C3131174 educ1751

EDUC1751Assignment 1

‘Analysis of a Technologically Mediated Inquiry’

Created by: Brittney Bayliss (C3131174)

http://www.sfmoma.org/explore/multimedia/interactive_features/3#

Artefact #1Making Sense of Modern Art

Provides videos that:

Engage student interest

Creates a discussion point

Assists students with low literacy levels

• http://www.sfmoma.org/explore/multimedia/interactive_features/3#

create a discussion point that would require mediation by the teacher, therefore students would not be able to work autonomously as the artefact is based purely on the historical fact and not the critical evaluation.

critical studies involve students to use more higher order thinking as they are able to interpret their current knowledge in new ways of thinking by analysing, evaluating and creating. This artefact focuses on the historical content which is remembering and understanding.

Challenges students to use higher order thinking by questioning information they may already know to explore understandings and relationships between art making and critical/historical studies in visual arts.

Outcomes in NSW DET 7-10 Visual Arts Syllabus

https://portalsrvs.det.nsw.edu.au/Web/framed/

Artefact #2Fr@med

Framed simplifies the explanation of the frames which are an essential part of the NSW Visual Arts curriculum.

The artefact does not stem away from the main topic/subject. It breaks up the information in a way that students can easily understand.

It is mainly text and visually in its delivery – There is no form of audio.

It is structured so students can easily navigate between activities and information.

https://portalsrvs.det.nsw.edu.au/Web/framed/

•Framed provides revision exercises which students are then able to implement their knowledge.

https://portalsrvs.det.nsw.edu.au/Web/framed/

•In each section (frame) the students are able to do activities which include lower and higher orders of thinking.

•The example show here demonstrates and an activity where students are able to recognise, interpret, apply, deconstruct and generate new ways of viewing things.

•The activity also involves a literacy element which is required in Visual Arts by the Department of Education.

https://portalsrvs.det.nsw.edu.au/Web/framed/

•Suitable for stage 6 (not 4 &5)

•Shows ways of involving students with low literacy levels (audio/visual)

•Historical information (fact)/No critical

• Structured for easy navigation

•Applies to ONE of the outcomes in the NSW Syllabus for Visual Arts

•DET Website created for students.

•Makes students think about their interpretations and understanding.

•Development