Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Pilot Project
2. These apps can create empathic experiences for students. (Major, 2017,
para 9).
Galanis, M. Top 10 Reasons to Use Virtual Reality in the Classroom [image]. Retrieved from
http://lingomedia.com/stages-of-edtech-the-samr-model-for-technology-integration/
Innovation Idea
While virtual reality (VR) will never replace the arts, it could certainly help
to enhance the experience of it, and bring a new dynamic to the arts. By
using these technologies, students will have a more authentic learning
experiences. Giving students access to these technologies opens them up to
becoming a member of a large global community.
Google Arts & Culture Logo [Digital Image]. (n.d.) Google Expeditions Logo [Digital Image]. (n.d.)
(https://commons.wikimedia.org/wiki/File:Google_Arts_and_Culture_Logo.p (https://artsandculture.google.com/asset/expeditions-vertical-logo/swGazu
ng). Used under Creative Commons Attribution 2.0 Generic: s0OP6QeQ). Used under Creative Commons Attribution 2.0 Generic:
https://creativecommons.org/licenses/by/2.0 https://creativecommons.org/licenses/by/2.0
Deeper Learning Reflection
Higher Level Student Agency Authentic Work Technology
Learning Integration
In the art studio,
In my classroom, When designing project students apply
students are encouraged goals, I take into knowledge to real-world
to problem solve with consideration how situations and skills.
Students are 1:1 with
all art problems. students will be able to Students apply artistic
devices. Devices are
Students may communicate their skills to real world
used in the art room for
collaborate with others personal interest, applications and share
as a research tool.
to share insights and passions, and culture their with their
gain new ideas. through their artwork. community.
Student personal
interests/passions/culture.
They would then be able to
Agency communiation these
experiences through their
artwork.
VR would allow students to
explore the world without
Students will be
Students will Students will
able to
navigate real apply learned
communicate and
world learning ideas and
collaborate ideas
experiences concepts to an
effectively with
through the use of artistic work of
the assistance of
technology. their choosing.
VR.
There are so many options for
utilizing VR. For this section
I’ve narrowed my ideas to two
Google Expeditions - This technology tool is a great way to reinforce student learning.
Guiding students through an expedition that aligns with what students are learning will
certainly boost the engagement. Each expedition is made up of various scenes that include
360-degree panoramas and 3D images.
Google Arts & Culture - Art History can be a rather difficult topic to teach, many students
categorize it as boring. Google Arts & Culture makes the topic of Art History more engaging.
Students can navigate museum collections by movement, artist, historical event, medium,
etc. While this app doesn’t require a headset, it has allows views to take virtual tours and
explore art museums and historic sites and landmarks all over the world in 360-degree
views.
Project Goals
Student agency is all about providing students the option to chose, while this isn’t my
weakest big shift I think it’s important to always provide students with choices.
Option 1
Option 2
Students can use Google Expedition to
explore various areas around the world. Students will use Google Arts & Culture to
They will learn about different cultures navigate different museums and
and social/environmental issues that exist collections around the world. They will
within those cultures. When they find a explore a variety of different movements,
topic they are passionate about, they will artists, and mediums. When they’ve found
further their research into this topic and inspiration, they will deepen their
create a poster that communicates and understanding and create a work that
addresses a possible solution to the local draws inspiration from their findings.
or global issue.
Overview
Option 1
Time: 7 lessons during 4th quarter
Activities: Students will generate a list of areas Option 2
around the world they wish to tour. When they Time: 7 lessons during 4th quarter
have that list, students will use Google Activities: Students will generate a list of
Expedition to begin navigating these areas. artists/styles/mediums that interest them. They
When exploring, students will begin to will explore them on Google Arts & Culture to
formulate lists of issues that exist within this begin navigate those topics. Once they narrow
areas. When they narrow down their decision, down their inspiration, they will do further
they will further research the topic so they research to become and expert. Once they
become an expert. Once they are an expert, they become and expert they will begin to develop
will develop ideas for a poster that project ideas.
communicates a possible solution to the Assessment: Rubrics will be provided to assess
local/global issue. student product. Students will create an artist
Assessment: Rubrics will be provided to assess statement to share their journey with VR.
student product. Students will create an artist
statement to share their journey with VR.
Content Standards
MS8: (Creating) Cr2.2: Explore environmental, societal, and ethical implications of social
media/innovative technologies when developing collaborative and personal artwork reflective of
a 21st century artist/learner.
MS8: (Creating) Cr2.3: Use problem solving strategies, flexibility, critical thinking, and higher
level experimentation of media to generate ideas for visually compelling presentations.
MS8: (Creating) Cr3.1: Utilize peer collaboration and personal reflection to develop, revise and
refine artworks.
MS8: (Presenting) Pr5.1: Employ evolving technologies and peer/personal critique to develop and
refine artwork based on criteria for collaborative presentation.
MS8: (Responding) Re7.1: Explain how a person’s artistic/aesthetic choices are influenced by real
world experiences, culture, values, and the environment.
MS8: (Connecting) Cn11.1: Explore societal, cultural, and historical identities represented in
artworks.
ISTE Standards
Empowered Learner
1. Students leverage technology to take an active role in choosing, achieving and demonstrating competency in
their learning goals, informed by the learning sciences.
Knowledge Constructor
3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.
Innovative Designer
4d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended
problems.
Creative Communicator
6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation
or communication.
Global Collaborator
7d. Students explore local and global issues and use collaborative technologies to work with others to
investigate solutions.
Retrieved from https://www.iste.org/standards/for-students
I feel that my innovation falls under the
‘Modification’ and ‘Redefinition’ stages. The Technology Integration
reason I chose these two stages is because VR
significantly alters the way students learn about Model
places, instead of reading about them in a
textbook, or researching them on the internet, they
can experience them as if they are present in the
environment, giving them new perspectives. As a
result, taking this innovation into the redefinition
phase of the SAMR model, students are performing
new tasks and travel places they might never see
in person through the use of VR in the classroom.
Duckworth, S. The SAMR model for technology integration [image]. Retrieved from
http://lingomedia.com/stages-of-edtech-the-samr-model-for-technology-integration/
Galanis, M. Top 10 Reasons to Use Virtual Reality in the Classroom [image]. Retrieved from
http://lingomedia.com/stages-of-edtech-the-samr-model-for-technology-integration/
Hare, T. (2015). Augmented Reality Can be a Reality in Your Art Classroom. Retrieved from
https://theartofeducation.edu/2015/03/26/augmented-reality-can-be-a-reality-in-your-art-classroom/
Kennedy, E. (2018, November 1). Can Virtual Reality Revolutionize Education? Retrieved from
https://www.cnn.com/2018/11/01/health/virtual-reality-education/index.html
Major, E. (2017, September 14). 4 Ways to Use Augmented and Virtual Reality Apps in the Classroom. Retrieved from
https://www.commonsense.org/education/articles/4-ways-to-use-augmented-and-virtual-reality-apps-in-the-classroom
McLeod, S. & Shareski, D. (2017, August 31). Different schools for a different world. Bloomington, IN: Solution Tree Press.
Deeper Learning Competencies. (2013, April). Deeper Learning Competencies. Retrieved from
https://hewlett.org/wp-content/uploads/2016/08/Deeper_Learning_Defined__April_2013.pdf