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DigitalIntegratedUnitDesign
TitleofUnit ExploringIdentity GradeLevel HighSchoolAccomplishedCurriculumArea Art TimeFrame 3WeeksDevelopedBy NingZhan(Jenny)
NationalVisualArtsStandardsCreating(AnchorStandard1,2and3)Presenting(AnchorStandard5)Responding(AnchorStandard7)Connecting(Standard11)
ISTEStandardsStandard1:EmpoweredLearner(a,b,andc)Standard2:DigitalCitizen(a,b)Standard3:KnowledgeConstructor(a,d)Standard6:CreativeCommunication(a,d)Standard7:GlobalCollaborator(a,b,candd)
RationaleandGoalforthisUnit:“Livinginaworldwhereeverybodywearsmasksduetolackofself-identity,abravegirlencountersthetruththatsetsherfree”.IwasimpressedbyafilmmakernamedKalhilKJAdameshowheemploysstrongvisualstoconveyhismessageclearly.Highschoolisthemostimportanttimeforstudentstoconstructtheiridentity,tobeawareofthemselvesindifferentlenses.Identitiesareswapped,sculpted,sweptasideandadopted,whileartmakingcanbeawonderfulopportunityforyoungstudentstoexplorethemselveswhiledevelopingafeelandappreciationfortheartworld.Additionally,highschoolstudentsshouldbeawareofhowdigitaltechnologyinfluenceonhumans’life,evenaffectingtheirownidentity.Moreover,studentsshouldnoticethephysicaltraumathat“amplifiesthepsychologicalshockgeneratedbyever-fastercyclesoftechnologicalinvention,development,andobsolescence(Paul,p.170)”.Thisunitisdesignedtointroducetheworldofidentityandtheworldofart(traditionaland digital forms) as one, and it openswith a unit exploring personal identity hand in handwith storyboard and animation (drawing aswell).With the advent ofglobalization andmulticulturalism, many countries and regions focus attention onmulticultural and intercultural education in order to address students’ culturaldifferences and promote their cultural and global awareness. (Larkou, 2014).Moreover, students can get benefit from the knowledge, perspectives and frames ofreference by studying and experiencing other cultures and groups. (Manifold,M. C.,Willis, S. and Zimmerman, E. 2014). Therefore, this course finishes with thecollaborationandcommunicationwithChinesestudentsinmanyways.Forinstance,AmericanstudentsandChinesestudentswillmakeanimationabouttheiridentities,andtheywill commentoneachother’sworkandshare their thoughts, suggestionsandopinionvia internet.Hopefully, studentscouldpromoteself-awarenessandcultural,globalawarenessthroughthisunit.Certainly,thegoalistopresentopportunitiesforpositivesocialandindividualgrowth,meanwhile,tonurtureartisticgrowthandexploration.Finally,itistoencouragethedevelopmentofapersonalvoice.
EnduringBigIdea:IdentityThecommunicationTheoryofIdentityidentifiesfouraspectsofidentity:personal,relational,enacted,andcommunallayers.Thepersonallayerofidentityisanindividual’sself-concepts,whichreflectsthetraditionalconceptualizationofidentity.(Hecht,1993)Self-conceptis“acollectionofbeliefsaboutoneselfthatincludeselementssuchasacademicperformancegenderidentity,sexualidentity,andracialidentity.Generally,self-conceptembodiestheanswerto‘WhoamI?’”
EssentialQuestions KnowledgeBaseandKeyConcepts
1. WhoamI?Whatismyidentity?2. WhatdoesIDENTITYmeantoyou?3. Howdoartistsrepresentthemselves?4. Whatmaterialsandmethodsdoartistsimplement?5. Whatfactorsshapeorinfluenceyouridentity?(Doestechnologyhave
influencedonyouridentity,suchasFacebook?)6. Canyouidentifythedifferencesbetweenidentityinrealityandcyberspace?7. Howcanyoudevelopyouridentityandself-awareness?(Doyouthink
technologydevelopandextendyouridentityandself-awareness?)8. Howdoestechnologyempoweryourpersonalvoice?9. Howcanwefosteroursocialandculturalidentities?
1. Artmakingcanbeameansforexploringidentityandself-awareness.2. Artistsexploreidentitieswithdifferentmethods(traditionalanddigital)to
createdynamicworksofart.3. Anartist’srace,gender,nationality,activities(e.g.,sportsormusic),
religion,socio-economicstatus,culture,keylifeexperiencescaninfluencehis/herworkandprocess.
4. Exploringyouridentityandculturewillbuildconfidence.5. Technology(newmedia)haseffectonyouridentity.6. Personalidentitycanbereawakenedthroughnewmedia,andyour
personalvoicecanbeempoweredvianewmedia.
Objectives PriorKnowledgeStudentswill:o Identifyfacetsoftheirpersonalidentities;o Contemplateonhowartistsdepictstheiridentitiesviatraditionalformsand
digitalforms;o Observeandanalyzehowrace,religion,family,technologyandotherfactors
influencetheidentityofartists,highschoolstudents;o BrainstormtheiridentityandcreateamindmapviaPopplet;o CreateaDropboxaccount;o Createstoryboardsandnarrativesabouttheirstories;o CreateanimationvideosviaAnimationCreatorHDanduploadtoDropbox;o CollaboratewithChinesestudentswhoaretakingthiscourseaswellinChinain
manyways.BothAmericanstudentsandChinesestudentswilluploadtheiranimationstoDropboxandgetfeedbackfromeachother.TheywillbuildupgoodfriendshipwithChinesestudentsandgettoknowChina,Chinesepeople,viseverse;
o Promotetheirculturalandglobalawareness.
Forthisunit,itisimportantforstudentstoknowhowtouseadesktoporiPadpriortotakethiscourse.Itisbetterthattheyhaveexperiencedsocialmediasandsometechnology.Inthisunit,wearegoingtoexploreidentity,sobasically,studentsarebettertobeawareofthemselvesindifferentscopes,includinginclass,school,home,community,city,andevenbigger.
LessonVignettesLesson1:IntroductiontoIdentityDay1 o Demonstratethesignificanceofidentity;
o Asawarm-up,askstudentstorespondforafewminutesinwritingtothequestion“WhoamI?”;o Explainthattheclasswillexamineissuesrelatedtoidentityingreaterdepthbywatchingsomevideos;o WatchTEDTalk:WhoamI?Aphilosophicalinquiry
https://www.youtube.com/watch?v=UHwVyplU3Pg&version=3o WatchRandomTV:WhoamI?
https://www.youtube.com/watch?v=Q93iL-HSiNc&version=3o WatchTheSchoolofLife:WhoamI?
https://www.youtube.com/watch?v=oocunV4JX4w&version=3
o Teacherleadsstudentstodefineanddiscussidentityinthelensesofpersonal,social,corporate,emotional,physical,national,andfake.
Lesson2:HowArtistsExploreIdentityDay2Artistsexploreidentitywithtraditionalforms
o WatchVideo:Howartistsexploreidentity|ModernArt&Ideashttps://www.youtube.com/watch?v=NICodKeadp0o HavestudentsVTSartworksbyFridaKahlowhowasaMexicanpainter.Shemostlypaintedself-portraitsandwasinspiredbyMexicanpopularculture,andsheemployedanaïvefolkartstyletoexplorequestionsofidentity,postcolonialism,gender,class,andraceinMexicansociety.Shesaid,“I
paintself-portraitsbecauseIamsooftenalone,becauseIamthepersonIknowbest.”o StudentwillalsoviewanddiscussartworksbyAndyWarhol whowasanAmericanartist,directorandproducer.Hewasaleadingfigureinthe visualartmovementknownaspopart.Hisworksexploretherelationship between
artisticexpression,celebrityculture,andadvertisingthatflourishedbythe1960s,and spanavarietyofmedia,includingpainting,silkscreening,photography,film,andsculpture.
Day3Artistsexploreidentitywithdigitalforms
o WatchVideo:IdentitySHORTFILM(AwardWinningInspirationalShort)https://www.youtube.com/watch?v=ikGVWEvUzNMo HavestudentsVTSthisshortfilmbyKalhilKJAdameswhoisafilmmakerandfearlesstruth-seeker,depictsafictionalworldinwhicheveryonewearsmasksastheresultofalackofself-identity.Themaincharacterisahighschoolgirlwhostartsoutvaguelyawareofhowproblematicthismaskedstandardis,butasthefilmprogresses,sheclearlydevelopsastrongerandstrongersenseofindividual
identitythatcauseshertoquestioneverythingaroundher.TheuseofmasksinIdentitystandsasastrongmetaphorforthewaypeoplelearntohidebehindfacadesandaltertheiridentitiestogainacceptancefrompeers-aphenomenonofhumannaturethatisespeciallypresentduringtheyoungeryearsspentinschool.AdamescreatedIdentityspecificallyasamessagetotheyouthoftheworldwhoareinschool;hewantedthisfilmtobeareminderthatsocietydoesnotdefineanindividual,butratheranindividualdefineshimselforherselfbydiscoveringinternaltruth.
o WatchVideo:IdentityandRepresentationhttps://www.youtube.com/watch?v=i4tWZ87AGxs,createdbyTanyaBlaeserwhoisJuniorAnimatorandVideoEditorbasedinJohannesburg,SouthAfrica.Thisvideoisaself-reflectiveexperimentalvideoexploringTanyaBlaeser’sidentity(specificallygenderidentity)duetohercolonialbackgroundandfamilyhistory.Italsoexploresideasofrepresentationbyfilmingandeditingtypically"mundane"tasksorchoresasonewouldrepresentabattle,afightoranadventure.
o Havestudentsdiscusshowsounds,differentshotsizeshaveeffectonLesson3:YourStoryaboutYourIdentityDay4Brainstormyouridentityandmakeamindmap
o Handoutthebrainstormsheet(appendix1)andhavestudentscontemplateoneachquestionsandwriteitdown; o Askvolunteerstosharewhattheyhavewritten.Pointoutthefactorsoftheiridentitiesthatseemtohaveplayedakeyroleinshaping
howtheyseethemselves,suchasrace,gender,nationality,activities(e.g.,sportsormusic),religion,socio-economicstatus,culture,keylifeexperiencesandsoforth;
o TeachstudentshowtousePopplet(https://popplet.com/);o Havestudentscreatemindmapsabouttheiridentities;o Havestudentsrespondtosomequestionsrelatedtotheirmindmaps(appendix2);
Day5Storyboard o Introductiontotheprojectthatwearegoingtomake;o HavestudentswatchtheArtAssignmenthttps://www.youtube.com/watch?v=RXPqk6Lg9W4&feature=youtu.be;o Handoutthestoryboardsheetandteachstudentswhatthefunctionofstoryboardisandhowtousethat;o Havestudentsmaketheirstoryboards;
Day6–9Animation o Havestudentswatchthetutorial:HowtoMakeanAnimationbyUsingAnimationCreatorHD https://www.youtube.com/watch?v=SmwANDLq0fY&t=7s;
o Studentsstartmakingtheiranimationsbasedontheirstoryboards;Lesson4:CollaborationwithChineseStudentsinChinaDay10DropboxandFeedback
o TeachstudentshowtouseDropbox;o HavestudentsuploadtheiranimationstoClassroomDropboxaccount;o HavestudentssignupaDropboxaccountindividually;(Teacherneedstosharethefolderwithallstudentsbysendingtheinvitation,
whichisalink.Oncestudentsclickedonthelink,theyareautomaticallyaddedinthisfolder,whichmeanstheyareeditorsofthisfolder,andtheycandelete,shareandcommentoneachdocument.DocumentsonDropboxareprivateandtheyarenotpublictoeveryone,onlycanpeoplewhohavethelinkopenit);
o Havestudentswatcheverystudent’sanimationandleavetheirfeedbackonDropbox;Day11Feedback o Havestudentswatcheverystudent’sanimationandleavetheirfeedbackonDropbox;Day12CollaborationandcommunicationwithChinesestudentsinChina
o WatchsomeofChinesestudents’animation,andhavestudentsVTSthosevideos;o HavestudentscommentoneveryChinesestudents’videos,theycansharetheir“wows”,“whatif”andsoon;o ReadChinesestudents’commentsonDropboxandreplytothem;
Day13Summativereflection
o HavestudentsreflectonwhattheyhavelearnedfromthisprocessofmakingartworksandthecollaborativeandcommunicationwithChinesestudents;
o Havestudentswritedownareflection;
AssessmentStrategiesFormative Summative
o Participationo MindMapo Storyboardwithnarrativeso PeerResponseo Self-assessment
o Animationvideoo Writingreflection
Resources:Hecht,M.L.(1993).2002—aresearchodyssey:Towardthedevelopmentofacommunicationtheoryofidentity.CommunicationsMonographs,60(1),76-82.Larkou,F.(2014).UsingArtifactstoPromoteCulturalAwarenessinCyprusPrimarySchools.InManifold,M.C.,Willis,S.andZimmerman,E.(2014).CulturallySensitiveArtEducationinaGlobalWorld(pp.23-39).Alexandria,VA:NationalArtEducationAssociation.Manifold,M.C.,Willis,S.andZimmerman,E.(2014).CulturallySensitiveArtEducationinaGlobalWorld.Alexandria,VA:NationalArtEducationAssociation.Paul,C.(2015).DigitalArt(worldofart)Thirdedition.DigitalTools:http://www.dropbox.comhttp://www.popplet.com
http://www.youtube.comAppendix1
Appendix2
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