

Reflection Week 3

This week wasn’t called Technology Bootcamp for nothing!  Having spent more than half of my life living on or near a military installation I’ve had the first-hand opportunity to observe many a trainee in the process of training.  My favorites were the Navy Seals jogging the beaches of Coronado, clad in little tan shorts….BUT WAIT, I digress!!!  Bootcamp is all about basic skills and this week was an introduction to a fair dose of those basic skills.

 I loved the title of Rosen’s Chapter 3: An Explosion of WMDs: Wireless Mobile Devices, what a great visual!  In this chapter we continue our study of iKid, and his world of constant, instant, mobile communication. Rosen sites the phenomenal popularity of the iPhone and we are presented with the concept of being able to utilize the smart phone as a powerful learning tool through mLearning and Mobile Virtual Learning Environments.  Brooks-Young gives us a more in-depth look at mobile technologies and encourages us to consider the valuable impact these various devices can offer as educational tools.  Both authors agree that it is simply not enough to plug our current lessons into these technologies. Rosen says that in doing so, the content is “static material presented in a static learning environment”. Instead, educators are encouraged to seize the opportunities that these WMDs afford for the development of critical thinking skills.

I can see many valuable applications for WMDs.  I like the idea of providing information via podcasting that my students could simply download.  How valuable could this be for students who have missed a class, or for days when I miss a class?  The biggest constraints I face here are time and lack of experience. Although I have received some training in podcasting, I’m slow and clunky at it.  Maybe I need to take my sixth graders to the computer lab and we can all learn it together. 

At first I had a difficult time imagining that cell phones would have a lot of applications to use in an elementary setting, but if used for nothing else but the camera, they could be a most valuable asset to the art room.  I love having my students use photography, yet it is frustrating when the media center only has three cameras available for check-out.  It was a major *aha* moment when I realized that probably half of my older grades could be using their own! Duh! Why had that never dawned on me before?

Who wouldn’t be excited about the prospect of each student being able to bring a netbook to class with them?!  Oh the places we could go and the things we could do!  Realistically though, given our current economy, I think it will be a while before I picture this dream coming true.

I will have to admit that in the process of reading these assignments I started getting a little apprehensive, after all, it sounded like I was going to need to change everything I was already doing.  Then, after reading the assigned material, I read, as Melissa suggested we might, Chapter 1 of Teaching With the Tools Kids Really Use where Brooks-Young references the website http://www.21stcenturyschools.com/  I ventured on over to the site for a quick exploration, and as I skimmed a chart comparing the 20^th century classroom to the 21^st century classroom I noted that art education is already most of the way there!  Go Team!!!

 In addition to the utilizing technology in more meaningful ways, the biggest areas I could improve would be to provide my students more opportunities for collaborative work, and to visualize myself more as a facilitator, and coach. In summation, I can see the need for change. In the case of education, I do not believe that the opportunity exists not to change!  I must consider the role of the art teacher in this paradigm shift, because change is a coming, with or without me!

A Hypothesis

When my two boys were younger I made sure that they took violin lessons at a young age.  I had read several articles siting studies that, when learned before the age of twelve, music is processed in the brain in the same area as language.  Thus, despite the fact that someone after the age of twelve CAN become quite proficient in music, it will never be as fluid and as second nature as someone who draws from the 'language' part of the brain. Therefore, since technology could be considered a language, and given that our children are immersed in it from birth, could we assume that their technology skills are processed utilizing a different area of the brain than adults?

(BTW : Today, the older of my sons loves to sing and occasionally picks up a guitar. The younger son plays guitar daily, sings, and writes music. I don't know what area of the brain they use, but I'm glad that music is an important part of their lives.)

A Few of the Art Room Favorites

A Few of the Art Room Favorites

  < Click for a video of last years student work.

A side note...

An added benefit to this mornings blog research, I am armed with an entire arsenal of great new lesson ideas!

For starters and gleaned from two separate blogs - my kindergartners are going to create their own texture rubbing plates by applying glue to scrap pieces of mat board. Then, I will be on the lookout for old muffin tins so that I can recycle some of my giant collection of old crayons, turning them into multi-colored big chunks that they can use for those rubbings. 

Thank-you fellow bloggers!

How could I use blogs in the classroom?

       I rolled out of bed bright and early this morning, anxious to begin some fellow art teacher blog research.  (Wonder how different my undergrad experience, back when dinosaurs roamed the face of the earth, might have been had I been this excited about homework? )  Fueled by several cups of strong black coffee, I have spent the past couple of hours bouncing around the web, gleefully hopping from blog-to-blog.  Oh what fun!  
      I believe that I am probably just scratching the surface, but initially, here, in no particular order, are the ways I would like to use a classroom blog:

• To establish global connections. My favorite blogs follow classroom blogs from all over the world, artist's blogs, author's blogs, etc.  I especially like the widgets - Flag Counter which allows you to count visitors by the country, and Geovisitors which allows you to display in a worldwide Google Map the different visitors you may have to your blog.
• As a way to communicate with students and parents.  I could link curriculum, gle's, and standards as well as my behavior expectations, grading policies, and building policies. I could mercilessly plea for supply donations needed for upcoming projects.  It would be a great opportunity to provide suggestions for projects that students might want to tackle on their own, and / or provide extensions to activities that we have done in class. Blog visitors could get to know me and see what's going on in the art room.
• To share Student Galleries and a  Teacher Gallery  Share the work of both my students and myself. I could also link other online student exhibits such Artsonia.
• As a means of student reflection and response.  Initially this is a little scary to me, but as I become more proficient in blogging, I would like to provide the opportunity for my students to reflect and respond to their art and that of their peers.

Blogging definitely appeals to the storyteller in me, I can easily picture myself becoming somewhat addicted.

                  

Burnt Toast?

     My first remembered act of creativity involved my mother's brand new tube of bright red lipstick and the canvas of a stark white bathroom wall.  I was about three and probably recall this so well because my mother armed  me with a bucket of soapy water and a sponge and stood behind me, yardstick in hand, delivering a swift swat to my behind every time I paused in my efforts to clean the wall.

     My second remembered, and much more well received act of creativity involved a set of watercolors when I was five years old. Mom sat me down at the kitchen table, gave me the paints, a brush, cup of water and a piece of paper.  Other than telling me how to wet the brush, I recieved no other instruction.  Completely delighted, I proceeded to paint a large brownish black square outlined with irregular borders of yellow and orange. My masterpiece completed, I proclaimed that I had painted 'A Piece of Burnt Toast'.  Thus began an ever evolving journey...