Category Archives: digital media

NAEA: Reflections

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Two weeks ago, I had the opportunity to attend the National Art Education Association’s National Convention in New York City.  Amazing would be an understatement of my experience.  I struggle to find the words to describe it, but I will try.

Along with over 7,000 other arts educators (this includes EC-12, higher education, and museum education), I soaked up the learning, the contacts, and of course, the sites.  I had the opportunity to hear from professional artists and educators from all over the globe – 34 countries were represented at this conference.

This was my first time, and I love that I could curate my own learning experience.  Some of the areas I focused on were Teaching for Artistic Behavior (choice-based arts education), Studio Habits of Mind, instructional/educational technology, GSuite for Education, gamification, and virtual reality.  It was also wonderful to expand my own PLN (personal learning network) and learn from some of the top educators in the field.

Some highlights:

THE Cassie Stephens
Central Park – wow
Brooklyn Bridge
Checked In!
Radio City
Alice in Central Park (some sites seen vicariously through my awesome husband)
New York Library
THE Anne Bedrick

One of the amazing things I happened upon when walking through three (THREE!) levels of the exhibit halls was Doodlematic.  This app turns your physical drawings (and that of your students) into digital games.

I was excited to learn from many fabulous educators, one who discussed meaningful, practical ways that she has blended her art room – and three others who have integrated virtual reality into their art rooms as a means of exploring the world, creating empathy, having students create virtual gallery spaces to globally communicate, and create their own multimedia art spaces by designing their own augmented realities.  I felt empowered and encouraged (who doesn’t need that?) after hearing from Cassie Stephens, Anne Bedrick, Jessica Balsley, and David C. Driskell (among many others):

“A rising tide lifts all boats.” – New England Chamber of Commerce

I thoroughly enjoy professional development because I am passionate about learning.  Hearing from other educators from all over the world was rejuvenating: I left New York feeling refreshed and excited to explore these skills, approaches, and ideas.  This is why I love education (specifically public education) – because as educators we get to teach each other and build each other up.  We rise because others rise and pour into us.  We rise because we share and reflect and grow because we want others – our students, our colleagues, our community – to grow.

HyperDocs and Project Design

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Have y’all heard of HyperDocs?  They have revolutionized the way I prepare and facilitate curriculum and instruction in my classroom.  For me personally, I feel that HyperDocs and blended learning make me a more efficient teacher.  Also, it enables me to better accommodate my students and their needs as learners and embed more choice in the art room.  It creates autonomy in my classroom and allows more time for enrichment.

You can learn more about HyperDocs here.  Simply put, they are interactive documents with hyperlinks to various forms of content relevant to a given lesson or unit curated to engage the learner in an inquiry-based manner.

Here are some ways that my students have explored art through HyperDocs this year:

The Spirit of a Nation

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Recently, I had the chance to collaborate with the fabulous 8th Grade Social Studies team at my school.  As part of their curriculum, they discovered the significance of the landscape artists of the Hudson River School.  After a brief art history presentation of the hidden qualities of these paintings, students ventured across the country into the pop-up mini galleries.  Using iPads to access QR codes, students compared and contrasted selected works of the portfolios Hudson River School artists and journeyed along the path in which an artist made their plein-air sketches before returning to their studio to paint.  Students then used formative and extended their knowledge with a S’More.

Finally, students were challenged to take a photograph that illustrates the style of the Hudson River School artists over their Spring Break.

Spelunking through Art

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Emojis – the cave art of the 21st century?  When we think about the current status of visual communication and how individuals communicate – information is shared visually – through the use of visual communication.  This conversation is not unlike that of the cave and rock artists, people groups who created some of the earliest art known to man – before written languages.

Using their prior knowledge of emojis and the Aurasma app on their iPads, students compared and contrasted these to common cave art symbols as they explored Lascaux in France and various Aboriginal rock art sites in Australia.  They traipsed through the caves of our school and visited art galleries highlighting these art forms from different parts of the globe.  In the local school gallery, students dove deeper into cave art and reflected on their findings by creating their own cave drawings, answering the question: If you were to tell your story, what would you want civilizations thousands of years from now to know about you?  Furthermore, students took photos of their finished cave drawing and posted them on a digital cave wall using Padlet.

Finally, students wrote about their art experiences and documented them on Google Classroom.

Digital Self-Portraits

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Word PortraitThis is a lesson that can be done with upper elementary all the way to high school art.  As a group, we studied portraiture, specifically self-portraits.  Students are asked to take a photograph of themselves and convert it to a black and white digital image.  This can be done with any basic software that comes with your computer’s operating system, in addition to photo-editing apps available on smart phones and tablets.

  • As a class, we discussed character and character traits.
  • What character traits best described them?
  • If you made a portrait solely based on your character traits, which words would you want to include?

Then, the students made a bubble map of approximately 5-10 words of their character traits.  Similar to a Wordle, the most important character traits were repeated most often.  We also discussed value and form and how artists used value to create form with shades and tints.

Depending on the availability of software in your school, there are a couple of ways to go about this – students can use a presentation tool (like PowerPoint or Keynote) or they can use more software like Adobe Photoshop or Illustrator (although since text is involved, Illustrator is more ideal).  The reason I do not recommend a drawing program is largely because at the completion of their portrait, they will no longer need their photograph.

Students first placed their image onto their canvas.  Next, focusing only on the dark values and shadows, the students added their characteristics in the font of their choice, paying attention to size and rotating as needed.  To accommodate students in middle and high school, I would recommend having students using the value scale to add words in the mid-range values as well, to show more modelling and form.  After they finished, students would remove their photograph, choose a color for the background, and print.

Technology in the Art Room

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It can be a challenge to implement technology, but it is essential to be a 21st century teacher and create and equip 21st century learners.  I have spent the last few years coming up with strategies to implement technology as instructional tools, as well as implementing free and low cost web-based programs and apps for art production.  Keep in mind that this is a working knowledge of resources.  I am building up my arsenal of technology tools and strategies every year to streamline my classroom and be a more effective teacher.  These strategies and instruments help broaden the perspective of my students on what exactly is considered “art media”.  That being said, here are a few resources for you to explore and try in your art room.

The “Re-teaching” Document Camera

One of my most essential instructional tools in my document camera.  I use this tool to demonstrate a technique, a step in a project, or Document Cameraeven to set up a still life for students to observe.  I have found it especially useful as a re-teaching tool.  Even after I have verbally given instructions, demonstrated the instructions, and written them out, there is still canDocument Camera 2 be that one student who may have been distracted.  (Gasp)  Here is where the document camera comes into play.  For example, say I am teaching my second grade students how to make the paper relief sculpture, and we are starting to make our petals.  I set the camera to record as I am demonstrating, and when I finish that step, I stop the recording.  It saves the file and there is a digital video of me teaching.  (I try to keep these short and sweet).  I open them to play (in a program like Windows Media Player or QuickTime) and set them at “Fast” and loop.  This plays (on mute!) on the projector, freeing me up to monitor and teach students one-on-one or in small groups while the other students may catch a step that might have missed or are confused about.

(FREE!) Web-based Media

Here are some fantastic websites for students to create art on the computer.  I have used these time and again as stand-alone projects or to incorporate into a mixed-media lesson.

Mr. Picasso Head – a great program for an artist study!  Students create portraits in the style of Picasso!Sea-Saws Student Example - 5th Grade

Brushster – A program on the National Gallery of Art’s Art Zone page.  This program allows for students to explore different brushes and styles of art.  Versatile and fun, this program is great for upper elementary and middle school.

Collage Machine – Also on the National Gallery of Art’s Art Zone page.  This program allows students to use shapes or textures to create digital collages.

Jackson Pollock by Miltos Manetas – Allows you to paint fractals like Pollock.  This is a great program for younger elementary as it is simple but creates colorful works of art – mess free!

Sea-Saws – This National Gallery of Art – Art Zone program allows students to create collages/found object “relief” sculptures using a variety of textures.  It even has an added animation capability.

Brushster 5th Grade Student Example - Insect StudyArt Pad – This web-based program is similar to Brushster.  You “paint” with a brush and can even add a frame.  As an added bonus you can “replay” your painting, and it demonstrates the brushstrokes step-by-step.

Others include: Jungle, Still Life, Flow, Photo Op, and many more found on the National Gallery of Art website under Education.

This is just part one of Technology in the Art Room.  Next time I will be discussing apps in the art room for instructional use and art-making!