Part 1 – Video Library
In this activity I searched for videos related to art, art history, and design. In short, I located 10 videos from the course’s list of video resources to include on this page. Each video shows its title, a brief description of how it relates to my classroom, and, of course, the video content itself.
1. Aparna Rao: High-tech art (with a sense of humor)
Description: This video is of a talk Aparna Rao gave at one of the TED conventions on the combination of technology, education, and art. In short, I believe this video would serve as a great inspirational piece to my class. Essentially, it would show my students the possibilities their art skills posses in creating something unthinkable.
2. How to Draw Cartoon Characters : How to Draw the Head on a Cartoon
Description: This video provides basic instruction on drawing a face around a cartoon expression. In short, I believe this video and other videos like it would be a great tool in assisting my students with the fundamentals of drawing. In short, it would teach them about proportions and dimension.
3. A Tribute to Vincent Van Gogh
Description: This video is a continuous look at collection of masterpieces by the artist Vincent Van Gogh. Essentially, I believe this video would be a great tool for teaching students about this particular artist and his style. Additionally, it will provide students visual examples of his historical composition, use of color, and brush techniques.
4. The Dark Genius of Caravaggio
Description: This is a video of the work of Caravaggio. In essence, I see this video being used in much the same way as the Vincent Van Gogh video. In other words, this video will provide my students with a firmer understanding of the techniques and styles found in Caravaggio’s works. Additionally, it will provide cultural and contextual backgrounds for the student’s to study Caravaggio’s inspiration.
5. Death in the Rijksmuseum
Description: This video is of the collection of art housed under the Rijksmuseum in Amsterdam. In short, this video will give my students an understanding of how art reflects the culture, religion, economics, and activities of people in that area. In other words, it will show them how art carries messages about more than just beauty.
6. How to draw Roronoa Zoro (One piece) – Drawing Tutorial Video
Description: This video is a drawing tutorial for learning how to draw a Japanese Anime character using a basic computer art program. In short, this video would be a good tool for teaching my students how to use computer software to create some of their favorite types of art. Additionally, it would also serve as a great motivational tool for the students.
7. Let’s draw a crocodile!
Description: This video is great drawing tutorial on how to draw a cartoon crocodile. Basically, this video would be perfect for providing a step-by-step lesson on how to draw an animated animal. Essentially, it lets the students learn about a variety of art techniques by teaching them attention to detail by mimicking.
8. Let’s draw a cat!
Description: This video is step-by step tutorial on how to sketch a cartoon cat. In short, this video provides background information on stylizing and composition. In fact, it allows students the opportunity to learn about a variety of art techniques by simply following the instructor.
9. Let’s draw a dog!
Description: This video is tutorial on how to create a cartoon dog. In essence, this video teaches you the geometry and techniques behind the creation of this cartoon animal. Essentially, it allows students to practice the art of animation at a fundamental level.
10. The Making of “Hero”
Description: This video is inspiring look at the creation of an art piece using an artistic method know as Pointillism. Essentially, this video would provide my students inspiration by seeing the amount of work, skill, and dedication this artists has to honing his craft. In short, this is a perfect motivational piece.
Part 2 – Video Enhance Lesson Plan
Combining Old World Techniques with New World Techniques: Using Multimedia Technology to Enhance the Study of Art and Art History
Introduction: This lesson was created for instructors looking for a meaningful and exciting way to convey art and art history to his or her students. In short, with limited student attention spans, it can be a challenge to convey the excitement of art and art history to today’s youth. One tool I discovered that reinvigorates students is the medium of video.
Thus, this particular lesson utilizes a library of videos to inspire and teach students about various artists, art styles, period of arts, and specific techniques used throughout the long recorded history of art. In fact, it focuses on the use of multimedia to teach students specific terminology and famous works of art through demonstrations, narrations, and tutorials.
Specifically, this lesson asks each student to draw a specific character outlined in one of included tutorials in the video library and stylize it like one of the artists also featured in the aforementioned library.
Content Area and Grade or Age Level of Students: Art and Art History, Grades 7 -12
- Students will be able to explore art history using video and other multimedia
- Students will be able to identify famous artists and artistic styles by comparing and contrasting famous artistic works through the use of video and multimedia
- Students will learn new artistic techniques and terminology through the study and examination of multimedia tools
- Students will be able to draw correlations between their artistic skills and related technology
Idaho Content Standards
- 9-12.ICT.1.1.2 Create original works as a means of personal or group expression using multiple resources and formats.
- 9-12.ICT.1.1.3 Create models and simulations to explore complex systems and issues to identify trends and forecast possibilities.
- 9-12.ICT.2.1.1 Inquire, interact, and publish with peers, experts, or others employing a variety of digital media and environments.
- 9-12.ICT.2.1.2 Collaborate with others using digital tools and media to identify issues and exchange ideas, develop new understandings, make decisions and/or solve problems
- 9-12.ICT. 3.1.2 Evaluate and select a variety of resources to solve an information problem or make an informed decision.
- 9-12.ICT.3.1.3 Formulate specific searches using advanced navigation skills to access a variety of resources.
- 9-12.ICT.3.1.4 Collect, analyze, organize, and interpret data and information to make informed decisions, draw conclusions, and construct new understanding and knowledge.
- 9-12.ICT.5.1.4 Integrate new technologies into current knowledge and practices.
- 9-12.VA.1.1.1 Identify representative visual works of art from a variety of cultures and historical periods.
- 9-12.VA.1.1.2 Outline the history and function of a particular visual art form.
- 9-12.VA.1.1.3 Compare and contrast the historical, social, and environmental contexts that influence artistic expression.
- 9-12.VA.1.1.4 Compare and contrast aesthetics from different cultural perspectives.
- 9-12.VA.1.2.1 Compare art forms that share common characteristics (e.g. form, line, space).
- 9-12.VA.1.2.2 Analyze a visual art product or art performance that integrates media, processes, and/or concepts from other performing arts disciplines.
- 9-12.VA.1.2.3 Relate the trends and movements in visual art to other disciplines in the arts and humanities.
- 9-12.VA.2.1.1 Develop and present basic analyses of works of visual art from structural, historical, and cultural perspectives.
- 9-12.VA.2.1.2 Construct meaning and support well-developed interpretations of works of art with evidence.
- 9-12.VA.2.1.4 Identify iconography in an artist’s work or a body of work and analyze the meaning.
- 9-12.VA.2.1.5 Analyze an artist’s use of the elements and principles, and how they contribute to one’s interpretation of the artwork.
- 9-12.VA.3.3.1 Plan and produce a work of art applying media, techniques, and processes with skill, confidence, and sensitivity.
- 9-12.VA.3.3.2 Apply various symbols, subjects, and ideas in one’s artwork.
- 9-12.VA.3.3.3 Use the creative process (brainstorm, research, rough sketch, final product) to create and critique a work of art
- 9-12.VA.3.3.4 Determine and execute appropriate visual presentation of an original artwork.
Relative Advantage: The are a number of benefits for exploring art and art history using multimedia like:
- The ability to demonstrate how the multimedia elements and principles can be used to solve specific visual arts problems.
- The ability to use multimedia to present convincing or accurately rendered subjects that demonstrate refined observational skills.
- The ability to critique one’s own work with the intent of revision and or refinement.
- The ability to locate and use appropriate multimedia resources in order to work independently, monitoring one’s own understanding and learning needs.
Timeline: The entire lesson will be addressed over the course of a week. The students will have by the end of their art class on Friday to hand in their final composition. Specifically, the students will have 55 minutes each day to work on and complete the overall assignment.
- Computers with Internet access
- Headphones for each computer workstation
- A Video Library
- A sketch book for each student
- Two No. 2 pencils for each student
- A set of colored pencils for each student
Grouping Strategies: There are 25 computer workstation for 22 students within my classroom. Thus, each student will have his or her assigned workstation available to them all week. Additionally, if instructor does not have enough workstations for this lesson, please divide the group so that all students have time to review the video library on the first day of the lesson.
Learning Activities: The tasks to be completed for this lesson by each student are as follows:
1. Students will log onto their assigned workstations using their previously assigned school email address and password.
2. Once the student has logged on, they will access the assigned video library consisting of 10 videos selected to accompany this assignment by logging onto the Internet.
3. After the students have accessed the video library directly, each student will view the assigned videos included in the video library for this assignment using their computers and headphones placed at each workstation.
4. Next, students will select a subject to sketch from five of the included videos that provide tutorials on sketching different subjects. They are: a face, a man/woman, a crocodile, a cat, or a dog.
5. Once the student has selected their chosen subject, they will use their sketch book and a No. 2 pencil to begin the tutorial on their selected subject. In other words, they will watch the selected video on their subject to learn techniques on how to draw the subject.
6. The student will ensure they use two specific techniques from their tutorial to include on their final composition.
7. After sketching out there subject, the students will once again view the other five videos for inspiration and examples on the style they want their sketch to mimic.
8. The student must choose from the styles discussed, showed, or mentioned in the videos on styles of art to stylize their sketch with a set of colored pencils.
9. Finally, the student must turn in their final composition by the end of the last day of the week.
Assessment: In short, the success of the lesson in terms of student motivation and satisfaction will be determined by a survey given to students the following week. As for the actual assessment for the above assignment, the instructor will grade the final composition submission according to a rubric of required elements and steps. These elements include sketching an object from the included video library, applying a famous artist’s style from the same video library to the sketch, and including two recognizable techniques in the final composition.
Adaptations for Learners with Special Needs: The following adaptations could be made to meet the needs of ELL learners:
- Break assignments into smaller, manageable parts.
- Use peer tutors.
- Underline important directions, and key words.
- Allow more time for completion.
- Give immediate feedback and lots of encouragement.
- Use large resolution screens.
- Keep directions simple, write them out, or give them orally.
- Use cooperative learning strategies.
Price, K. M., & Nelson, K. L. (1999). Daily planning for today’s classroom: A guide for writing lesson and activity plans. Belmont, CA: Wadsworth Pub. Co.
Serdyukov, P., & Ryan, M. (2008). Writing effective lesson plans: The 5-star approach. Boston: Pearson Allyn and Bacon.
Warner, L. (2007). Inclusive lesson plans throughout the year. Beltsville, MD: Gryphon House.
1.1 Instructional Systems Design (ISD)
1.3 Instructional Strategies
2.3 Computer-Based Technologies
3.1 Media Utilization