Instagram in my Classroom and Art Program

One of my assignments for my Grad class this semester has been to create a video about a technology that I use in the classroom.  I wanted to select a technology that presents a teacher-student collaboration and is not necessarily "equipment".  So, I chose our class Instagram account.  I started an Instagram account and have been using it since day 1.  Some shots are random student artworks, some are just things we are working on, etc.  As I moved further into my grad class and reviewed several documents, I realized that many of the evaluation criteria can be achieved by using my instagram account in a different, deeper way.  Instead of just taking a picture of whats going on, simple documentation, I have intentionally gone after specific art vocab words, specific student exemplar models and have also incorporated student use for our photography unit.  Using Instagram in the classroom has taught me how to intentionally apply everything you do so that it supports instruction, participating in teacher-student collaboration and taking pictures as a learning opportunity as well as a great way to share with parents/guardians, staff and the community about what we are learning, doing and how they can contribute!  Below is the video I made for my class. My account on Instagram in "jcmsartstudio"

Islamic Art

7th grade students study Ancient Civilizations in Social Studies and in visiting the Middle East, I wanted to incorporate a printmaking lesson either on Architecture or on Abstract design.  I did some research and felt that the information from the MET and the opportunity to collaborate with math led me to this Lesson.  (I'll do Architecture next time.)

I thought it was interesting to learn about how this particular culture wanted to separate themselves from all the other religious art going on at that time as well as what their art meant to them, the reasoning, why it's abstract and infinite and the beauty of the math in art! 

The information from the MET can be found here and my summarized information with questions can be found here.  Below are images of the tools we used and the end result from the kiddos.  They really enjoyed this lesson and were very responsible and respectful with the tools.  One of these is actually on display in the community!

Art Integration: Idea Development

Arts Integration

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Enduring Skill: Analyze a work of art, music, dance, drama or architecture utilizing its elements and principles.

Criteria 2: Idea Development

The student will consistently identify, describe and explain/analyze the artists’ use of the elements and principles with original or insightful interpretations. 

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First, what are the elements and principles?

Elements: Texture, Line, Color, Space, Shape/Form, Value

Principles: Balance, Contrast, Emphasis, Movement, Pattern/Rhythm, Unity, Proportion.

Here are some questions that can support the idea development criteria.

1.       Identify

a.       What elements and/or principles do you see? 

b.      Example:  I see line, implied texture, color, pattern and balance.

2.       Describe

a.       Can you describe or tell me about the element/principle?  Imagine you had to describe this artwork to your friend on the phone.

b.      Example: The lines are bold and jagged, the texture looks sharp, and the color is warm (red, yellow, orange), there is a pattern in the border, there is symmetrical/asymmetrical/radial balance.

3.       Explain/Analyze

a.       Why would the artist add a bold, jagged line to this artwork?  What is the difference between a jagged line and a smooth curvy line?  Why choose a sharp and rough texture instead of one that is smooth or fluffy?  The warm colors could influence which emotion? Is there cultural symbolism in the pattern? How do you feel when you are imbalanced? Do you think the artist feels this way? Why?