Have you ever played a game called "Wolfestein 3-D" or "Buck Rogers". Both of these games were huge when they came out. They helped break the mold from linear approached video games and added the third dimension. Nintendo came out with a consul unit called "Virtual Boy". A lot of people never heard of this unit. It was only around for a bit. It was a unit that had a pair of goggles on a tripod and a normal hand controller with it. An example of one game was 3-d tennis. It gave people really bad headaches. This was not a high resolution unit at the time but the illusion was there in a way. Peoples minds were not subject to this type of graphic as they are now of days.
Funny, you tell students about the development of this unit...1-75 might know about it because they are really cool! Ha Ha. but the rest would not get the significance. Why...they have 3-D video tvs, 3-D movie theaters, and tools like Google Earth and Sketch-up. The idea of an image without the third dimension is considered old school to them. They grew up with images that pushed the limits of the third dimension. When I saw "Finding Nemo" for the first time, I was floored at what pixar did. The resolution was so high. The way characters zoomed around the screen was incredible! Students grew up watching that movie thousands of times screaming in the back seat of a car eating cherrios! No joke...I ask my class all the time!
I have trouble navigating the third dimension. Newer games like "Call of Duty", "Halo", "Warcraft", etc all give me a headache! So what are the positive possibilities I see with something that give me a headache? Tools that demonstrate a concept that is not fully understood by students.
Students can navigate the third dimension but can they create in the third dimension. Drawing on paper and using mixed media to build an object are two very difficult things for a student to do in middle school.....a lot have trouble and become very frustrated easily. Part of my job is to help foster the understanding of the the third dimension when creating individual expressions of art. In order to innovate like an engineer for example, students must understand space and how an object takes up space while interacting with other objects in that space. These concepts carry over into all subjects and even in state testing criteria.
And now for the Google part of this blog entry. If you take tools that use the technology like video games, you can have students explore the third dimension in activities that can be controlled. Design and Technology teachers use Sketch-up and Google Maps/Earth to help demonstrate to all learners these fundamental concepts older individuals take for granted exist. You might think get what 3-d is fully but if you ask them to create using the third dimension, you will quickly understand there is a difference between knowing and doing!
The largest wow factor you can get is showing Sketch-up for the first time. Draw a circle (2-D) object...next you grab and pull the circle up. Instantly you make the 2-d object into a 3-d object.... circle into a cylinder. That wow factor is simply students' minds just figuring out the real difference between 2 and 3 dimensional objects. The hook is placed 9/10 times using that trick. Without these tools, students might not make that connection.
From there in both Google Maps, Earth, and Sketch-up, there are endless number of activities that bring these programs together. There are plenty of self driven tutorials on line for independent learning. Group collaboration is very difficult but it can be done. I had students create a "Bottle Drive Bin". Jobs were divided. One student was the project manager, another was the architect, another was the lead foreman, another was the business manager, etc....the whole project was created using real life skills. The bin was presented, approved, and built. Google Sketch-up, Earth, and May played an important role in that project. It is all how you choose to use the tools out there to get the message across.
Wednesday, August 1, 2012
Google Tools Reflection 3- Use of Google Forms and Sites
In this blog entry, I would like to comment more specifically on the use of Google Forms, Google Spreadsheets, Google Drawing, and Google Sites.
I am at the tail end of my work for this class. I am not even at the nose of my work for the year but the school year has not even started. I was having a conversation about these tools. I was asked..."What is the hardest thing about this class you are taking?" The answer....The hardest thing is not understanding what these tools can do. The hardest thing to do is to understand that you can go somewhere else to do functions that you know exist in another way on your computer. Microsoft offers basically the same functions Google offers with its tools. The biggest difference I see is where and how the information is saved. This mindset is difficult to erase. I do this in Microsoft....I save it like this....I access these programs using these icons. I feel like a robot. Explain to someone how to create a simple Microsoft Word document with a picture and the steps to save it. Include in your instructions all baby steps. You will find that there are so many little steps you do because of repetition over time and never realize them. When working with a system that mirrors them, the differences stand out much quicker. Against the grain!
Unlike my last Blog and how I do not care for the file sharing of Google...I do love the little refined functions offered in Documents, Forms, Spreadsheets, Drawings, and Sites. They have made interfacing more user friendly than Microsoft Office Docs. They understand the fundamental functions needed by users that choose the Google approach verse the offline version of Microsoft.
The things I look forward to bringing into the classroom are the following as an art teacher...
I am at the tail end of my work for this class. I am not even at the nose of my work for the year but the school year has not even started. I was having a conversation about these tools. I was asked..."What is the hardest thing about this class you are taking?" The answer....The hardest thing is not understanding what these tools can do. The hardest thing to do is to understand that you can go somewhere else to do functions that you know exist in another way on your computer. Microsoft offers basically the same functions Google offers with its tools. The biggest difference I see is where and how the information is saved. This mindset is difficult to erase. I do this in Microsoft....I save it like this....I access these programs using these icons. I feel like a robot. Explain to someone how to create a simple Microsoft Word document with a picture and the steps to save it. Include in your instructions all baby steps. You will find that there are so many little steps you do because of repetition over time and never realize them. When working with a system that mirrors them, the differences stand out much quicker. Against the grain!
Unlike my last Blog and how I do not care for the file sharing of Google...I do love the little refined functions offered in Documents, Forms, Spreadsheets, Drawings, and Sites. They have made interfacing more user friendly than Microsoft Office Docs. They understand the fundamental functions needed by users that choose the Google approach verse the offline version of Microsoft.
The things I look forward to bringing into the classroom are the following as an art teacher...
- The ability to assess student understanding in a simple interactive way using Google Forms before and after units
- Creating spreadsheets that tracks student progress over time
- The ability to have students create documents using Ipads (Not PCs) and save work created for research
- The ability to have students create a Presentation that reflects background knowledge learned during an unit of study
- The ability to create a Drawing with pictures that demonstrates the connections from one concept to another (example: Flow chart with hyper links and pictures!!!)
- The ability to showcase all work created in a unit of study on their own individual websites that can be shown during class driven critique ...this includes photos of art projects created with all background knowledge learned at their finger tips.
These are some of the structures that I look forward to putting into place. These tools have great potential if used as a whole. Please look to my final project to see how i use some of these tools when creating a website for my 2012-13 school year. How exciting!
Google Tools Reflection 2- Use of Google Drive/Docs
My last blog had to do with how do I keep the lines of communication open to everyone. This Blog, I want to reflect on the use of an organizational system to allow students access to information as needed when taking art in the middle levels.
Prior to this course, I used a system that I worked very hard on. I created a series of folders on the district "Shared Drive". I was the first teacher in my school to be doing this as part of how students rotated through my program. It was a huge struggle to try to get students and special educators to find the documents as needed for many reasons. In these folders, I created sub folders by projects that contained all worksheets, exemplars of the unit, background slide shows, and any other resources needed at that time. I also created a drop folder that had "Drop only" rites to it. Students could see what was in the folder but could not remove or change a document once it was placed in there. I have a system that students use to code their work prior to turning it in for a grade. The fundamentals were there but in practice, it was a nightmare. It was very difficult to reach everyone and a general file sharing knowledge curve was huge by everyone involved.
I am a little hesitant to use Google Drive for many reasons but my reasons are very similar to when using the Shared drive system I used in the past.
As of current, I will go with Google Drive because it connects the best with other Google Functions and it addresses some of the problems I currently come across. I work with the whole school so it is tuff when their are so many little variables that makes a simple system a difficult system. I will work around the fact it chops up 75% of my documents that I have already created because they have tables or charts in them. My file cabinets will grow as I create new documents with Google Forms, Google Spreadsheets, etc but until then, I will have to make do.
The learning curve will still be there for a few years. Time is not a commodity in a UA class. A fundamental knowledge of how Google works needs to be created in order for this type of informational system to work efficiently school wide. Once a baseline of knowledge has been established, I feel this tool can be effective. I also hope that Google creates an icon that allows you to easily find your "Drive" without having to open multiple windows to access "Google Drive".
All tools have their limits. Students need to be flexible since some tools aren't. But that is a skill that helps create Innovators!!!
Prior to this course, I used a system that I worked very hard on. I created a series of folders on the district "Shared Drive". I was the first teacher in my school to be doing this as part of how students rotated through my program. It was a huge struggle to try to get students and special educators to find the documents as needed for many reasons. In these folders, I created sub folders by projects that contained all worksheets, exemplars of the unit, background slide shows, and any other resources needed at that time. I also created a drop folder that had "Drop only" rites to it. Students could see what was in the folder but could not remove or change a document once it was placed in there. I have a system that students use to code their work prior to turning it in for a grade. The fundamentals were there but in practice, it was a nightmare. It was very difficult to reach everyone and a general file sharing knowledge curve was huge by everyone involved.
I am a little hesitant to use Google Drive for many reasons but my reasons are very similar to when using the Shared drive system I used in the past.
As of current, I will go with Google Drive because it connects the best with other Google Functions and it addresses some of the problems I currently come across. I work with the whole school so it is tuff when their are so many little variables that makes a simple system a difficult system. I will work around the fact it chops up 75% of my documents that I have already created because they have tables or charts in them. My file cabinets will grow as I create new documents with Google Forms, Google Spreadsheets, etc but until then, I will have to make do.
The learning curve will still be there for a few years. Time is not a commodity in a UA class. A fundamental knowledge of how Google works needs to be created in order for this type of informational system to work efficiently school wide. Once a baseline of knowledge has been established, I feel this tool can be effective. I also hope that Google creates an icon that allows you to easily find your "Drive" without having to open multiple windows to access "Google Drive".
All tools have their limits. Students need to be flexible since some tools aren't. But that is a skill that helps create Innovators!!!
Google Tools Reflection 1- Blogger
I rewrote the Middle level curriculum this past school term. I was aked to structure all my work using KUDs. (Know Understand Do). As part of this work, I wanted to expand my program to include concepts and organizational approaches that might benefit my student and the community as a whole. I began researching other district sites in all grades levels outside of the area. One overwhelming area that I notice I lacked, was the use of a Blog. I found myself taking so much time reaching out to resources to promote the smallest of opportunities that were being offered to students. By doing this, I was neglecting some other aspect of my program. Time is everything. You need to promote the arts in the greatest possible way for the most impact on your program. Basically...show and tell!!!
When we went over E-Blogger in class on June 21st, my mind got thinking back to what I came across and how might I organize a site for the CMS ART DEPARTMENT. I set up the account. Over the break, I entered a simple "welcome to..." entry. I was amazed at how easy it was to write, post, and change mistakes after posting to this blog. I got intrigued. I had to see what else it could do. While watching a movie, I decided to add another posting. This time I thought...what do I put on my blog....I remembered back to my work on the curriculum, essential questions, and exemplar sites seen. I would use this blog....
1. Communicate the smallest of positive connections made by me as a teacher with students
2. Offer connections to the surrounding community resources in the arts for all ages
(example...Burlington City Arts, Art Contests, local exhibits, etc)
3. Inspiration through other artists works outside of CMS(websites, digital portfolios, etc)
4. Continuing Education Opportunities (courses, workshops, higher level institutions, etc)
5. Exemplar connections made by students in the arts
6. And so on!!!
It was like a waterfall! So many things that I wanted to tell people that we do at CMS and the amazing connections made by students. I wanted to add so many pictures with full descriptions of what was being shown. I had to hold back adding to the CMS Art Blog so I could get the rest of my blogging done for this class. Thank you for giving me the opportunity to learn such a powerful tool! I look forward to showing others how to set up an account and get off and going. Oh yeah...I never realized it but some of my favorite art/motorcycle websites are actually Blogger sites! To funny...never took notice to this until now!
When we went over E-Blogger in class on June 21st, my mind got thinking back to what I came across and how might I organize a site for the CMS ART DEPARTMENT. I set up the account. Over the break, I entered a simple "welcome to..." entry. I was amazed at how easy it was to write, post, and change mistakes after posting to this blog. I got intrigued. I had to see what else it could do. While watching a movie, I decided to add another posting. This time I thought...what do I put on my blog....I remembered back to my work on the curriculum, essential questions, and exemplar sites seen. I would use this blog....
1. Communicate the smallest of positive connections made by me as a teacher with students
2. Offer connections to the surrounding community resources in the arts for all ages
(example...Burlington City Arts, Art Contests, local exhibits, etc)
3. Inspiration through other artists works outside of CMS(websites, digital portfolios, etc)
4. Continuing Education Opportunities (courses, workshops, higher level institutions, etc)
5. Exemplar connections made by students in the arts
6. And so on!!!
It was like a waterfall! So many things that I wanted to tell people that we do at CMS and the amazing connections made by students. I wanted to add so many pictures with full descriptions of what was being shown. I had to hold back adding to the CMS Art Blog so I could get the rest of my blogging done for this class. Thank you for giving me the opportunity to learn such a powerful tool! I look forward to showing others how to set up an account and get off and going. Oh yeah...I never realized it but some of my favorite art/motorcycle websites are actually Blogger sites! To funny...never took notice to this until now!
Tuesday, July 31, 2012
Search Acivity 5- Search FUN!
This is my last of 5 entries around "Searching". In this series of exercises and videos, I was able to find some great exercises that I know will help continue to foster online skills. These tutorials take time to complete but I can not help but reflect on how they have changed my daily use of the internet already. For instance....
I needed to find a custom made motorcycle part...a part that did not have a name or number. It can only be "described" by its function. Using < Ctrl >F....I was flying through mass amount of information on chat rooms, part sites, blogs, etc. What an amazing tool! I got what I needed while I ate a ham sandwich! I have a lot of stories that I can't wait to share with students as they do the same activities I did in this course. I can already see the look from students in my head...my wife gave me it already and said..."What, you didn't know that?"...no. Thank you very much.
"The Easter Eggs"...too funny...those people at Google need more things to do at work...maybe a gym, pool, arcade, etc! Ha Ha. This reminds me of the Game Genie or secret codes in old school Nintendo Games.
"Handwriting"...WOW! Someone said the other day..."Why write it? Just type/text it!"...Sounds nuts but there are direct connections to a students learning style based on his/her handwriting. Ask yourself...Can you write like your grandparent? What does this say in general? Script is a lost art just like certain spoken languages. This exercise can also be used with students that have high needs in the classroom.
"Video Creator"...I took the time to create a video that brings you from United States to Colchester Middle School. Another great tool that tells a story in Google's creative way. The video that I created is attached below and it can also be found on the Colchester Middle School Art YouTube Channel. I know that students, parents, community members take the time to do internet searches when thinking of moving or sending students to Colchester. I hope that they come across this video and become more interested to what else we offered. As a district, we have not yet switched over our district domain to Google. This video would be a great little side feature on a website or blog that generates different intrest for all to what Google can do simple and easy.
Colchester, VT Video
"Demo Slam"...I only watched 3 videos....why...I had to complete my blogs, project, and site! These videos are amazing and addicting. The ideas for possible art projects are priceless! I absolutely love the Mt. Rushmore video. Part of the current middle level curriculum, 7th graders specifically engage in art history. We try to keep our yearly art show engaging for all. To help, the elementary art teachers had students perform famous art pieces on the night of our district art show. I think that these style videos can help demonstrate in a fun way the objective to students the importance of creativity and teamwork. Please refer to my classroom website to see how these videos are directly connected to project objectives. Thank you for showing me these resources.
Friday, July 27, 2012
Activity 4- Even More
I took a picture of my steak, searched by pink, and this is the image that I got! I am now going to eat it. oh yeah....it was 1.4 lbs= 635.029 grams.
I really enjoyed this group of videos and tips. Not to sound like a broken record but this a concept that I seem to be reflecting on a lot...Google is a tool. I feel that I really connect with these videos more than the others. They sound and read like a car manual. The tools described are very useful to me as an artist. I was familiar with the conversion, calculator, and target query details but I was not aware of the 'Search by Image". I am so happy! What a great tool. I have not gotten to the stage in my life that I have a fancy iPhone but I do have a wife with one! I am always finding crazy objects. I would love to do this activity for 7th graders using art tools or basic junk that connects to history or maybe to other cultures or science or machinery and on and on and on and on. Just like a Scavenger Hunt. I would have the objects prior to class and a Google form that documented all the results by students. Another great tool and use for Google Tools and the classroom.
Activity 3- Advanced Techniques
to go to YouTube Tutorial to
see how to create something like this!!!!
Thank you for the break down of the advanced searching tech sheet. As I stated in the last post, I am very interested in advancing student knowledge when searching. My gut reaction tells me that this is over the head of middle level students on a daily basis but I say this as a teacher that instructs quick and fast. Based on current baseline knowledge students have entering middle school, I could see these techniques used as a challenge at the end of a "Search" Activity to help differentiate to all learners but not all could grasp the layered thinking required to use these tools daily in the middle level.
If these strategies were introduced at an early stage and reinforced as students rotated through grades, this would really benefit both students and teachers when researching units of study.
One aspect that I will be integrating into my units in all grades....
Advanced Search...Rights Usage...and File Type.
I know that this blog is public and I know my rights, so I will not self incriminate myself. I used Google images a lot! Correctly? Well, I will just say today I know better.
It has been a challenge to apply images to my work for this class knowing what can be used and what can not be used. The image above was created by using multiple "Free to Use, Share, Modify" images in a free program called Gimp. Gimp is a program very similar to Photoshop. Students are asked to use Gimp in the 8th grade before creating a surrealist sculpture. As I type this, I believe 6th graders could benefit from knowing how to create images from free images on the web rather than copying the first thing they see when doing an image search. Students portfolios and e-portfolios would be very strong if they consisted of 100% original images used according the current copy right laws.
All of my rambling, I am excited for adding these advanced skills into my lessons. I said that some of these concepts might be difficult for middle school students to use but hey...you never know until you try!!!
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