|
Factors |
Description |
Advantage or Constraint |
Initial Ideas for Maximizing Positive
Factors or Minimizing Negative Factors |
|
Age/Academic Range
|
15-19 year olds
10-12th graders
|
X
|
|
Older aged students will be more
mature and more experienced with computer use. This will be a
motivational aspect for them to learn by technological means. |
| Sex Distribution
|
40 F
20 M
|
X |
|
This will be a good combination of
knowledge. Females normally lend creativity to a classroom;
whereas males often lend technological knowledge. These
combined aspects will enhance this assignment. |
| Racial, Ethnic Diversity |
13 Hispanic
1 African-American
46 Caucasian
|
+ |
|
Good combination of
students; however, we have found that often, the Hispanic
students in our area are not as technologically advanced as
our Caucasian students. These students might need more
assistance.
|
| Educational Level
|
Entry level Art students;
Possibly advanced level computer students. |
+ |
|
Even though the students are beginners in terms of art,
they will have already completed a unit on the basic elements.
The students who have computer experience (BCIS) will be able
to assist those who have not.
|
| Disability or Impairment
|
Various learning disabled
students...ADD, Dyslexic. |
+ |
|
Visual and hands-on
aspects of this lesson will keep the lesson feasible and
interesting for these students. |
| Developmentally Appropriate
|
Older aged students; more
advanced technology skills. |
+ |
|
The students who have had
BCIS will have been introduced to the software. They will have
to apply their previous knowledge to Art. Older aged students
will be more technologically advanced. |
| Prerequisite Knowledge
|
Art students have been
introduced to concepts used in this lesson. New aspect will be
software; however, some students have prerequisite knowledge
here, also. Scanner will also be used...art students have used
this before. |
+ |
|
Because the students have
already been introduced to the concepts in this lesson, they
will be able to focus on the technological aspects (software
itself)..and identifying the concepts within the software.
Also, scanning pictures is a bonus for this unit; the Art
students have already been introduced to this skill. |
| Related Experience
|
Prior use of concepts.
(Possible) Prior use of software. Prior use of hardware. |
+ |
|
The lesson the Art
students have just completed over the basic elements will be 1
related experience. The students BCIS class will be another
related experience because the PhotoDraw software is also
utilized in that subject area. |
| Perception of Role as Student
|
Willing learners who will
be actively involved in the creation of the graphics
themselves and the illustration of the concepts. Visual
assignment will keep all productive. |
+ |
|
When the students are all
actively involved in the lesson, like they will be in this
lesson, they tend to be more productive and interested.
Students will be learners and teachers because the students
with background of the software will be assisting others,
also. |
| Motivation for Learning
|
TAKS assessment; rubrics
grade; utilization of software (PhotoDraw) in other classes. |
+ |
|
Not only will the students
be motivated by the grade, but they will also be motivated
because they are learning a somewhat new software program that
will be useful in other subjects (creating posters, pictures,
etc) |
| Attitude Toward Subject
|
Positive because of the
technological aspect. |
+ |
|
In the beginning lesson on
the basic elements of Art, the students had to draw and
illustrate the concepts. This was frustrating for some because
of their lack of creativity and actual artistic talent.
However, with the use of student, the computer will
"produce" their picture. |
| Expectations from Session
|
From pictures created, the
student will have another perception (and hopefully a better
understanding) of some of the concepts of Art. Also, the
students will have an understanding of how a computer software
program can assist them in the Art realm. |
+ |
|
Rubrics of the
expectations will be used to clarify the requirements for each
creation. |
| Competitiveness
|
The assignment itself
leads to a competitive environment because (1) who will create
the most original/innovative design (2) whose will be more
ornate, (3) whose will be more colorful...and the list can go
on!! |
+ |
|
Competitiveness leads to
creations that are above and beyond. No students wants to be
outdone by another; therefore, each student will strive to be
more creative and original than the next. This will lead to
projects that go beyond the requirements! |
| Environmental factors that may impact
learner-centered instruction.
Analyzing the environment is a means to identify the
issues that will impact the (a) process of the design and
production, (b) implementation, and (c) outcomes of the
learning experience
|
|
Factors |
Description |
Advantage or Constraint |
Initial Ideas for Maximizing Positive
Factors or Minimizing Negative Factors |
| Design and
Production Factors: |
| Budget Available |
NA |
|
|
|
| Materials Required
|
Computers w/PhotoDraw
software; printers; |
+ |
|
These computers will be
available in the library on dates requested. If there is a
problem with computers, the laptops have also been reserved.
Unless a computer goes down, there will be 1 computer per
student. |
|
Production Equipment Available |
Computers; PhotoDraw
software; printers; InFocus machine for demonstration |
+ |
|
Presentation equipment is
used only to demonstrate to students the use of the software
and location of elements. Students will be responsible for use
of software and printing of designs. |
| Time for Design and
Production
|
Approximately 2 weeks |
+ |
|
Teacher will be presented
with instruction on PhotoDraw in relation to assigned
concepts/objectives. Students will fbe presented with
information on PhotoDraw. Then, they will continue with
assignment/design projects. |
|
Department Technology Requirements |
Instruction on use of
InFocus and PhotoDraw software.
Check out Library computers for time needed.
|
+ |
|
Prior instruction on
software in relation to objectives will give teacher a focused
look at software. The library environment will give each
student a computer; therefore, they will not have to share and
the teacher will see individual creations. |
| Implementation
Factors: |
| Class Size
|
3 classes--1st year Art
Classes
4rd period -21
5th period -12
6th period -17 |
+ |
|
Classes are the same size
as the number of computers in the Library; therefore, each
student will be able to work the full time. Also, there are
ample printers...students will print in black & white
first. |
|
Class Period Length |
8-45 minute class periods. |
+ |
|
First 2 days will be spent
on explaining PhotoDraw to students. Other 5 days will be used
by students to complete designs and enhancements. Last day
will be spent completing projects and printing. Some might
have to use tutorial periods. |
|
Location |
Library Computer Lab |
+ |
|
Large lab with ample space
for students to work and to assist each other. Lecture by
teacher will not be as visible as in regular classroom (no
special screen), but this can be overcome. Ample computers and
printers to assist students. |
|
Seating Arrangement
|
Computer Tables |
+ |
|
The Library set-up makes
all computers easily accessible, but also roomy. In Library,
students are required to sit in same seat if coming for more
than 1 day. Students must sign-in the 1st day. |
|
Lighting |
Ample lighting for
computers. |
+ |
|
Problem might lie with
InFocus machine display (lecture time). However, that can be
overcome with arrangement. |
|
Temperature |
Sometimes drafty. |
+ |
|
The Library has large
picture windows and often lets in drafts. However, this is
good...too much heat might make students too comfortable. |
|
Noise |
The Library has rules
about being quiet.
Also, Library is open to distractions from hallway. |
|
__ |
Could be a problem for
some students. However, teacher has pinpointed those and will
warn them to "be prepared to be quiet." |
|
Equipment
|
InFocus and computers are
accessible to teacher. |
+ |
|
The teacher will have a
good visual perspective of all computers at all times. This is
good to monitor "on task" behavior. Also, this is
useful for mapping progress and understanding. |
|
Technology Support |
Provided |
+ |
|
Our Librarian will be gone
during the time the Art students will be in the Library.
However, the teacher will have access to myself via email. I
am a short distance from the Library, also. |
| Outcome
Factors: |
| State Requirements
|
TEKS for Art and
technology. |
+ |
|
The utilization of
software to enhance or change a digitally produced design is a
technology skill that can be mapped in the TA TEKS. Also, the
Art elements are TEKS requirements. |
|
Employer Needs |
N/A |
|
|
|
|
Co-Worker Needs |
Instruction and assistance
with software usage and realization of objectives. |
+ |
|
My instruction will
include completing the lesson as prescribed by the teacher
with the teacher. After completing the lesson, some
adjustments might be made. Also, after completing the lesson,
some additions might be made. Trouble areas will be identified
and overcome. |
|
Student Needs |
Use of software to create
designs and enhance the designs to illustrate the basic
elements of Art (requirements will be specified by teacher). |
+ |
|
Rubrics will assist
students to understand what the requirements are and what will
be identified. |
|
Other Factors: |
Collaboration |
+ |
|
Planning and instruction
from both mentor and mentee to overcome and work around any
lesson obstacles. Planning more detailed and elaborate. |