Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.

Project based learning by susan granberg

A powerpoint explaining how I will use Project Based Learning in a Graffiti Lesson.

  • Sé el primero en comentar

  • Sé el primero en recomendar esto

Project based learning by susan granberg

  1. 1. Project Based Learning Turning Graffiti into a project
  2. 2. Why Project Based Learning
  3. 3. Why Embrace PBL? “Allows for more real world applications and in-depth understanding” “Project-based learning is a teaching method where students gain and apply skills by working on a long project where they complete an in-depth inquiry into a specific topic or question. Like all teaching methods, it’s not standalone. It can be added to the teaching you are already doing in your classroom. PBL allows for more real world application and in-depth understanding of the concepts your students need to understand.” BY APRIL, CURRICULUM DESIGNER
  4. 4. Telling the difference between Project based and “Project” Just because it’s a project doesn’t mean it’s project based.
  5. 5. Project based Learning: Requires collaboration and teacher guidance PROJECT: Can be done alone
  6. 6. Project based learning: About the process Project: About the product
  7. 7. Project Based Learning: Student Directed Project: Teacher Directed
  8. 8. Project Based Learning: Students make choices that determine the outcome Project: All have the same goal
  9. 9. Project Based Learning: Products are presented to an authentic audience Project: Products are submitted to the teacher
  10. 10. Project Based Learning: Based in real-world experiences or problems Project: Lack real world relevance
  11. 11. Project Based Learning: Real learning occurs through the project Project: Real learnings occur after the “real” learning.
  12. 12. How does it help my students
  13. 13. “While arts integration in the core discipline alone is valuable, doing it within the context of a PBL project can make the integration seamless as well as valuable. PBL projects provide a space to meet multiple learning targets, whether those are core discipline standards or arts standards” - Andrew Miller
  14. 14. “Project-based learning offers students the opportunity to work cooperatively on authentic tasks with real-world relevance. While projects are curriculum-based, students lead their own inquiry into topics.” -Alison Panik
  15. 15. “The interdisciplinary nature of project-based learning is a win for teachers, as curriculum in several subject areas can be explored within one long-range project. Students win as they apply higher-order thinking skills while building bridges between disciplines.”- Alison Panik
  16. 16. Graffiti A social study, art, and language project
  17. 17. Project Based Graffiti Lesson Using project based learning in the art classroom. Inspired by Education World Gallery Lesson
  18. 18. Integrate Social Studies, Art, and Language Arts while promoting group work skills in a study of graffiti art in the community.
  20. 20. Ever since ancient times, streets have been dusted with art... or vandalised with graffiti… which is it?
  21. 21. Guiding Questions will be divided into 4 groups ● Creating ● Presenting ● Responding ● Connecting All which will be found in the National Art Standards
  22. 22. Creating What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? Why do artists follow or break from established traditions?
  23. 23. Presenting Why do people value objects, artifacts, and artworks, and select them for presentation? (why do street artists choose what they choose? Create what they create? And place it in such public places?)
  24. 24. Responding How do images influence our views of the world? What can we learn from our responses to art?
  25. 25. Connecting How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?
  26. 26. Project Based on Guiding Questions
  27. 27. What will they do? Using Project-Based learning, students create street art wall, using prints, original art, or a presentation on the ethics question on is Graffiti art art or illegal?
  28. 28. Objective Students will: ● Learn about street art, and famous street artists ● Develop personal preferences by choosing particular works of art ● Apply artistic skills( art design and elements) and judgment (critique) ● Teach others about works of art
  29. 29. Option 1: Creating Using some child friendly resources, students will create a graffiti work of art that will point out and explain a social issue or create a tag.
  30. 30. Option 2: Observing Using tools like Google Arts and Culture students will search for different artists either in their neighborhood or a country of their choice, deciding what to collect, and then screenshot the images to assemble their own “street” for street art. (All links will be previewed by teacher to make sure content is appropriate, students can access appropriate links for the project on schoology.)
  31. 31. Option 3: Identifying Students will research, inspect, examine, determine, and articulate whether street art and graffiti is an art or a crime.
  32. 32. The concept is to give students a choice on how to study the topic so they will learn deeper and better.
  33. 33. Inquire
  34. 34. Students will… Students will use 2, 72 minute blocks to create their project. Students will use multiple tools to create, form ,and answer the questions. Students will ch0ose an option out of the three options given to them, but the students will choose the way they will present the information. On the 3rd Lesson students will use the time to present the project to the whole class, articulating what they have learned, teaching the other students the process.
  35. 35. Feedback
  36. 36. Feedback 1. Students will be assessed on a rubric 2. Students will assess their learning based on the rubric as well as giving themselves a glow and a grow. 3. Peers will give each other feedback using the glow and grow technique. Glow and Grow based on
  37. 37. Rubric Art rubric based on rubric with some minor changes.
  38. 38. Google Art and Culture Sites:
  39. 39. Refferences: Street art:41 Incredible examples (Maine, July 13, 2016) Project-Based Learning should rule your school (April, Curriculum Designer, 2015) Are you using projects or project-based learning (Susan Riley, April 2016) Project Baside Learning and the arts( Alison Panik, October 2009) Project-Based Lesson: Classroom Art Gallery (Education World, 2013)