Year+2+Work

Reflections and other ideas that don't need to be on the CIG wiki

My hours for October are as follows:

October 27 - Webinar Illuminate session - 1 1/2hr > Art Educator wiki updates and searching 1/2 hr > Online research - 1 1/2 hrs This research involved Advocacy. > Discussion with Amiee Vicanti and other art staff in our district - 1/2 hr

My hours for November are as follows: Emails about meeting - 1/2 hr Missed meeting but got updated - 1/2 hr Read about SAS http://www.edportal.ed.state.pa.us/portal/server.pt/community/standards_aligned_system/4228 - 1 hr Careers in the arts and descriptions (links posted on CIG wiki) - 1/2 hr

December 4th meeting at the IU1 Attack Theatre did an awesome introduction and gave us all insight on collaboration and trust. Look up and gain understanding of SAS. We labeled our netbooks. We are discussing our student goals.

I will be working on my task sheet/assigment sheet for the chosen visual art careers. I will then post them on our wiki for everyone to see and find if they have anything to add. December 12th - 2 hour delay. Woke up and got to work on career assignment sheets. Did some research on questions that would be appropriate to ask. I then wrote the assignment sheets, posted them on my wiki and added a link to the CIG wiki. - 2 hrs

My hours for January: Doodle survey attempting to create a meeting time Pole: 10 minutes Skype meeting with David: 25 minutes Coordinating a skype meeting and e mailing about posting on the message board: 25 minutes Work on Wiki numbering of questions for poll: 20 minutes Poll students. Kind of a pre-pre-test, will post results: 30 minutes Reviewed Michaels changes on Yellow Cig Wiki and added dashes to make questions more clear: 30 minutes Worked on Career Choice sheets for my students: 2 hours 1/28/10Worked on Lesson plan to begin Unit: 1 hour Objectives: 1.) Students will identify career opportunities in the creative arts 2.) Students will find out educational requirements 3.) Students will identify tasks that must be done in that particular career

Procedure: 1.) Teacher will ask students to identify careers they think are related to art 2.) Teacher will list all ideas on the board 3.) Teacher will talk about each career and its relationship to art 4.) Teacher will discuss careers

February: I have worked on Career Choice Sheets and now am applying it to my 5th grade students during our 35 minutes together per week. Here is a sneak peak as to what the students have been coming up with for their career projects!

media type="youtube" key="qiwVZ4CEv7c" height="340" width="560" 6 Fifth grade classes received introduction to various Careers in the arts, they also received their packets for their individual projects - (each class 35 minutes) -3 1/2 hours 2-12-2010: Throughout the past couple of weeks my students have been showing a significant increase in motivation. Their attitudes towards the project have significantly changed since I handed them the pretest. Initially they were not so excited and now I'm hearing and seeing great responses. Students are getting dropped off early to school so that they can come to the art room to work on their projects. Extra time was needed to spend with the animators. Between six 5th grade classrooms, 4 hours of time was spent with various students to catch them up to speed on how to work the animation software. They are doing great! 28th- Phone Discussion with Rachael Zenobi about meeting, project, her students take on the lesson, funding ideas. 30 minutes

March: 3-1-2010 : Monday- 35 minutes Group Presentations 3-3-2010: Wednesday-35 minutes Group Presentations 3-3-2010: SKYPE meeting with David - 30 minutes - Things we discussed are as follows: Five things we need to think about for wrapping up the project 1. Methodology 2. Things along the way, i.e. students perception/attitude towards the project 3. Findings 4. Conclusion 5. Recommendations I also shared some of my students attitudes towards the project with David. Some of my students who are working on animation are of particular interest to me because I learned about animation during Year 1 of Art Educator 2.0. We talked about where I could go from - Leslie and I also discussed this last year; film festivals??? He suggested checking out North Allegheny Art Department to see some high end animation. So I did [] and WOW!!!! Definitely worth checking out. Last but not least, we discussed Inquiry- both Collaborative and Aesthetic. Oh- Aimee and Ken also showed up after troubles with Skype so I talked to them a little about all of this. 3-3-2010: 30 minutes Checked up North Allegheny Art Department for Animation and spoke briefly with Aimee and Ken about my meeting with David 3-5-2010: Meeting at the IU. My first Video Conference! The Rock and Roll Hall of Fame had a great set up and lesson. The interactive lesson was about the History of Hip Hop - what a great things for kids! The entire hour was filled with fun facts and even let us get into groups and create a hip hop piece of music. Next, we had to get into our groups and blog a few questions that we could possibly ask our students about the Video Conference. The questions needed to consist of two varieties (and need to be "HOW") - very basic (immediate response) and then pretty heavy (connections). Camille had some great things to say about how we shouldn't be teaching what we think the kids should know- it should be what the kids will need to survive this generation. We need to honor the diversity in answers that children come up with. Do not just ask the students to look at an artwork and say "what do you see" and expect there to be right and wrong answers. Our CIGS had some time to work on technology - I am interested in Photopeach or some way to upload photos to my wiki without making the pages go super slow.

April: 4-1-2010: 1 hr- downloaded photopeach 4-12-2010: 30 mins - Created a chart to begin collecting the data from the pre and post tests. 4-13-2010: 3 hours - Checking pre and post tests which is filling up my charts with important data. Some questions seem to carry more weight than others. For example a question about how many times they have read about art is not going to change from pre test to post test. However, a questions such as "How much do you know about careers in the arts?" has significantly changed from many "I know nothing" to "somewhat" or "a lot"! 4-21-2010: Met on skype with Aimee to discuss ways of documenting. We also listened and discussed the voice clilps on the wiki. 4-28-2010: Met on skype with David, Aimee, and Mike. We discussed what we needed to be prepared to bring to Fridays meeting at the IU. Aimee planned on creating an agenda so that we would stay on track on Friday. We discussed the media and video. What is our conclusion???

May: 5-5-2010: Skype meeting- the following three items were things I found most important about tonights meeting.


 * Wiki** - Aimee made sure everyone was a member of the YR2YellowCIGPresentation wiki page. Michael, you were not a member so you will need to accept her invitation that she sent on an email. On this wiki page, each person has their own page which will need to include some of your findings/ conclusions/ student work/ etc. We all need to remember to have our information on this wiki by Tuesday.


 * Conclusions**- Aimee and Rachael recorded conclusions last Friday. Ken may need verbal conclusions from everyone for the video. If you can do this it would probably help him out. I learned how to upload it onto our wiki and then Ken was able to retrieve it from there. If anyone needs help uploading their sound clips, I'll be glad to help.


 * Meeting-** We are going to meet next Tuesday, May 11th, on Skype at 9:00.

5/3/10: The following voice memos were recorded at the IU1 on meeting Day 6. These are included in our presentationvideo Rachael media type="file" key="20100430 121506.m4a" width="300" height="50" Michael media type="file" key="20100430 121035.m4a" width="300" height="50" Liz media type="file" key="20100430 121158.m4a" width="300" height="50" Ken media type="file" key="20100430 120916.m4a" width="300" height="50"

Conclusion: The Unit of study on careers is worthy of being taught in the future. Student attitudes towards professions in the arts dramatically changed after completion of their project.