Comic Book Pages, Moving To Computer

Moving along....SLOWLY, Multitasking... I SUCK!!

Play Project Description

Okay,

So here's my "PLAY" Project idea.  I want to create (as an ad design teacher), an Ad Totem Pole.

Much like this:

I believe an Ad Totem Pole would be cool.  I have contacted the Northwest Georgia Power Company, and have had a wooden pole cut down to 9" donated for my classroom.  The idea behind my project will be that students can create bulletins, stickers, advertise clubs, etc.  

We will start by making flyers for upcoming bands, music and events in our area.  Then move on to stickers and other assortments.  It can be used as a gallery pole, a advertisement pole, or whatever.  Mostly just a place for kids to staple up their work or whatever.

RESULTS...

Overwhelming!  The ideas that have been generated from this are incredible.  My students love the idea, and they are on board.  I am set to have the pole cut to size and delivered after Christmas.  I think this will be really cool.  In the meantime the students have beeen given full reign to put whatever they want to create for the first pole postings.  Here are some examples of their choosings and designs.

Reflect: Multitasking

Today,  for my experiment, I chose to multitask.  I am NOT a multi-tasker.  It was very difficult for me to try and take role, do paperwork, teach, try to draw something, and help students with questions.  As a matter of fact, it left me with only 1 page of my comic strip drawn, aggravated students, and a return of the very headache, that I am being medicated for.

I am not a good user of time.  My organization skills lack in all sorts of ways....I am one who believes in the statement in the book: Gamestorming that I read in this class in which it makes reference to the fact that it is OKAY to not use a process to get something done.  That as long as the product is finished on time and is a quality product, that it is okay. I believe that  as teachers it is almost a necessity to multitask.  I continually get flack for not getting my forms in early enough or not taking role soon enough, or  this nit pick or that.  BUT, I am the only teacher that has put art on our schools walls.  I have the highest pass rate of Career Tech Program exams, and have a higher job-placement than any other program.  It is because I focus on the important things first.  My students, and their needs.  Second is program jobs.  Print jobs, production jobs, design jobs.  Finally, it is my time log, my paperwork for field trips, my extra duty pay paperwork, my coaching...If there is anything I could wish, it would be for the ability to better organize these things and keep them managed.

So, my short body of work will consist of a comic strip in which I have been wanting to make for years.  It is of some alien characters that I have invented.  Quick Storyline:

A group of alien hippies are in a band, and travel all over the universe in a VW bug, trailing a Silverstream camper.  Their goal is to bring that visiting world "PEACE"  by putting on a concert in which all people come together to see.  The story begins with their choosing "EARTH" and the comic builds upon them preparing and performing the concert.

Band Members (Main Characters):

Even Styler - Lead Vocals
Hemi Jendrix - Guitar
Beezer Gutler - Bass
Wax Meinberg - Drums

The characters have already been developed and fine tuned over years, so I figured I could knock some of this out easily while multitasking.  WRONG...I simply cannot multitask.

I gleamed insight because I was able to actually start something that I have wanted to start for a while.  Also, I actually made the time to at least get started.

I am uncertain as to how this will translate to my classroom, as I felt as though I was neglecting my students while trying to draw as they worked.

Here is what I came up with....

The iBrain

This was a great read.  I could not help but think of my poor mother, who has been technologically left behind.  How frustrating it is for her.  My step-father, after 35 years, has decided to go back to school and secure his degree in embalming.  Creepy, I know.  He has elected to take online courses, and it has been a pain trying to bring them up to speed enough to actually get true functionality out of their computer, much less, bring them to the world of online learning.

In relation to the chapter, I am totally an ibrainer.  I am so stimulated by digital visualization that I cannot get enough.  I am NOT a multi-tasker.  Technology allows me to be, somewhat.  I am hyperactive, and in retrospect to the views of the Chapter (Stone),  I am think that over-exposure to visual data is a good thing.  I am drawn to a video we watched in class that stated the average child spends 6 hours per day in front of a screen.  How impressive!  I think that we are seeing words like hyperactivity and anxiety and stress more, because students are likely to become bored without visual stimulation.  Let's face it, the days of inventing a game to play outside in between lemonade breaks are virtually over.

Instead, we crave information.  We beg for exposure to visual data that is either personally stimulating, professionally stimulating, or educationally stimulating.  I believe these words are derived form those who could simply bored by the lack of visual stimulation.  This Chapter is right down my ally as it deals with the research I have been conducting dealing with kids and lack of communication skills being developed because of all of the digital communication that is being conducted to date.  I keep reminiscing about a photo I saw of one of my Freshman students while in elementary school playing with his iPhone 3 in class!  That doesn't seem so long ago.  We are 1-3 years away from students being totally exposed to this information at an early age.

The concern being brought up dealing with the effect of screen time on babies and youngsters was quite interesting.  My son is better at angry birds than me and he is four.  His verbal skills CRUSH mine at his age, and he is using bigger words.  I am a stay at home dad with a travelling wife, and do feel that too much TV can cause overstimulation.  I try to limit my child, but with interactive games, and other medias, I feel that exposure is good.  Most games my son plays deal with problem solving.  Where's my water? , Angry Birds and other similar games are great in helping children develop problem solving skills.

The iBrain will continue to develop, as it should with technology.  It is OUR generation that will need to pick up the slack in the gap.  We MUST stay ahead of our children, or at least keep pace as best as we can.  I cannot wait to see what developments lie on the horizon.

Possibilities & Classroom Limitations

There are countless possibilities of using games, immersive social networking, and virtual worlds in the classroom environment.  There are also a few limitations.  I will mention in a categorical response to my thoughts on both.

Games - Possibilities:  After reading Gamestorming, I believe that gaming is a wonderful way to visually map out processes of learning.  Virtual gaming not only be able to help visually solve problems, but will also lend a hand in learning the overall functionalities of a keyboard and computer.  Hey, lets face it, some of those games get pretty complex.  Gaming can be used to present ideas, and help students overcome challenges.

Games-Limitations:  As with anything in education, there will always be technological limitations (as far as I can tell).  One of the biggest limitations with virtual gaming would be bandwidth.  In a school server, all students, faculty, and administration are using the internet full time.  Gaming is notorious for gobbling bandwidth, and if utilized to often during a day, could potentially slow connectivity for other classes.  It is a common problem I face today.  Also, controlling the environment without the proper equipment could potentially pose a grievance.

Social Networking- Possibilities:  I am not a Sociallite on the Internet.  I don't see how it is beneficial to share our Social Lives in the classroom.  However, Social Networking can be utilized for groups or clubs to pass along information and get students involved in participatory activities.  In the meantime, there are education-designed Social classrooms that prove to be a success.  I am using Edmodo in my classroom, which looks much like Facebook.  It has all the features, but gives control to the teachers more than the average social network.  I believe in time, Social Networks will be better equipped for the classroom setting.  The evolution has already begun, but I dont think we are quite there yet.

Social Networking - Limitations:  Where to begin.  To start, I am not a student's friend.  I am a mentor, and leader...It is not necessary for me to delve into their personal lives in order to achieve my goals as an educator.  I also do not care for them knowing what I do off the clock.  Therefore, the first limitation exists.  The main limitation is control.  Students today hold very little back on the internet, and I would not want to be caught in the middle of a situation that could get me in a bind with ethics.  Teachers have little control of what is said or posted on social networks.  It could pose problems.

Virtual Worlds- Possibilities:  Endless.  Everyone has an alter-ego, and if I have ever had fun doing an assignment it would be that of creating an alter-ego for myself in a virtual world.  I love animation and creation.  I have seen students spend more time finding profile pics  than researching for an assignment. Students enjoy it.  All the way to the adult level.  It is a win win.

Virtual Worlds - Limitations:  Money.  I have yet to find a free Virtual world that is worth making an assignment out of.  It sux having to pay for that stuff. In education, money is usually scarce.  Also there is that bandwidth issue that could possible take effect. Soon there will be free, virtual world freedom.  When that day comes, I will pioneer into the unknown!

Role of Art Education in Teaching Students Media Literacy?

In today's technological era, it is essential that kids become literate in digital media.  After reviewing the ibrain article, I believe the statements regarding a generation being skipped due to the technological revolution that is upon us.

MORE IMPORTANTLY, it is essential that we (as educators) stay up to speed on digital literacy.  It is quite simple to fall into the ordinary drab of the technology that is available to us today.  For instance, I teach Adobe Photoshop.  I am currently using a version of CS3 in my classroom.  After purchasing these liscences, I have learned EVERYTHING about CS3 in the last 3 years.  There is a version CS6 out on the market, and it does WAY more.  Students in my classroom today, are already passing me by in the sense that they are using CS5 & 6 at home, and are confused at the backwards technology of CS3.  Some Freshman students are coming to me only to have learned on CS5.  It is difficult to take them backwards.

I love Muddy's concept of a technological Boot Camp.  It forces both educators and students alike to explore what is out there, familiarize with it, and make an educated decision as to whether it would be a beneficial educational tool.  I am going to (with Muddy's permission of course), try and adopt a boot camp style training for my digitalites in class.  I think this will help me learn, as well as help them help me by deciding what "works" for the necessary literacy in an educational setting.

Week 4 - Read & React

Digital Diet Chapters 5 & 6

In Chapter 5, the book introduces VOIP  as a means to communicate via the web.  Skype, was the example that was used in chapter 5, and proves to be a powerful VOIP tool as it is not only effective, but FREE!  The only other comparable option that I can think of (and I am not an expert), is Facetime.

In reaction to the reading, I was overwhelmed.  I am not a person who likes being in front of a camera, nor am I someone that likes to hear myself recorded.  This makes it difficult for me to get it together when skyping and facetiming.  I must admit it was nice when I was in Mizzou this summer getting to meet up with Mandy, my son, Charlie and newborn son, Sam.  So, in retrospect, it has its rewards.  

On an educational final note, I find that it is a powerful tool in the classroom as well!  Our Science classes just skyped an educational lab with Harvard!  Imagine that!

In Chapter 6,  microblogging was discussed and introduced.  I am not a social networker, but if I were, I would be a microblogger.  I do not like reading/typing long entries.  Limiting posts to 140 words makes it a better option for me, if I chose to pursue one.  I do not see how this could be an effective tool in the classroom with sites like edmodo out there.  

In Chapter 8, Social Networking was discussed, and I must say that it COULD be a valuable asset from the standpoints of clubs, groups, classes etc.  It is hard for me to stay on top of things like that, and I am mostly disinterested in most people's lives, so I see no benefit for me, personally.  I hear of numerous cases where teachers and students are getting in trouble for unprofessional relationships on facebook.  I just dont like putting my personal life out there for others.  

EDMODO is a Social Networking educational site (much like LORE), but looks, and acts like facebook.  In a social networking place like that (where you have more control, as a teacher), I feel more safe and in control of what is said and done.

Brooks Young Chapter 5

Wow!  after reading this, I can easily see how the social revolution took over the planet.  Can you believe that most did not have internet in the early 90's?  HI-LARIOUS!

Diet, Chapter 9 introduces Voice thread, and screenr.  I loved playing with screenr in boot-camp.  I can see it being a VALUABLE tool for me when teaching things such as Photoshop and drawing technigues in Illustrator.  That is the most valuable asset that I have discovered this week.  Voicethread, I could not figure out.  I found it somewhat difficult to use and of no comparison to screenr.

When discussing the pros/cons of Social Networking in the classroom, I am still a bit torn.  To me, its kind've like getting the first ipad in a sense that you kinda want to "wait it out" and let them fix all of the "bugs" first.  I think as the internet continues to evolve, a better social solution will be put in place for the classroom.  I can't wait to see the next internet revolution....What will it be?

AVATAR - Kin Korn Karn

Too Much Fun!!!!

Love the ZOMBIE PAINT!!

Popplet Visual Map

Visual Popplet map for Stall Wall idea at Heritage High School

So my idea is to generate a Stall Wall for students that are using the restroom.  I consistently have students who do not listen to the morning announcements, and need to know what is going on.  I also have a constant stream of students wanting to use the restroom.  Why not try and connect the two together and create a knowledge bank for consistent potty goers and unwilling listeners.  A....Stall Wall!

Inspiration Board

Inspiration Board - Change Inspires Me!
Rusty Torbett

I am inspired by change and the powers of nature.  To the left is an inkwash that I painted 2 years ago. It is the last artwork that I created, but one of my favorite pieces.  I need to create more time to work on my personal art.

 It is written in Indian folklore that Spiders represent change.  The Robin's egg and the baron tree represent a natural transition from winter to spring.

Screenr Screencast

Hello,

Had problems getting my screenr to embed, so here's the link!

http://screenr.com/gCS7

Social Media Reflection

With Today's technology, I feel like using Social networks or social media for education can be a bad thing, but also a good thing if used respectfully and responsibly.

I am going to take the position that networks such as facebook, myspace, and similar ones such as these, are no good for education.  As a person who was "once upon a time" in the business world, working with professional colleagues and interests alike, social networks were beginning to explode and allow me to find old friends, colleagues, and yes, even girlfriends and re-connect.  I could investigate what was going on in their life as they could mine.  It was a neat experience, and sort of fun.  BUT for a guy like me, it was simply too much work to remain "linked in" at all times with everyone.  I kept an account UNTIL:

Enter Torbett the teacher.  It was as if a new fresh realm of bored, homeworkless, needy teenagers sought refuge in Mr. Torbett's facebook pages.  Hundreds of minors flooded my friend request lists wanting to peek into my personal life like it was a new and undiscovered world.  It scared me.  I was immediately put into a strange position of either denying all of them, some of them, or none of them.  There was not a win for me.  As an USAF guy, I am fully aware of the things that can happen when you are put into a lose, lose situation.  This was an instance.

I found myself explaining to students "why" I chose not to let them into my personal life.  They were unwilling to accept my explanations and hurt and felt as though I did not like them.  It was a tough spot.     Then to follow, Media stories begin to emerge of inappropriate activities between teachers and students on such networks.  NO WAY!  I'M OUT!

In my opinion, it must be made clear that I am the teacher and that they are the student.  We are not friends, but mentors.  It was in Doc's class this summer that I heard a speaker say that teens are adults who consistently make the wrong decisions.  It is my job to help guide them.  Not socially, but responsibly.  My dad was NOT my friend, he was my disciplinarian, mentor, guide, and hero.

Networks geared towards education as a MAIN theme (such as LORE), are wonderful social landing pads for both students and teachers to effectively collaborate socially.

Myself/Student Work

Here are some examples of my work that I use while teaching the standards...

Here are some student examples...

AWESOME!!!

Artistic Thinking Week 3 - Brainstorming

Brainstorming about the use of mobile devices....

There are many things that I would like to do in retrospect to using mobile devices in the class.

1. I would use them to allow students to look at applications (Apps).
2. I would use them to create designs using some innovative Apps.
3. I would use them to maybe design apps.
4. I would use them to learn about pictograms.
5. I would use them to compare/contrast 3G to wireless speeds.
6. I would use them as tools to explore music and album cover designs.
7. I would use them to maybe create an iPad lab.
8. I would use them to explore backgrounds and screensaver designs
9. I would use them to have class announcements via texting.
10. I would use them to notify parents of what is going on.
11. I would use them to do many things
12. I would use them to learn about QR code readers
13. I would use them to use googlemaps for a cool scavenger hunt!

I am done.  I will need to explore more ideas, in order to truly brainstorm better.

Annotated Bibliography - Torbett

1.     Center for Effective Collaboration and Practice. (2001). Functional behavioral assessment. Retrieved May 29, 2007, from

http://cecp.air.org/fba.

The Center for Effective Collaboration and Practice is centered on problem solving and its processes in the addressing of student problem behaviors.  Most of the research and assessments, in particular the functional behavior assessment consists of videos containing intervention plans. It covers the definitions and origins of functional behavioral assessment, what is involved in conducting a functional behavioral assessment and the criteria for determining when one is needed, and other relevant issues surrounding this technique.  The video set will prove helpful, as it will offer insight as to how to perform effective assessments during the data collection process.

2.     Sawyer, R. K. (2007). Group genius: The creative power of collaboration. New York:  Basic Books.

Professor Sawyer, is an Associate Professor of Education, an Adjunct Professor in the Department of Psychology, and an Affiliated Professor in the Program in Philosophy, Neuroscience, and Psychology at Washington University in St. Louis. His focus on “interaction analysis” began while studying his doctorate degree.  This book focuses on guided and planned improvisations that enhance creativity in the collaborative learning environment.  The book presents research on the collaborative nature of the mind, and also offers insight to the creative collaboration process.  This book differs in that it uses comparative research in the workplace, and draws conclusion and connection from the success of both students and group workers in the professional environment.

3.     North, A. C., Linley, P. A., & Hargreaves, D. J. (2000). Social loafing in a co-operative classroom task. Educational Psychology, 20(4), 389-392.

The authors, reasearchers at the University of Leicester, UK, and Roehampton Institute, Digby Stuart College, UK, make reference to ‘social loafing.’  Emphasis was placed on the potential impact of group size on social loafing.  Reference is made to the importance of group collaborations as a means of:  a) developing a variety of transferable and b) assisting the development of students that are less able.  There is a central focus of educational gains acquired by created collaborative classroom activities.  The research data is conducted on Undergraduate college students vs. High Schoolers. 

4.     Negus, K., & Pickering, M. (2004). Creativity, communication, and cultural value.  London: Sage Publications.

The authors, Pickering and Negus, are researchers hailing from the United Kingdom and span studies of musicology, media, and cultural analysis.  The book deals with creativity, the communication thereof, and the culture of it.  The main focus is to counter both the fallacious and opportunistic views of the term.  This reference will be used as a way of breaking down the term “creativity,” and will encompass the use of it in the classroom as a means of studying group interaction while creating.  The main goal of this article is to put into perspective a singular model of the term, and uses of it to enhance communication and cultural growth.  This will serve as a viable resource, as it will help zero in on the term in affiliation with communication and culture.

5.     Moran, S., & John-Steiner, V. (2003). Creativity in the making: Vygotsky's contemporary contribution to the dialectic of development and creativity. Creativity and development (pp. 61-90). New York: Oxford University Press, Inc.

Moran, PhD., human development and psychology, Harvard, and Vera John-Steiner, PhD. Presidential Professor of Linguistics & Education, University of New Mexico, perform research based on the Russian, Lev Vygotsky.  Vygotsky was an icon in the early research and theory of developmental and child psychology. Vygotsky theorized that learning jumpstarted mental development and knowledge construction was a social, cooperative venture. Because of his notion of the zone of proximal development, through which a less capable person learns with the aid of a more capable person, and his extensive work on the role of language in mediating relationships, Vygotsky’s strongest influence has been in teacher training and linguistics.  This will serve as a sound reference, as it is important to understand theories of development prior to collecting data.

6.     Mason, J. (2002). Qualitative researching. London: Sage Publications.

Jennifer Mason, Professor of Sociology, Co-Director of Morgan Centre for Study of Relationships and Personal Life, University of Manchester, UK, has authored the qualitative research document that I will use as a “handbook” while forming the qualitative study.  The book defines qualitative research and presents challenges in obtaining it.  This will serve as a wonderful tool in helping the research process remain true to its type.  This book will serve as nothing more than a tool to help better collect, record, and present data, which makes it quite contradictory to the other references.

7.     Michaelson, L.K., Sweet, M. (2008). The Essential Elements of team-based learning. New Directions for Teaching and Learning, 7-14

Larry K. Michaelson, University of Oklahoma, and Michael Sweet probe interest in team –based learning in small groups.  This will serve as an extremely important facet in future research, as it deals with smaller group practices, which will be a similar setting for the research that is to be conducted.  It focuses on assurance testing, peer evaluations and the proper introduction to team based learning in the classroom.  The article also deals with Expanded use of team-based learning in Professional Schools and International settings, which may pose little needed information for this particular study.  However, there is information that is also presented involving team based learning and Instructional Technology, which will serve as an invaluable tool.

8.     Smith, M. K. (2003, 2009). Communities of practice: The encyclopedia of informal education. Retrieved May 2, 2009, from http://www.infed.org/biblio/communities_of_practice.htm#conclusion

Mark K. Smith, author of this article, spends time focusing on Wenger’s idea that communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor.  There is much ideology placed on characteristics of communities of practice, and the three elements consisting of the domain, the community and the practice.  There is research that emphasizes that to learn to talk is a legitimate peripheral participation.  T=Focus is dealt with Learning organizations and learning communities. Te research concludes with issues and implications or educators and amateurs.

9.     Gokhale, A. A.  (1995). Collaborative Learning Enhances Crtitical Thinking.  Retrieved June 5, 2012, from

 http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html#about%20author

The researcher of this article, Gokhale, is an Associate Professor at Western Illinois University, sets forth his independent variable, which focused on method of instruction.  This variable carries two specific categories, Individual Learning and Collaborative Learning.  This information can be helpful as it shows the independent learning variable that can be used to measure individual vs. group learning in either environment. The research is put in specific steps, and clear sets of data measuring tools are used.  The chosen two methods are lecture and worksheet.  Both sets were used on both the Individual Learning Group, and the Collaborative Group.  His findings are quantitative, which could not be used in the research, but his methods could prove as useful tools.

1.  Slavin, R., Schlomo, S.,  Kagan, S., Hertz-Lazarowitz, R.,  Webb, C., Schmuck, R. (1985).  Learning To Cooperate/Cooperate To Learn.  Plenum Press, New York

This book consists of multiple articles stemming form Professors from a variety of Universities to Include John Hopkins, University of Oregon, and study in the Education Departments there.  He brings forth the ideas that over the past decades that human beings have pushed to live closer together and react and learn in closer knot environments.  They claim that there are two “streams” of historical thought that flows from the work of Hohn Dewey and the other flowing out of the work of Kurt Lewin.  The article presents Historical research on the theories of Cooperating Learning.  The main focus of my research will stem from the question of “What happens when we change from the traditional classroom to cooperative methods?”  They have been studied in two principal areas:  student achievement and students social relationships.  This will be a main resource for the upcoming research to be performed.

Blog Topic - Torbett

BIG R'S  5 Things that I hold true to teaching:

1.  LEAD BY EXAMPLE
2.  MOST   STUDENTS WANT TO LEARN
3.  BE TRUE TO YOURSELF AND TO OTHERS
4.  DONT BE AFRAID TO THROW YOURSELF OUT THERE IF NEEDED
5.  CAREFUL AND CREATIVE PLANNING ARE KEY TO SUCCESSFUL ARTMAKING.

The Lens of My Research

My Lens will be the students.  Everything observed will be of them and their collaborative work.  I will be waring y lens as I watch and interract with them.  The students will be artmaking using this theory.  Group participation will be mandatory, and all students will be graded on these concepts.  They will also be rubericked as groups in efforts to gause their work n the environment.

Blog Topic #15 - Art Making & VTS

Art Making has been a wonderful additive to the entire VTS experience for me.  Creating a Unit was a challenge, especially taking the path that I chose.  Curriculum standards have served as a road block, but I am certain that through art-making experience with VTS, I will conjure up some great ideas.  


I really learned alot form watching Amy's Summation, as it really hit home that alot of imagination, theory, practice, and most importantly, sound creativity must be evident.  I have also learned the value f image selection.  It has become one of my strongpoints this semster, and has truly served its purpose in "bringing home" a lesson plan that produces good/positive results. 


Practice makes perfect, is a good quote to work with while art-making through VTS.  Practice comes from the facilitator, flows through the student, and finishes with the piece of work created.  I feel advanced students may have given a more positive design approach, but I am pleased with the result.  I liked (or wished) to introduce Illustrator and InDesign topics with the projects.  This made it a bit more challenging for the students when art-making.  I may revisit this idea in the upcoming year.


It has been a wonderful, busy, eventful semester!

Unit Summation - U.S. History through a VTS lens

Unit Summation - U.S. History Through A VTS Lens

Russell A. Torbett

There you have it....A "not so good" copy of my Summation.  It has been a passion of mine to successfully teach art across the curriculum, in hopes of allowing students to better understand that art plays a role in, not only our everyday lives, but throughout U.S. History.  We can visually see history thanks to all of the Artists that documented our Nation from the beginning.  I hope this video gives the meaning to all of us that it has to the History books, whether some believe it or not.  There is a better copy at this link:  http://youtu.be/fFsw1SuahAo  

Please view at your leisure and let me know what you think.  There is sound, so crank it up!  

Thanks to all for a wonderful semester.

The Ragster

Blog # 14 - Summative Assessment

Henry Samuel Andrews Torbett with Big Brother Charlie, May 22, 2012

Life sometimes takes wonderful, expected turns that prevent us from finishing the drill.  Due to the arrival of my son, I was unable to complete the final VTS of my summative image.  So, as a new happy father, I am going to answer the summative questions to the best of my abilities with what I have to work with.  Here we go:

Good Choice?

Absolutely.  Picking the right person to have a family with takes much thought and consideration.  Mandy is a wonderful mother.  Also, alot of research and development, mixed with much conversation was placed in choosing to have another baby, and alot of time and consideration was placed on naming him Samuel upon the news he was going to be a boy.  I wanted a strong name.  Much research was done, including a search of the US Census Bureau from 1861-1869 in efforts to find names that have "stood the test of time."  Historical names if you will.  I am not a fan of trendy names.  I think if you VTS the photos, he looks like a "strong, healthy fellow."  A Samuel.

Evidence of Student Learning?

In the fatherhood category, I am always learning something new.  No, I do not have it figured out with my 4 year-old, Charlie, and I learn something new everyday.  I feel like Samuel will teach me alot of things as well.  He looks like he is going to be a wonderful teacher.

Reflecting on VTS as a summative strategy...

HMMMMM.....I could reflect on these year-ending "summative images" all day long.  Many insights to look forward to, Tons of surprises ahead, and many, many, questions to answer.  I am guessing one may be "No, you cannot have another piece of candy." :0)

Hope this works....And I am OK if it doesnt.  

It is the perfect summation of an eventful year in my life....

Blog # 13 - Summative Assessment Image

John McNaughton - Wake Up America

Yes, the image I chose was a controversial one....As are ALL things that lead to history in the making.  This image sums up my Big Idea, as it covers all aspects of what has made (and continues to make),  U.S.  History:  Change.  Alot of people do not like it.  They don't approve of change.  They are entitled to their opinion.  So are those who approve and promote it.  It is MAJOR events that  have shaped our country.  The willingness to change.

It is appropriate for assessment, as it contains many references to the Constitution, to the very core that shaped our country.  It shows change, it gives you the sense that the artist feels enslaved.  It also shows that a new movement is in place, as a sort of "Frontier" in the making. 

The biggest idea that I was hoping to have revealed would be that U.S. History is shaped by things that occur that cause us to take a side and exercise our rights, and fight for them.  No matter what the view is, the ability to progress is necessary, and it is those willing to fight for what they believe in, whether artistically, literally, verbally, or physically, change will occur, and make History.

Blog #12 - VTS Peer Critiquing

Peer Critiquing

For OBVIOUS resons, when thinking of strengths of VTSing as a peer, you can only imagine the positives.  I love to constructively critique each piece of art that I come across.  It is in my nature to do so.  Therefore, I am a active critiquer of student art products.  I know what makes a good design.  I know the design process.  I also know if used, that the process works.  I think that peer critiquing helps take students to the next level with their work (not changing their ideas of course).  It seems that with High Schoolers, they never go beyond their first idea. In other words, I get the vibe that usually they think their first idea is always the best.  A good critiquing session can push them to generate more ideas.

A main weakness that could derive from the critiquing method would be the confidence crusher portion.  Students at the high school level do not take kindly to criticism, wheter construcive or not.  Alot of times, they want to "give up" when asked to reevaluate their work of art.  Sometimes they even tend to try and become your Robot and not even try on their own, but seemeingly depend on constant direction from you, the critiquer.

Students do not respond well to writing period.  I cannot begin to tell you how students react when told to write anything.  So, when asked to write, I got a negative response.  Students when verbally critiquing need prompting.  Once you get them going, and they see that it is not a vicsious cycle, but a means of collaborative achievement, they seem to be more ready and active.

I would repeat this approach, but would put much more focus on the process.

More focus would be placed on the art of constructive criticism, or making them understand that it is okay to critique works of art.  That it is a valuable tool.  I would do this in efforts to get a more activie initial process. 

Week 12 - Reading & Reflecting

The two articles offer persuasive points on art and learning.  I feel as though both articles offer a positive insight on development, and focus on the importance of art across all curriculum.  Winner and Hetland make great points in that art is literacy, to say the least and that problem solving skills are developed if the ideologies are put into place and practiced.  I am set in the belief that art making and art learning cannot be  judged specifically on test scores, as there is no way to put a boundary on creativity.  In a contradicting sense, I also believe that "thinking outside the box" (the box being boundaries, of course) can also aid n the learning of processes.  Therefore, the two articles, although methodologically different, can also prove to be effective.


The two articles argue that one method is more effective than the other.  I agree that they are different, but they both have valid points.  Their basic conclusion seems to draw the most effective result, that "art" has a place in the learning process, the processes used for problem solving, and the positive growth of students taking it.  

Blog # 11 - VTS Reflection

Reflecting on VTS

This far along, as I reflect upon my Unit, I am quite pleased.  My plan of trying to “teach outside of the curriculum” and tie art with U.S. History seems to be working.  I guess you could call this my efforts to show the importance of art in EVERY subject that is taught, especially how it played/plays a key role in the development of History. 

Also, I am excited as my VTS Unit master plan is beginning to come together, much like our country.  My Big Idea has sort of been to use a foundation (VTS I), and carefully tie foundations set forth by the colonists (U.S. History), in the form of a Nation coming together with my VTS knowledge coming together.  I guess, much like My Great VTS video, taken to the next level.  I hope this made sense.

From a critical standpoint, my biggest challenge has and still remains to be tying art curriculum (taken from standards) to VTS.  I feel like the absence of standards would better allow me to do more to promotion of art making.  I do understand that VTS is not only Fine Art, because that would limit it to one subject.  My struggle has been having to limit it to Graphic Design’s specific standards dealt to me by the great state of Georgia.

Blog Topic # 10 - 2 Image Reflection

Harriet Tubman's Underground Railroad, Paul Collins

Runaway Slaves On The underground Railroad,  Artist Unkown

2 Image Reflection

I originally thought that by VTSing 2 images at once, that there would be a lot of confusion while VTSing.  I also went ahead and prepared myself to do twice the facilitation.  To my surprise, many wonderful things came from this experience for me. 

There were not any negative experiences for me, as this turned out to be the best VTS that I have ever facilitated.  I think some of the positives derived from the choice of subject matter within my Unit, its impact on the students, and the artwork that I chose.

I chose to label the images A & B, which I think helped the students easily reference and compare the two images.  It also helped me facilitate and direct easily and smoothly for the 2. 

A lot of comparing and contrasting that took place during the exercise, but also there was a lot of individual VTSing that took place concerning each image.  In other words, some students singularly VTSed one image at a time, verses comparing.  I would change nothing in comparison to how this VTS went.  19 Minutes!!

Research Translation II - Torbett

LTC 8750 – Research In Art Education

Russell Torbett – Graduate Student

Summer 2012

                  Art is prevalent all around us.  It encompasses everything we see in one way, shape, or form.  It even has its place in the prisons of New Jersey.  Carleton Palmer conducted a qualitative study over the course of 6 years, spanning from 2000 – 2005, in which efforts were made to create a successful art program for the incarcerated youth at the Nassau County Correctional Center in Long Island, New York.

                  In the research article presented, the problem was not clearly stated, but was made evident throughout the article.  The obvious challenge dealt mainly with the physical constraints of building a successful digital media-based art program for inmate youths.  The were many variables addressed, which mainly focused on the art-making process of the youngsters as they were making their way through the program. 

                  The research seemed well organized, as the author took you through the processes that were used, the materials, the programs, and the cognitive result of the approaches to the problem.  I found that most sources were relevant, as they dealt with the many types of leaning styles, the operational definitions of artistic processes, cognitive styles, science and art, and the implementation of the usefulness of concepts that were applied.

The main hypothesis or theory of the subject matter dealt mainly with the idea that more must be done with less.  In other words, there was little to work with, and that a lot must be done in order to prove the program successful.  The hypothesis is an extremely directional one that flowed from the simplest elements needed through the programs, hardware, and software (which were limited).  It then turned towards the inmate’s ability to successfully filter cognitive learning skills while using the limited resources.

Adequate measurement tools were used, as each specific device, whether hardware or software were described in detail.  This simply gave you a clear understanding of what each inmate had to work with, how they were to be used, and how using these tools can help them discover a developmental method of creating a complete, digital work of art.  Most tools were qualitative in measurement and carried a sound description of the result.  The selection process of these measurement tools are defined in most of the descriptions, which seemed to give the reader an adequate grasp on the problem of working with minimal, dated materials in a restricted and contained environment.  Obviously (and as stated in the article), software became dated quickly, which brought about numerous additional challenges for the instructor.

The end result was summarized in saying that there are potential differences between the traditional and digital processes that influence aesthetic decision-making in the instructional context of the program. It is also stated in the conclusion that due to the success of the program, hundreds of youths have been introduced to the concept of digital art-making, the realities of the digital art culture, and the importance of applied decision-making concepts.  These examples can only define a successful art education program for the incarcerated youth at the Nassau County Correctional Center.

Chapter 6 - Eyework

Count, Measure, and Chart

In my research project, there is much to measure and quantify.  One particular aspect would be that of students utilizing the entire design process while artmaking.  You could gather statistical dat upon completion of their use of the Design Process by surveying them and grading them on a rubric-based system to find which processes are prevelant throughout the class as a whole.  You could represent this on a pie chart, breaking up percentages of each of the processes, and the percentages of which ones were used.

Ethnographic Observation

As this project is only in its introduction phases in which data serarching is being conducted on campus, it is virtually impossible to try and use Ethnographic and culture critiquing at this time.  Research such as this would have to be utilized while studying and observing your classroom.

Chapter 5 - Legwork

Data Sources

There are data sources that I have considered for my Qualitative Research that have already proved to be efficient and worthy pieces of data.  FOr instance, I have surveyed 18 students, both previous and present.  I have gathered good feedback from about 1/3 thus far.  Some other data that I could consider for my research would be as follows:

• What video and audio data could be used?
• Are there journals kept in which research was conduted on the processes used to complete art pieces?
• Is there documented processes of artwork used in art making?
• Are there official documents that have been preserved by State and Federal archives?

I could use the Internet to collect this data, and also utilize Public Libraries, both local and state for materiels.  I could also retrieve permission from individuals that have conducted similar research.  I would have to (more than likely), invent audio and video data while observing students during the artmaking process.  The closest available substitute if video and audio were unavailable would be to reference TED, YouTube, or other educational audio or video feeds.

Chapter 4 - Headwork

The Emic

When stepping in, I can only begin by defining who I am in reference to education and my beliefs in the system.  I have stated numerous times that I believe we can NEVER learn too much, nor become too educated.  So, when it comes to my classroom, its students, the material or curriculum, and other affiliations within it, I can only say that I strive to have a seperate and complete learning institution within the learning institution.  I was a child who refused to learn.  Who found loopholes, created distractions, and avoided seriousness while in High School, and it is because of the hard lessons that I have had to learn (and endure) that have shifted my focus to primarily teachin ALL students the importance of learning and retaining information for the benefit of self accomplishment.  I am excited to see when a student "gets it."  When they get that look on their face that proclaims "I have figured it out."  From experience, I know that when I fall upon a moment such as that, I never forget it.  That is the satisfaction of knowing that the specific learning task was retained for that individual.  He/She wasnt doing the motions, they were learning, and retaining.

The Etic

When stepping out, I see a corrupt, political, misguided system that is NOT working.  I am not going to utilize this topic as a chance to "bash" the system, but only point out that when a teacher is put under the gun to cover so much material in a singular circumstance, that alot of information is hurried through when, at times, there is information that more time should be spent teaching.  This would be done in order to allow a student to retain information.  I read somewhere that when studying before a test, a person is MOSTLY storing the information in their short term memory (much like I did before an Algebra test).  Once the test is completed, the information is rmoved, and most of it is forgotten.  It is here that I wish to intervene into the system, and start focusing on Learning via creation, literacy, adhering to principles, and repetition of those principles rather than ONLY focus on curriculum to get you through a test, and then most is tossed.  I would LOVE to talk to the State board of Educators and our Govorner, Nathan Deal about how the system is beoing overlooked, misguided, and abused.  Also I would discuss how education is the foundation to everything.  money, jobs, lifestyle, the works!

Looking At The Evidence

What surprises me?  The statistical data that I am finding in regards to retained information, but with this generation...nothing is surprising  :0)

What intrigues me?  The idea of potentially creating an actual solution that may work and serve as a milestone for helping the IT generation stay off google and resort to the art catalogue in ther BRAINS!

What disturbs me?  The lack of excitement for today's youth to learn about and create physical bodies of work.  It REALLY disturbs me.

I think there will be many steppingstones and humps to overcome.  Firstly, I am still struggling a bit to actually zero in on the "Big Question."  I want to cover various things, vs. covering 1 individual subject. I feel like there could be humps with getting to the core of the students' indivual learning characteristics.  I am worried that my data may only hold true to a specific style of learner.  Maybe that in itself is a more revising effort coming out.  

Chapter 3 - Bridgework

What I Know

I must admit that I am a poorly self-disciplined individual.  I am extremely disorganized, but have my own way of shelvng a filing my things.  I have never been a journal keeper, although I love the idea.  I just cannot organize my day enough to make this happen.  Therefore, I feel it would be better for me to compare the differences between not keeping a journal and keeping one.  Keeping a journal would better organize my data, thoughts, and ideas.  It would also allow me to keep a permanant reference of materials for research.  I do read Media Journal, Communication Arts,  Print Magazine, and occasionally, the quick literary review, but I do not typically have (or arrange) time to review journals.

Students today hate writing it seems.  We do a mandatory writing assignment (carefully coined), "Writing To Win,"  three times a week, and continue a sketch book called that I call Creative Caffiene.  They enjoy the visual Journal much, much better.  I have recently been forcing students to come up with written materials to go along with their assignments.  This helps students write about their own collective visualizations.

Google-ogrophy

learning retaining, and utilizing art curriculum (searched)

About 9,490,000 results (0.30 seconds)

After creating a search using the key words listed above, I found many hits that could take me down numerous paths in reference to my topic.  I have already learned that my topic may be a bit broad still.  I also learned that there are alot of helpful insights on curriculum creation, which excites me as I often am trying new things in the classroom.  

I could try using alternate keywords, or sources, but I feel that the qualitative research is going to be out there.  I am also stemming my basis of research through working with previous students from past art classes that are pursuing degrees in art, as well as working with students that are currently taking my course. Any information that I would deem nominal would be printed and downloaded.

Bibliography Practice

I can always use more material when working on a study.  After all, my life motto is you can never learn too much.  I can easily eliminate some sources that I felt were valuable, and I am still considering condensing my big question even further. Most of my researched material is in the same genre, but I am going to use video, as well as tool and alot of interviewing students and other teachers.  If I were to refine my paaper again it would be more specifically focused on retaining art curriculum in  a world of instant gratification of web sources.