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Create, Implement, & Evaluate a WebQuest Art Lesson for Middle School Students, Grades 7 & 9

10/15 Draft WQ due. Put the URL to your WebQuest on Lino for Art Teacher's (Dr. Jennifer Motter). Reply to another's blog with a peer critique by 10/20.
10/27 Final WQ due
12/8
Feedback to students (grades 7 & 9) & grades to Teacher

Part 1: Read Intro to TECHNOLOGY PROCESSES & RESOURCES for WEBQUESTS by Oct. 6
Part 2: Idea Generation Blog Post
due Oct. 8
Part 3: Create first draft of WebQuest by Oct. 15. Provide Peer Feedback by Oct. 20. The middle school art teacher will provide revision requests on October 22. Complete revisions by class on October 27.
Part 4: WQ Reflection & Grade/Feedback to Middle School Students by Dec. 8

Part 1: Introduction to WEBQUESTS

By classtime on Oct. 6, read the text linked here, including checking out each link here. This text introduces you to what a WebQuest is, as well as the pedagogical approach inherent in the design of a WebQuest, how to design for interactivity; and provides a process, templates, resources, and examples to help you to create a WebQuest.

Your WebQuest will be for a class of either 7th or 9th graders. Select a grade level. The class periods are 54 minutes. Middle School students will have 1 week (5 class periods) in November to do the WebQuest art lesson that you create. There are three 9th grade classes ranging in size from 9-15 students, and three 7th grade classes ranging is size from 15-25 students. We will learn about the students from the teacher, Dr. Jennifer Motter, with a Skype call on Oct. 1, from 7:15-8:00 pm.

Build your WebQuests considering the concept you have selected in project 1 and teaching philosophy and goals developed in project 2, and 3D printing contemporary art concepts.

Additional resource is the Judy Chicago Art Education Collection at Penn State, and a participatory content-based art pedagogy outlined at http://judychicago.arted.psu.edu/participatory-art-pedagogy/ that we have discussed, particular regarding circle pedagogy. Your WebQuest Art Lesson should use Web2.0 technologies and concepts so that it is constructivist learning and participatory content-based art pedagogy. Click here for characteristics of Web 2.0. One option, still working with your concept, is to translate/expand one or more of the 14 encounters (or offshoots/parallels with another work of art) with The Dinner Party to a WebQuest. See http://judychicago.arted.psu.edu/dpcp/index.php. Or develop ideas from the Judy Chicago Art Education Collection (sitemap at http://judychicago.arted.psu.edu/about/site-map/) such as http://feministartproject.rutgers.edu/resources/fare/

Part 2: Idea Generation for WEBQUESTS

By classtime on October 8, post on your blog an idea for your WebQuest including ideas for the introduction, task, and process, and explain how this idea fits your teaching philosophy and criteria of a WebQuest. In class on October 8, discuss your ideas with each other and provide suggestions and resources to peer's ideas in the class.

Quick Link Resources for Parts 1-3:

TECHNOLOGY PROCESSES & RESOURCES for WEBQUESTS This text introduces you to what a WebQuest is, as well as the pedagogical approach inherent in the design of WebQuest, how to design for interactivity; and provides a process, templates, resources, and examples to help you to create a WebQuest. WebQuest Examples

3D Printing Tools, Resources, Ideas

See NetStories for online storytelling tools.

The Four Cs of Online Participation

Pedagogy: http://judychicago.arted.psu.edu/participatory-art-pedagogy/

Encounters with Judy Chicago's The Dinner Party

Use Pennsylvania Standards for the WebQuest teacher section:
http://www.pdesas.org/standard/views#113|797|0|0

National Core Art Standards
http://nationalartsstandards.org/

Develop Curriculum Differentiation and teacher section with links and suggestions for Adaptive & Assistive Technologies to meet the needs of diverse learners

Part 3: Create a WEBQUEST

10/15 Draft WQ due. Put the URL to your WebQuest on Lino for Art Teacher's (Dr. Jennifer Motter) Reply to another's blog with a peer critique of another's WebQuest by 10/20.


10/27 Final WQ due


12/8 Feedback to students (grades 7 & 9) & grades to Teacher

Part 4: WEBQUEST Grading & Reflection

GRADING/FEEDBACK: Use your WebQuest rubric to provide grades/feedback to middle school students. See ANGEL for details. Due to the teacher by Dec. 8.

REFLECTION: On how your WebQuest integrates your selected concept and teaching philosophy in your e-portfolio.

Part 4: Course Portfolio & WebQuest Reflection resources below

Overview on how to back up a blog.

SiteSucker

Reflection: The Four Cs of Online Participation and the Judy Chicago Art Education Collection.

Name:

your total points_____

ACTIVITIES C grade
(0-10 points)
B grade
(11 points)
A grade
(15 points)
Adequate Proficient Excellent


Idea

Example

 

2 points

Reading & "WebQuest Lesson Idea" posted to your blog.

0 points

Missing the required objectives

1 point

Missing an element of the required objectives.

2 points

Posted an idea for your WebQuest including ideas for the introduction, task, and process, and explained how this idea fits your teaching philosophy and criteria of a good WebQuest. Provided suggestions and resources to peers in class.

WebQuest

 

 

10 points

WQ art lesson

draft

peer critique

revision

final




0-5 points

WebQuest does not have visuals, or only clip-art, or visuals do not relate to theme.

Writing needs editing.

Not all links work or are only in a list of URLs.

The lesson does not involve student interaction with each other using Web 2.0 tools and strategies.

You have missed deadlines.

8 points

Your lesson provides learner with information, but does not provide processes that would enable students to evaluate it and generate new insights from it.

You met deadlines of draft, peer critiques, & revision. Your peer critique provides suggestions for revision.


10 points

Your WebQuest uses Web2.0 technologies for clearly articulated art learning goals, and connects with the your concept for the course in some way, as well as includes 3D printing as a process.

Visual design conveys theme; text is visually readable; writing is clear, succinct, and age appropriate; grammar/spelling are correct; & links work and are integrated, relevant, and titled.

Introduction sets-up the task in a compelling way. The task and process facilitates critical and creative thinking throughout the lesson.Rubrics are clear and relate to goals of the Webquest.

You met deadlines of draft, peer critiques, & revision. Your peer critique is thorough and provides suggestions for revision.

Reflection

3 points

Reflection & grading/feedback to middle school student work.

1 points

Reflection & grading/feedback lacks evidence to support the responses.

2 points

There is minimal detail with evidence supporting your reflection and student grading.
3 points

Your WebQuest includes a way for students to interact with others and the student created content, and your reflection on this in your e-portfolio considers how your WebQuest integrates your selected concept and teaching philosophy..

You have used your WebQuest rubric to provide grades/feedback to middle school students.