ICT for meaningful learning

ART – Perspective Drawing

Yee Huiming, Justina

Tan Zhi Ying Serlin

Tan Yu Shi

Er Kia Hui

• Subject: Art• Topic: Perspective Drawing• Students’ ability : Mixed• Students’ profile: Secondary 2 Express• Students’ pre-requisite knowledge: Elements

of art and design, colour pencil shading skills, use of compact digital camera

• Lessons Duration: 2 periods (for 5 sessions)

Introduction

Lessons Objectives

• Apply the knowledge of 1 point and 2 point perspective

• Demonstrate the skill and understanding of how lights affect the colours of objects

• Synthesize the elements in art

• Use ICT to assemble the drawing and photos

At the end of all the lessons, students should be able to:

Lessons OverviewSession Summary ICT involved Six Facets of

understanding

Session 1 Introduction of the lessons and Facebook.HW: upload photo and comments

FacebookCamera

ExplainingHaving perspectivesEmpathies

Session 2 Drawing of allocated perspectives. HW: upload photo and comments

Facebook ApplyingHaving perspectivesEmpathies

Session 3 Discussion on the uploaded photos.Group presentation on evaluating of photos

FacebookPowerpoint

Having perspectivesEmpathiesSelf-acknowledgement

Session 4 Colouring of their drawings. - ApplyingInterpreting

Session 5 Auto-stitch, reflection of learning process.Exhibition set up.

Stitching program ApplyingSelf-acknowledgement

Tools and Technology used

• ICT based – Facebook– Digital Camera/Mobile phone camera– Computers– Stitching Program

• Non ICT based– Drawing papers– Pencils/Colour pencils– Drawing board

Tools and Technology used

Rationale for ICT chosen

Affordance Limitations

•Easy access

•Increase students interest of the lessons

•A less stressful platform for discussion

•Can monitor students’ progress anytime and anywhere

•Good platform for building students and teacher relationship

•Absence students can catch up and participate

•Can only access with internet connection

•Abuse the intention on the use of Facebook for the lessons

•Netiquette eg. F**K

Facebook

Affordance and Limitations

Digital Camera/Handphone Camera Affordance Limitations

•Easily accessible

•Mass duplication of images if needed

•No complex technical skills required

•Not every students might have

•Copyright issues

•Technical issues

Rationale for ICT chosen Affordance and Limitations

Demonstration of AutoStitch

AutoStitch programAffordance Limitations

•Free software (Demo version)

•Easy accessible

•Dummy proof software

•Not every students have computer at home

•Technical issues

Rationale for ICT chosen Affordance and Limitations

How choice of ICT fulfills lesson objectives

• Cameras + Facebook- Capturing photos- Commenting on works

• AutoStitch + Printers– Using software to transform 2D to 3D

Pedagogical Approaches

Teacher student interaction

Learning Environment

Project- based•group presentation

•Discussion on Facebook

• A 360 degree exhibition of their works on school foyer

•student centered.

•student groups.

•Teachers are facilitators

S1: Class room/ Art room

S2: School parade ground

S3: Computer labs

S4: School parade ground

S5: Computer labs/ school Foyer

Resource based • Facebook discussion

•Photos

•Presentation

•Internet research

•Teachers act as facilitators

•Teaching students how to learn.

•The goal is to teach students to find, evaluate and use information to tackle the challenges they encounter along the way

CreatingWith ICT

CommunicatingWith ICT

Pedagogical approaches

Ethics, Issues And ICT

Inquiring with ICT

Operating ICT

MEANINGFUL+

SELF DIRECTED +

COLLABORATIVE LEARNING

+

HIGHER ORDER THINKING

PROJECT BASED LEARNING

RESOURCE BASED LEARNING

Inquiring with ICT

Communicating With ICT

CreatingWith ICT

Ethics, Issues & ICT

Operating ICT

Assessment CriteriaExcellence

5Good

4Satisfactory

3Unsatisfactory

2 Fail

1Marks

2ND SESSION: Responding and interpretation of instructions to create accurate drawing of perspective( exploration)- BASED ON 1 st DRAWING ON FIRST SESSION

Able to interpret the instructions and make personal marks on the paper.Strong attempt in looking and making accurate perspective drawing.Exceptionally well composed image

Able to interpret the instructions and make personal marks on the paper.Attempt in looking to make accurate drawing.

Able to interpret the instructions and make personal marks on the paper.Show attempt to create reasonable accurate drawing depicting perspective.

Unable to follow and interpret the instructions consistentlyShow little attempt to create variety of different types. The accuracy of drawing is not consistence.

No attempt to follow or interpret the instructions.No attempt to make the marks

1ST AND 2ND SESSION: Students’ participation online- self directed learningPost 2 responses with in- depth evaluation on photos.Post their photos taken on Facebook at correct location.

Post 2 responses on evaluating the photos online. Post their photos taken on Facebook

Posted 2 responses on the discussion board and their photos on Facebook.

Post their photos taken on Facebook. Fail to participate on online discussion

Fail to post their photos on Facebook. Fail to participate in the discussion board.

3TH SESSION: Group presentation- collaborative learningStudents’ participation and response on friends ‘ work during presentation- BASED ON VERBAL PARTICIPATION IN CLASS

Students actively participate in their group discussion to formulate an in-depth analysis of color theories, using the photos that they have taken.

Students participate in their group discussion and analyze the color on the photos they have taken.

Able to do a presentation on analyzing of color on the photos that they have taken.

Students work as a group but failed to understand the color theories.

Fail to work as a group and does not apply or show understanding of the color theories.

4TH SESSION: Applying the theories of color into their drawing.Well controlled of medium to translate the colors onto the image. There is a strong attempt in seeing to produce the light and shadow in the image and accuracy in color depiction.

Able to use the medium to apply color onto the image. Able to produce light and shadow but accuracy in vary degree.

Good controlled of medium to translate the colors onto the image. Show an attempt to produce light and shadow in his work.

Unable to translate the colors onto the image but show an attempt to produce light and shadow in his work.

Unable and no attempt to show how light and shadow in the drawing.

TOTAL MARKS:20

Assessment Criteria

Students’ participation online

Excellence

Post 2 responses with in-depth evaluation on the photos.Post their photos taken on Facebook at correct location.

Assessment Criteria

Students’ participation online

Fail

Failed to post their photos on Facebook.Failed to participate in the discussion forum.

Assessment Criteria

Group Presentation

Excellence

Students actively participate in their group discussion to formulate an in-depth analysis of color theories, using the photos that they have taken.

Fail

Fail to work as a group and does not apply or show understanding of the color theories.

Students’ participation and response on friends ‘ work during presentation - BASED ON VERBAL PARTICIPATION IN CLASS

Assessment: 3-2-1Reflection3-2-1 Reflection Form

3 I learned statements…

2 Ahas! Insights…

1 Question I have is…

!

Sample of Reflection form

Conclusion

How ICT aids the learning?• Students be able to do and access their

homework anytime and anywhere.

• Students involved in evaluating each other works by using Facebook.

• Students broaden their perspective on the use of ICT as part of their lives.

Chai, Ching Sing (2010) ICT for self-directed and collaborative learning. New Jersey: Pearson/Prentice Hall

Statements of learning for Information and Communication Technologies (ICT). Retrieved October 19, 2009, from http://www.mceetya.edu.au/verve/_resources/SOL_ICT_Copyright_update2008.pdf

Six Facets of Understanding. Retrieved October 20, 2009, from http://pixel.fhda.edu/hybrid/six_facets.html

References

Thank You!