project based learning by susan granberg
TRANSCRIPT
Project Based Learning
Turning Graffiti into a project
Why Project Based Learning
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
Telling the difference between Project based and
“Project”Just because it’s a project
doesn’t mean it’s project based.
Project based Learning: Requires
collaboration and teacher guidance
PROJECT:
Can be done alone
Project based learning:
About the process
Project:
About the product
Project Based Learning:
Student Directed
Project:
Teacher Directed
Project Based Learning:
Students make choices that
determine the outcome
Project:
All have the same goal
Project Based Learning:
Products are presented to an
authentic audience
Project:
Products are submitted to the
teacher
Project Based Learning: Based in
real-world experiences or
problems
Project: Lack real world relevance
Project Based Learning: Real
learning occurs through the
project
Project:
Real learnings occur after the “real” learning.
How does it help my students
“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
“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
“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
Graffiti A social study, art, and language project
Project Based Graffiti Lesson
Using project based learning in the art classroom.
Inspired by Education World Gallery Lesson
Integrate Social Studies, Art, and Language Arts while promoting group work skills in a study of graffiti art in the
community.
GUIDING QUESTIONS
Ever since ancient times, streets have been dusted with art... or vandalised with graffiti… which is it?
Guiding Questions will be divided into 4 groups● Creating● Presenting● Responding● Connecting
All which will be found in the National Art Standards
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?
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?)
Responding
How do images influence our views of the world?
What can we learn from our responses to art?
Connecting
How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?
Project Based on Guiding Questions
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?
ObjectiveStudents 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
Option 1: CreatingUsing 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.
Option 2: ObservingUsing 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.)
Option 3: Identifying
Students will research, inspect, examine, determine, and
articulate whether street art and graffiti is an art or a crime.
The concept is to give students a choice on how to study the topic so they will learn deeper and better.
Inquire
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.
Feedback
Feedback1. Students will be assessed on
a rubric2. 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 Artofed.com
RubricArt rubric based on
theartofed.com rubric with some minor changes.
Google Art and Culture Sites:
http://www.webdesignerdepot.com/2009/10/40-striking-examples-of-graffiti-art/
https://www.google.com/culturalinstitute/beta/u/0/exhibit/wQmKAWFj
https://www.google.com/culturalinstitute/beta/u/0/exhibit/_wLyH4_4OwhUIA
https://www.google.com/culturalinstitute/beta/u/0/exhibit/qAIi_arrnnFpLA
https://www.google.com/culturalinstitute/beta/u/0/exhibit/YAJCWqs7JQQaKg
https://www.google.com/culturalinstitute/beta/u/0/exhibit/-QLyEyXvKOIjJA
https://www.google.com/culturalinstitute/beta/u/0/exhibit/_QKCHa9YKqHTKAhttps://www.google.com/culturalinstitute/beta/u/0/asset/frog/DQFQnbvBgifAxw
https://www.google.com/culturalinstitute/beta/u/0/exhibit/ZQIyrWfPFlM6Jw
Refferences: Street art:41 Incredible examples (Maine, July 13, 2016)http://www.creativebloq.com/street-art/examples-street-art-612334Project-Based Learning should rule your school (April, Curriculum Designer, 2015)http://www.lessonplanet.com/article/elementary-art/project-based-learning-and-the-artsAre you using projects or project-based learning (Susan Riley, April 2016)http://educationcloset.com/2016/04/14/using-projects-project-based-learning/Project Baside Learning and the arts( Alison Panik, October 2009)http://www.lessonplanet.com/article/elementary-art/project-based-learning-and-the-artsProject-Based Lesson: Classroom Art Gallery (Education World, 2013)http://www.educationworld.com/a_lesson/project-based-learning-art-gallery.shtml