Submitted by: Mary Taylor Baker-Neal
School: Freeman High School
Summary
The student will be able to create a montage composition with a single subject. The composition will be made using various mediums which include drawing, painting, and collage recyclable materials and techniques. Students will explain how experiences and values affect aesthetic responses to works of art keeping in mind the viewer of their images and getting across the information they intend through color, size, placement, texture, etc.. using endangered species as their unifying theme. Students work will be shared and critiqued through a class blog, http://blogs.henrico.k12.va.us/mbneal/ accessed by students and community members. Additionally, the final products will be displayed on an electronic billboard on Interstate 95.
TIPC Ratings
Ideal- Students empowered their own investigations, assembled and organized their projects, and the overall project addressed an authentic task. Students tackled the fundamental issue of endangered species through creating their montage. The teacher acted as a facilitator where students were engaged in the research and able to use the class blog page to powerfully display and interact with the information. Eventually this information will be displayed even more powerfully on Interstate 95. Students assembled, organized, and utilized the information without teacher direction after the initial directions were discussed.
Ideal- The teacher facilitated this project and created an environment where students were engaged in meaningful communication and purposeful collaboration. Students used the blog to reach a larger audience, getting art gallery directors, fellow students, and anyone with the link access to answer questions or pose thoughts. Students used that information to thoughtfully reflect and create new additions to their pieces. Additionally, they each had to add a slide to the google presentation as part of their research and findings.
Ideal- The teacher facilitated authentic tasks where students are engaged in meaningful questioning, critical thinking and problem solving. Students used art and the blog to work through questions, critique other’s work, and examine worldly issues surrounding endangered animals. There was a documented reflection process throughout this project.
Ideal- The teacher created an environment where students were constantly engaged in creation and innovation. Students went beyond the assignment parameters as evidence by the process and products displayed on the blog. Students reflected on their growth and work and that of other students throughout the entire project, using the blog and class time.
Student Artifact
