Art and Writing: A Connection Using iPads

Self-Portraits with Text.

I have taught this lesson for several years with eighth grade and I recently added a twist with technology.  There are several iPad apps that incorporate type and photography so I did some research and tried out several of them.  My favorites are WordFoto and Type Drawing.  I introduced WordFoto to my 8th grade students after we discussed the elements of self-portraits, the reason artists create them and what message they would want to convey about themselves when they create their own. They completed a writing prompt that encouraged them to reflect on themselves in an introspective way; including writing about important people in their lives, places they would like to go, people they would like to meet (dead or alive), their dreams and goals, how they think other people see them, how they would like to be remembered, etc. I use the "One to Ten Reflection" (see below) as the prompt. I pushed the students to ask themselves "why?" or "because" after each writing to foster further critical thinking.  It was important that they understood the difference between creating a self-portrait solely about themselves and creating a self-portrait of how they want to be perceived.  They spent some time (okay, maybe too much time!) taking pictures of themselves.  It was fun and they had a lot to choose from for their self-portraits.  I encouraged them to choose one that seemed to be the most accurate reflection of themselves.  Impressive!

iPads in the Art Room

Rolling out a 2:1 iPad Program

It has been a little over two months since I have added 15 iPads to my visual arts instruction and I want to use the next several posts to share my experiences, strategies, lessons and successes.  

Let me begin with deployment - which can be extremely intimidating for any teacher.  The day the iPads arrived was like celebrating Christmas early.  I couldn’t wait to set up the devices and get them organized and uploaded with apps so I could begin using them....I had spent most of the summer researching and designing lessons that integrate technology with my curriculum.  I was determined not to let the technology rule the lesson but rather supplement it in a way that engages the students in learning and provides differentiation for all levels of learners.  I will share some lesson plans in future posts.

  

There are many fears associated with allowing 175 middle school students to use these precious devices every day, the least of which is general management.  Creating procedures that were simple, direct and easy would ensure that I would integrate the technology more often and become comfortable using it on a regular basis.  I probably spent way to much time thinking about the management issues but I think it paid off. 

I have about 30 students in each of my classes so this has worked out to be a very close 2:1 scenario where every two students share an iPad.  I have bins on each of the six tables in my room that contain the iPads for the students at that table.  Each iPad is numbered and placed in a large ziplock bag which is also numbered.  I purchased some inexpensive foam sheets at the craft store and use those for two purposes.  They act as a “cushion” between the iPads when stored in their bins to keep them protected and they also serve as a placemat of sorts for the students to keep the iPads on the table so they don’t slide around or get easily knocked off the table.  Let’s be honest, middle school students can be a little clumsy! I have established a single, strict rule as students enter the classroom: iPads are to stay in the bins until the teacher gives permission to power them on.  This provides me with a few minutes of undistracted attention to present the objectives for the day.  (This has also been extremely helpful as we have also moved toward a BYOD initiative; students who bring their own devices must have them off and in the bins when they enter the classroom.)  

Totes m' Notes

Each student has created a personal notebook in an app called Totes m’ Notes.  I did a lot of research on journal apps and this one is perfect because this free app allows an unlimited number of notebooks to be created.  (Many other journal apps had limitations in their free versions.) It also allows students to customize their notebook covers with different backgrounds and stickers (a great first day activity).  There is a place on each notebook cover for the students to type their names so I can easily check their notebooks at the end of class or end of day to see their work.  Journal entries are automatically dated and organized in a table of contents type format to make it easy to see all the work they've done!  Each  class begins with a new journal entry where they write the objectives for the day. I have daily objectives posted in a powerpoint slide on the screen in the front of my room.  Additionally, each class ends with a journal entry that summarizes what was learned.  Sometimes I’ll ask a specific question and other times I will ask them to write 2-3 sentences about what they learned that day.  I use the powerpoint slides to pace the lesson, show them the apps they are to be using, provide illustrations or examples,  and present a checklist of instructions. The slides accompany my verbal instructions and demonstrations so that I am able to circulate the room to work individually with students, keep students on task and reach all learners.  Here is a link to a typical powerpoint presentation that I have used for a lesson.  http://www.slideshare.net/ldnorris/ipad-pp-still-life-two-ways

At the end of class, procedures once again rule the classroom.  Students are directed to complete their summaries in their Totes Notebooks, close all running apps, power the device off, clean the screen, place in baggie and return the iPad safely to its bin on the table.  Whew!  Class is over, I can check their notebooks for understanding and completion of work and prepare for the next day.

I have found that the students crave the consistency of procedures.  There have been times when work time has overtaken the few minutes they need to write their summaries and you would think that the world has come to an end!  “Can we PLEASE stay and write in our journals, Mrs. Norris?”  “Can I write my summary tonight and copy it in my journal tomorrow?”  When students are leaving my class wishing we had just “a little bit more time” I know that it has been successful day.

The State Landscape of STEM

The beginning of a new school year is always exciting and this year in is no different for schools in the state of Tennessee.  With the launch of three new STEM hub schools across the state, Tennessee is revealing itself as a leader in this exciting and innovative movement in education to increase rigor, bring awareness to the fields of science, technology, engineering and math and to prepare students for future jobs that will support local communities.  The three new schools have brought the state to a total of five operating STEM hub schools with one in the proposal stage and all six representing a different region of the state: Kingsport, Knoxville,  Chattanooga, Cookeville, Nashville, and in the future Memphis. The state landscape of STEM education is looking good.

The committed network of educators and business partners or, TSIN, Tennessee STEM Innovation Network has been established to promote and expand the teaching and learning of STEM-based education in K-12 public schools across the state.  The new website proves to be valuable for the STEM initiative in the state of Tennessee and I'd like to share their most recent news story.  It hits especially close to home and has become (and will continue to be) an invigorating and integral part of our community.

(This excerpt is taken from the Tennessee Department of Education newsroom.  To read the entire article or to go to the TSIN website follow this link: http://thetsin.org/home/4562775318)

"Two weeks ago I stood in the gymnasium of Innovation Academy of Northeast Tennessee to participate in the ribbon cutting of the region’s new science, technology, engineering, and mathematics (STEM) middle school. An overflowing crowd of excited students, parents, business leaders, and elected officials lined the gymnasium and wound through the hallways to hear how the school was going to stand out in a region already bustling with STEM activity. When the oversized gold scissors cut the ribbon at Innovation Academy to formally declare the school open, it also unleashed the power of the statewide STEM network into the region.

Innovation Academy is a platform school of the Tennessee STEM Innovation Network (TSIN)....Platform schools are different from typical schools in Tennessee. The TSIN schools are aligned to common design principles and serve as laboratories of innovation for STEM education best practices to be shared throughout the state via the Network. Many platform schools put technology in the hands of students on day one, design classrooms with moveable tables and walls to encourage student collaboration, and develop cross-curricular activities to incorporate all subjects into a new way of teaching and learning. It’s also common to find a local STEM professional, such as a chemist from Eastman Chemical Company or a mechanical engineer from Nissan North America, actively participating in classes and lending his or her expertise in a hands-on student project."

[This is TSIN Director of Client Engagement Wesley Hall's post from this week's SCORE Sheet]

Teachers as Learners

     According to Education Week, professional development “refers to ongoing learning opportunities available to teachers and other education personnel through their schools and districts”.  I think the key word here is ongoing.  It is vitally important to offer relevant teaching strategies, hands-on workshops and applicable information for teachers but it is equally important to provide continued collaboration and support for those offerings.

     Recently, I had the most amazing opportunity to be part of a professional development that I helped facilitate.  One thing is very clear: teachers are the best learners.  They arrive ready to learn, to advance, to try something new and to bring something back to their classrooms that is exciting and engaging for their students.  There is no doubt that most teachers are the best students.  

     I found it most interesting that the single request noted in the reflection process at the end of the session was on-going support.  It wasn’t a classroom pack of iPads (although that would be nice), or fancy computer software, or expensive books and materials; it was simply continued support and collaboration.  Our teachers are asking to work more!  They want more time to work, to collaborate, to explore, to experiment.  Isn’t that what we expect of our students?  How can we propel teachers into a pool of new knowledge and then leave them without a life jacket?  With the demands teachers have today it is vital that we provide the tools and support necessary for them to do their job successfully.  As teachers, we provide every opportunity possible to help students in their learning; shouldn’t we do the same for the teachers? 

The STEAM Team:

Now Recruiting

When we talk about STEM-based education we use words like collaboration, self-directed learning, creativity and critical thinking.  These elements of STEM education are not new to learning; they are just new to the learners.

Many of us can remember the days when learning like this was a natural part of life - we just didn't know it was learning!  We remember spending many Saturdays on the empty lot in the neighborhood playing any kind of pick-up ball game.  There were no set rules.  We made them up as we went along and would adapt to conflict and change as it came.  We chose teams according to who would make the best team - simple as that.  There was no "coach" telling us what position to play or that we would play for 30 minutes and then take a break for Gatorade.  The street lights determined the end of play.  Someone would naturally take the lead and the others would follow...everyone had their role in the game.  Each team member was responsible for being a part of that team and contributing in their own way.  One team lost and one team won, and everyone learned.

It is our responsibility to teach the next generation how to play the game.  As educators, we must provide opportunities for students to learn how to work together as a team and discover what their positions are, how to create the best team, how to make critical decisions based on unexpected outcomes, how to think creatively and how to work together (collaborate!) to be successful in reaching their goals.