ORIGINAL
Link to Source School Webpage
The source syllabus included a combination of readings, teacher power point presentation, and online tutorials for teaching content. The homework and evaluation tools in the original plan included individual writing assignments (paper-based), workbook pages, a portfolio (hard copy), quizzes and exams.
1. Student evaluates how history shapes art, and sometimes, art shapes history
2. Student interprets historical references and/or events necessary to understand art work
3. Student can explain the techniques and processes of creating art
4. Student demonstrates command of architectural theory concepts and terminology
(Paraphrased from source document)
Gardner’s Workbooks Volume 1 and 2
Barron’s AP Art History
Files and Content
Message Board (with Q&A, FAQ’s)
Links to example/helpful wikis and blogs
b) Class discussion of key topics from the reading, especially related to upcoming blog questions and/or hot discussion topics from the blogs
c) Group wiki work planning, checkpoints, development time, refinement time
Student Wiki Instructions to be distributed by instructor:
Wiki Instructions: Teams of 4 students
Students will be creating individual blogs for posting their responses to a weekly assigned art history question, comparison between two art compositions, or analysis of one work of art. The instructor should provide the students ample instruction on how to create their blog in a chosen tool, such as Blogger or Wordpress. Links to example/sample blogs should be provided to support understanding. The instructor may also want to connect students to prior semester examples of good, average, and not so great postings. It is also highly recommended that the teacher educate students on the privacy risks related to web-based composition.
Student Blog Instructions to be distributed by the instructor:
Homework - 10%
Wiki Portfolio - 30%
Blog Postings - 30%
Class Participation - 5%
Rated on Four Criteria: Constructive Process, Balanced Contributions Organization, Cohesion
Scored 1-4: 1 (below average), 2 (average), 3 (above average), 4 (exemplary)
SOURCE: West & West, 2009, pp 43-44
70% Content (solid analysis, demonstrates understanding, logically organized, proper grammar)
10% Visual Appeal and Interactivity (structure, readability, graphic use, etc)
SOURCE: Dr. Kang
Scored 1-4: 1 (below average), 2 (average), 3 (above average), 4 (exemplary)
SOURCE: Dr. Kang
WIKI ENHANCED
I have selected one of the four 8 week segments from this lesson plan and incorporated the use of Wikis and Blogs for some of the assignments and evaluation tools. I also proposed the use of a class page in a Blackboard-like tool for some of the content materials and other class support.
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| Leonardo Da Vinci: Annunciazione |
(1) Title of the lesson/training
Art History(2) Target audience
AP art history students in high school, introductory university-level art history students, or continuing education students interested in the history of art.(3) Learning/Training objectives
1. Student evaluates how history shapes art, and sometimes, art shapes history
2. Student interprets historical references and/or events necessary to understand art work
3. Student can explain the techniques and processes of creating art
4. Student demonstrates command of architectural theory concepts and terminology
(Paraphrased from source document)
(4) Materials needed (handouts, worksheets, etc.)
Texts: (From original source document)
Gardner’s Art Through the Ages, 12th edition, Kleiner and MamiyaGardner’s Workbooks Volume 1 and 2
Barron’s AP Art History
Class WebPage/Blackboard:
Instructor should build a class page and populate it with the following...Files and Content
- Powerpoint presentations
- Electronic version of workbook pages
- Course Syllabus & Schedule
- Wiki, Blog, and Comments Rubrics
Message Board (with Q&A, FAQ’s)
Links to example/helpful wikis and blogs
Student Online Development Tools:
Wiki (see next section)
Blogs (see next section)
Blogs (see next section)
(5) Instruction procedure/Learning procedure/Class outline and methods
Classroom:
a) Powerpoint presentations of contentb) Class discussion of key topics from the reading, especially related to upcoming blog questions and/or hot discussion topics from the blogs
c) Group wiki work planning, checkpoints, development time, refinement time
Wiki:
The students will be working in groups of 4 to build an online portfolio of images, discussion, and vocabulary for each major art movement/period/region. The instructor will establish a wiki for each session/class and provide the students the link to that site. It is recommended that the wiki be private and the students must be invited by the professor to join. The home page of the wiki should explain the purpose of the portfolio wiki, ground rules, due dates, and the like. It is also recommended that the professor pre-populate or frame the wiki with sections/pages for each student group's portfolio, including a sandbox area for practice and a planning/process area for each group. Finally, it is recommended that the instructor provide an example of a completed portfolio entry, so that students have a clear image of what is expected.Student Wiki Instructions to be distributed by instructor:
Wiki Instructions: Teams of 4 students
- Portfolio: includes one “section” per major art movement/period/region. Sections should be titled as follows…
- High Renaissance
- Reformation
- Baroque
- Rococo/Neoclassicism/Romanticism
- Non-Western Art of China, Asia and Korea
- You may choose to have one or multiple wiki pages to present your portfolio. At a minimum for each section you must include
- Important Images
- Key Vocabulary
- Summary: 3-4 paragraphs on the key artists, ideas, and innovations of the period/movement/region, plus historical or social events that had major impact on the art.
- You are encouraged to link with other sources and critiques such as
- Links to museums’ resources or sites
- Links to art historians’ critiques
- Additional Images/Photos
- Videos
- RSS Feeds
- Completed sections are due by midnight on Friday of the week portfolio checkpoints are indicated in the syllabus
- See Rubric for Wiki Grading
Blog:
Students will be creating individual blogs for posting their responses to a weekly assigned art history question, comparison between two art compositions, or analysis of one work of art. The instructor should provide the students ample instruction on how to create their blog in a chosen tool, such as Blogger or Wordpress. Links to example/sample blogs should be provided to support understanding. The instructor may also want to connect students to prior semester examples of good, average, and not so great postings. It is also highly recommended that the teacher educate students on the privacy risks related to web-based composition.
Student Blog Instructions to be distributed by the instructor:
Blog: Capture Critical Thinking and Analysis
- Respond to weekly class assignments and/or discussion questions and/or art analyses via your blog page
- Title page "Week ### - Question Topic or Art Work Name"
- Posted by EOD Friday
- Comment to at least 3 classmates postings the week following a posting
- First round of comments are due by EOD Wednesday
- See Rubric for Blog Posting and Comment Grading
(6) Learning activities/practices - Suggested 8 Week Schedule)
The specifics of this lesson plan come from the source document (i.e. chapter names, workbook page assignments, questions/art comparison text, etc.) I enhanced the schedule to use wiki and blog technologies.
3RD
SESSION: HIGH RENAISSANCE THRU ROMANTICISM AND NON-WESTERN ART
Week 1
Reading:
Chapter 22 – High Renaissance and
Mannerism
Chapter 22 Lecture Notes Power
Point (available on class site)
Book companion vocabulary
Individual Homework
Garners workbook pages 46-55
(copies available on class site)
Wiki:
Portfolio –Begin composing entry
for High Renaissance
Blog:
Compare Cimbaue’s Madonna Enthroned with Giotto’s Madonna Enthroned.
Comment on your classmate’s blog
postings
Week 2
Reading
Chapter 22 – High Renaissance and
Mannerism
Chapter 22 Lecture Notes Power
Point (available online, class webpage)
Individual Homework
Gardner’s Book Companion site
Internet Exercises (available on class site) – Renaissance Painting; architectural
innovation, and characteristics of mannerism
Wiki
Portfolio: Complete High
Renaissance entry
Blog
Discuss two images in which the two
separate artists have portrayed themselves. Discuss how each work reveals the artist’s view of herself
or himself and reflect ideas about the artist’s role in her or his society.
Comment on your classmate’s blog
postings
Test
Chapter 22
Wiki
Portfolio Checkpoint: High Renaissance Pages Due
Week 3
Reading
Chapter 23 – Reformation
Chapter 23 Lecture Notes Power
Point (available online, class webpage)
Book companion vocabulary
Individual Homework/Graded Assignments
Gardner’s Workbook pages 63-68
Wiki
Porfolio: Begin working on
Reformation entry
Blog
Write 3 paragraphs answering the
following question
Discuss the combination of
Northern and Italian tendencies in Durer’s work.
How might this statement from Durer’s
relate to these tendencies? “We regard a form and figure out of nature with
more pleasure than any other, thought the thing itself is not necessarily
altogether better or worse”.
Comment on your classmates’ blog
postings
Week 4
Reading
Chapter 24 – Baroque
Chapter 24 Lecture Notes Power
Point (available online, class webpage)
Book companion vocabulary
Individual Homework/Graded Assignments
Gardner’s Workbook pages 75-88
Wiki
Portfolio: Continue/complete
Reformation entry, begin Baroque entry
Blog
Using the Analysis of Art hand-out
from your packet, write a formal analysis of Diego Velazquez’s, Las Meninas
Comment of your classmates’ blog
postings
Week 5
Reading
Chapter 24 – Baroque
Chapter 24 Lecture Notes Power
Point (available online, class webpage)
Individual Homework
None
Wiki
Portfolio: Complete Reformation and Baroque
entries
Blog
Compare Bernini’s David to the
David’s from the Renaissance. How
does Bernini’s work epitomize the Baroque period?
Comment of your classmates’ blog
postings
Test
Chapters 23-24
Wiki
Portfolio Checkpoint: Reformation and Baroque Pages Due
Week 6
Reading
Chapter 25 & 26 – South and
Southeast Asia & Later China and Korea
Chapter 25 & 26 Lecture Notes Power Point (available
online, class webpage)
Book companion vocabulary
Individual Homework
Gardner’s Workbook pages 101-104
and 107-110
Wiki
Portfolio: Begin Non-Western entries
Blog
Compare two images from religious
art (wall decorations, sculptures, or other objects), one western and one
non-European. Discuss how the
images conform to the beliefs of the cultures in which they were produced, and
in what ways each contributed to reinforcing those beliefs.
Comment on your classmate’s blog
postings
Quiz
Chapters 25-26
Week 7
Reading
Chapter 28 – Rococo, Neoclassicism, and
Romanticism
Chapter 28 Lecture Notes Power Point (available
online, class webpage)
Book companion vocabulary
Individual Homework
Gardner’s Workbook pages 119-132
Wiki
Portfolio: Rococo, Neoclassicism, and Romanticism
Blog
Using the Analysis of Art hand-out
from your packet, write a formal analysis including visual an contextual
analysis in your post of Gericault’s Raft
of the Madusa
Comment on your classmate’s blog
postings
Week 8
Reading
Chapter 28 – Rococo, Neoclassism, and Romanticism
Chapter 28 Lecture Notes Power Point (available
online, class webpage)
Individual Homework
None
Wiki
Portfolio: Rococo, Neoclassism, and Romanticism
Blog
Comment on your classmate’s blog
postings
Test Chapter
28
Wiki Portfolio
Checkpoint – Non-Western Art and Rococo, Neoclassicism, Romanticism Entries due
(7) Evaluation (rubric, grading criteria, etc.)
Grading Components:
Major Tests/Quizzes - 25%Homework - 10%
Wiki Portfolio - 30%
Blog Postings - 30%
Class Participation - 5%
Wiki Portfolio Rubric:
Grade is an accumulation of individual and group scores from instructor plus self-scores by each student and a score from each team memberRated on Four Criteria: Constructive Process, Balanced Contributions Organization, Cohesion
Scored 1-4: 1 (below average), 2 (average), 3 (above average), 4 (exemplary)
SOURCE: West & West, 2009, pp 43-44
Blog Posting Rubric:
20% Engagement (minimum entries, minimum word count, on time)70% Content (solid analysis, demonstrates understanding, logically organized, proper grammar)
10% Visual Appeal and Interactivity (structure, readability, graphic use, etc)
SOURCE: Dr. Kang
Blog Comments Rubric:
Rated on four criteria: Active, Relevant, Reflective, Promotes Group LearningScored 1-4: 1 (below average), 2 (average), 3 (above average), 4 (exemplary)
SOURCE: Dr. Kang
The wiki project you designed clearly falls into the Knowledge Construction domain. Instructions are clear and easy to follow. Well done, Holly!
ReplyDeleteBut I have to say that after looking at your lesson plan, the workload of this class is nothing. ;-) Though many students enrolled in your "Art History" class will be what we refer to as "millennial students" who are "digitally literate" (West & West, 2009, p.24), having them to work on both wiki and blogging activities in addition to the assigned workbook starting from the first day of the class might be a little bit intimidating. This is exactly the challenge I was faced with when designing the "technology integration" course because I knew technology levels vary greatly among adult learners. The strategy I have been using is scaffolding - introducing technology bit by bit and from easy and more familiar one (i.e., discussion board) to the more difficult ones (i.e., blog, wikis). This strategy seems to work for most adult learners. You may want to consider this approach too.
Just my one cent.
Thanks!
Kang
West, J. and West, M. (2009). Using Wikis for Online Collaboration: The Power of the Read-Write Web. San Francisco, CA: Jossey-Bass. ISBN: 9780470343333
Hi Dr. Kang. Thank you so much for your feedback!
DeleteI absolutely understand and agree with your point that time is necessary for "collaboration skills and behavior" building as described by West and West (2009, pp 26-28) in a course with varied technology skills levels among its students. Even beyond the technical abilities, establishing effective wiki teams needs time to grow.
I should have more clearly explained in my entry that the 8 weeks I choose from this source document is actually from the 3rd quartile of the class. Therefore, the students would have already been in the class for 16 weeks and would probably be over the learning curve for the technology. In retrospect, I might have chosen the first 8 weeks of the course and included the necessary scaffolding activities before launching into the actual wiki and blog creation.
It's interesting that you mention the workload for the class. The original actually has that many assignments, but they are paper-based instead of online. Tough class! :)
Whoops. Here's my citation for the above...
DeleteWest, J. and West, M. (2009). Using Wikis for Online Collaboration: The Power of the Read-Write Web. San Francisco, CA: Jossey-Bass. ISBN: 9780470343333
Oh, I see... that makes a lot more sense. Thanks! Kang
DeleteHi Holly. I like your week by week breakdown of the assignments. It's interesting that you incorporate both blogging and wiki into the course and weighted equally. Nice use of technology for learning. Thanks for sharing.
ReplyDeleteCarolyn
Thank you for reading my blog Carolyn and for your feedback.
DeleteHolly
I actually had the same thought as Dr. Kang initially, thinking "Wow, I might be intimidated being introduced to that much technology," however I can see that especially if done over a 16-week course, this would be easier to explain. Trying to figure out all the nuances to the new technology has been a trying task for new users like myself. So, it is good to be on the side of things now, so I can understand as my novice adult learners might be dealing with the same struggles in my future classes. Your lesson plan was very easy to follow and understand, and certainly very thorough! I enjoyed reading through it!
ReplyDeleteHi Kayla. Thank you for reading my blog and for your feedback. Yes, if I were to do the assignment again I would probably chose the first 8 weeks of the class so I could build in a "scaffolding" approach and allow the students to get comfortable with the technologies before attempting to compose in them.
DeleteHi Holly,
ReplyDeleteYour plan is challenging and resourced. You have created opportunities for excellence for the students, while providing room for adapting to the needs of the students as the course progresses by altering or removing as needed. Since most of this course is technology-based, do you see digital textbooks for this class as well?
Dom
I do not know if this text is available digitally. I would have no objection to using a digital textbook for this class as long as it has sufficiently quality images. Obviously in art history, good pictures of the art is essential.
Delete