If you have never tried Padlet before, I suggest you check it out. I found out about this wonderful free online program this summer. I have used it twice in my classroom already.
The first time it was meh. Not all my students had computers and they had to shout out what they wanted me to add when we had a brainstorming session. Many voices weren’t heard because, well, you know that student, the shy one that doesn’t speak up and especially not to the whole class.
Today we used it again in my Art 2 class. We had our final brainstorming session about Man/Machine and the relationship, meaning, and interactions. Almost all of the students had computers so they were able to add as we went. It was a huge success. It can be anonymous and helps those who don’t know or don’t want to share their physical voices.
And bonus, I can share the link on their Art 2 webpage so they can reference it.
It really pumped me up as we move to the art making stages of this unit.
A fellow art teacher posted this link to our FB art teacher group. I thought it was awesome.
Basically, this middle school art teacher in Georgia shows a carefully selected group of artworks to her students and has them add text over the images to create memes. But, she takes it a step further and then has the students research the original context of the artwork and when they post the meme to their edmoto page, they write about the original context in the comment section. Then students are asked to comment thoughtfully on 3 of their classmates memes.
I think this idea is great. And, I am going to incorporate it into my art 1 classes. I think once every other week, the students will pick from the list of artworks and create the meme. They will then upload it to their blog and add a description of the original context of the artwork.
It is a great way to tie art history with technology. And, using the meme makes it relevant to the students and their lives.
Thanks to Artful Artsy Amy for sharing her blog. I hope you don’t mind me borrowing your fabulous idea. 😉
I put together a monthly newsletter that I send out to my parents/guardians, principals, and some colleagues. You can find links to them on the right column. I use a program called Smore. I have a section for each of my classes–art 1, art 2, etc. I have wanted to keep in touch more with parents about things that go on in the classroom. I want them to know what their kids are learning in my room–that there is more than just “art” or “fun” happening. I want them to know I plan carefully and that I have high expectations for my students. I include pictures and some carefully worded explanations of what is happening. I have received return emails from some parents complementing me and thanking me for keeping them updated. I also received a very nice card from the district instructional technology coordinator, the man that introduced me to Smore, about my use of the program and recognizing my effort.
Lately, the newsletter have been a bit more difficult to write. I have been exploring new things and trying out some things in the classroom as I grow as a teacher. I believe in being transparent about what I am doing. But it is scary. I worry that someone is going to question why I am changing things, question my decisions, not agree with what I am doing, or worse, ask me to stop and go back to what everyone thinks art should be.
I know I shouldn’t worry and I should be confident in what I am teaching my students–I do have their best interest in mind. I guess only time will tell if my worries are for nothing.
My student told me about airdrop today. It is awesome. It was so easy to transfer the student files onto my computer. I didn’t have to walk around with my flash drive. Why didn’t someone teach me this sooner. I guess this is one good thing about 1:1.