Capstones 1, 2, and 3!!!

Capstone 1: Face of Your Classroom

Let’s Face it (see what I did there ūüėČ I set my classroom website up in a few hours at the beginning of last year¬†and it showed (at least to me).¬†¬†I’ve decided to improve my classroom website using the¬†knowledge/skills I’ve gained through the 21things4teachers course as my first Capstone.

One element that I wanted to specifically focus on was boosting the resources I had for student exploration.¬† I created a¬†revised web page called: Watch, Learn, Create to the previous page I had called Art Websites.¬† My intention with this page is to revise it throughout the school year to include videos (those found on YouTube and Self Created Videos) that would be extensions to¬†individual¬†Units of study for students who finish early or who require/desire additional practice on their own time.¬† This page originally contained broken links and worse yet physical typing of drawn out websites that you couldn’t click on.¬† Through 21things4teachers I’ve learned how to embed videos and include clickable buttons to websites.¬† I then went on to include individual pages for the K-5 Michigan Visual Arts Content Standards and Benchmarks.¬† The intention with this addition was to “increase productivity.”¬† When I post weekly lesson plans I am required to link them to our State Standards and Benchmarks.¬† Unfortunately there are no editable (copy/paste) versions of this document…so each week I would look up the document…physically click back and forth while typing the Standards my lesson addressed.¬† Now not only will my¬†families have

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Capstone 2: Communication

It’s been on my mind all summer to find an exciting way to approach the new group of eager kindergarten parents to volunteer in the Art Room.¬† Meeting the needs of 28 five year olds solo is no easy task.¬† With the infographic lesson in mind I set out to create an engaging flyer to reach out to my Elementary Parents.¬† I used my Google Drive (21things4teachers: Collaboration) to open, save, and share the PDF I created with my Elementary Staff and building Principal.¬† I then created a blog post on my Classroom Website which features the flyer I created with a short message to reach out to¬†potential Art Room Volunteers.¬† Below you will find the physical PDF, the PDF shared in my Google Drive (which I’ve also shared with you Sue), and Blog Post I posted on my Classroom Website.

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Capstone 3: Classroom Management


As the 2016-2017 academic year looms ahead of us one thing is for certain: We can all use improvement in he area of classroom management.¬† For my third Capstone I’ve decided to explore and ready myself to effectively use ClassDojo in my K-5 Visual Arts Classroom this year.¬† As a part of my Digital Classroom Management “Thing” I created my¬†ClassDojo¬†account, changed my profile picture, added only my 5th grade classroom teachers, and did a little exploration on the resources available as it relates to using¬†ClassDojo in the Art Room.¬† As an amendment to this first go at ClassDojo I’m¬†importing all of my classes (vs. only 5th grade students), creating a¬†new Classroom management¬†plan that revolves around using ClassDojo (changing my classroom management bulletin board), ¬†adding both positive and negative skills that relate to the Arts, creating letters to print out for parents to connect with BES Visual Arts through ClassDojo, download the app on both my cell phone and iPad, print out QR codes for my classroom for student use (to upload to their unique and I will do additional research on using ClassDojo for the Art Room.¬† I decided to start by doing additional research as it relates to using ClassDojo in the Art Room.¬† Click here to view an ARTicle on ClassDojo by my favorite Art Ed Website: The Art of Education.¬† Through reading this ARTicle I found another by a respected Art Teacher Blogger Mrs. Nguyen where she had this to say about ClassDojo and using it with over 1,000 Visual Arts students!¬† As I can’t import student lists at this time I’ve decided to focus on adding each of my classes along with table group names.¬† The screenshot below shows Mr. Koppelman’s 5th Grade Artists along with the table group names that students will sit at.

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21-Emerging Technologies

Moving at the Speed of Creativity

Podcast 442: Classroom Passion Projects

“Positive Tomorrows”

K-5 School for Homeless Children

Most Students are working below grade level.¬† Teach them where they.¬† Build their self confidence to help them re-enter a traditional school system.¬† Students stay 1-2 years max.¬† Educating the whole¬†child and the whole family.¬† Follow State and¬†local Standards.¬† Autonomy to individualize instruction.¬† Not locked into a set curriculum.¬†¬†1:1 iPad school, allows for students to have ownership over learning.¬† Digital¬†portfolios: Seesaw.¬† Passion projects: 1 hour for 2 days out of the week (Mentor Hours) for 1 month.¬† What are students interested in; want to learn, want to make.¬† What are the boundaries?¬†¬†Student ownership.¬† Student choice.¬† Established places for students to go to research.¬† i.e. learn how to play the guitar, wanted to learn how to sew, wanted to learn how to take pictures, wanted to learn how to create origami, wanted to learn how to dance…¬† Shelly felt that this was the best project that she has ever done with her students.¬† Community involvement essential.¬† Students were required to showcase their learning: Shadow Puppet.¬† (Click here to view a page that directly speaks to using Shadow Puppet in the Art Room).

How does this tie into the State Standards?

Our students have interests in topics that we aren’t offering them.


Based on the content of this Podcast I believe Passion Projects fall into the Redefinition level of the SAMR model.  Individual students are in charge of developing a research project based on their interests, students are in charge of locating/enlisting the help of local resources that may be able to improve their skill set in that area of interest.  Students use technology to do research and develop a presentation to showcase their learning.

How does this Podcast connect¬†with what I am doing in my classroom?¬† As I was listening to this Podcast I felt rejuvenated!¬† I can’t wait to revisit to hear new content.¬† Although I don’t teach in an Urban school I feel that the heart of this Podcast: Passion Projects are a new idea I could bring to my students.¬† As a conclusion to their 3rd through 5th Grade Visual Arts Program I could allow my students to complete a Passion Project that would require them to pursue an area of interest (deeper study) of an Visual Arts related topic.¬† Through the implementation of such a project I would be able to showcase the interconnectivity of subject areas (State Standard), allow community Artist involvement, engage students in developing technology and writing skills, etc.

Future Trends:

STEM, STEAM, and the Maker Movement

STEM in the Art Room:

Gaining STEAM: Teaching Science Through Art

STEAM in the Art Room:

Art of Education

STEM, STEAM, and PBL: Three Acronyms you Should Actually Care About

The host of this Podcast argues that STEM and STEAM are the future of Education and that as Art Educators we HAVE to stay informed on the new educational movements that affect us.¬† Teaching in a content area that is often first on the “chopping block” the host goes on to¬†argue¬†that we must stay proactive as to not loose our jobs.¬† Caring about STEM and STEAM means that we care about education.¬† STEM and STEAM in the Art room focus on process vs. product.¬† CREATIVITY is key.

Art of Education

Extending the Art Room: Making a Makerspace


makerspaces all have one essential goal- to empower students to collaboratively create,  innovate, and learn through choice, experimentation, and play.

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NEA Arts Magazine:

Creating a Movement: What Makes up Maker Faire

How will these trends¬†impact our students?¬† The thought is that our students will become better collaborators, communicators, problem solvers, creative thinkers, future entrepreneurs (develop marketable products and services), and will have the ability to see the interconnectivity of concepts/disciplines.¬† But where will we find the time?¬† One of the key components to these movements is the ability to explore and tinker.¬† This past school year I had 25 minutes once a week to teach my students the State Visual Arts Standards…I didn’t get through 3/4 of them.¬†¬†I also happen to be a product vs. process advocate (don’t tell anyone).¬† The reality is parents WANT something they can hang or frame.¬† I do my work in the classroom taking students through the process of creating¬†but often leave¬†initials sketches in the recycle bin.

As it relates to¬†MY responsibility moving forward in light of the research I’ve done I will:

  • Create lessons that have a greater focus on science, technology, engineering, and mathematics.
  • Allow/Plan for:
    • Creativity and Problem Solving
    • Innovation and Creativity
    • Collaboration and Communication
    • Inquiry Based and Student Centered
  • Create Lessons that give students to opportunity to interact with real world content/solve real world problems.
  • Give students Opportunities to Fail and Try again in Safe Environment

Hour of Code:


Initial thoughts: Whoa!!  This is SUPER hard!

I finally got the hang of “coding” after the 8th module.¬† I can see potential in this program!¬† I love how this program has the potential to integrate technology, math, and computer science into my Visual Arts Curriculum.

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20-Blended or Flipped Classrooms

Last year I approached my building principal with the Question: What is a Flipped Classroom?¬† I had become interested in learning about Flipping my Visual Arts Classroom after watching the Elementary Visual Arts Blogger: Cassie Stephens.¬† She creates exciting videos for both her own Art students and her fellow Art Educators.¬† I thought that I could use a similar approach to pre-recording videos of Unit introductions, Demonstrations, or even as a tool for pre-recording lessons for when I would be away for Substitute teachers.¬†Being that I see multiple sections of the same Grade level having a video that I could play at the beginning of class to each of my 1st Grade Visual Arts classes for example would be beneficial as it relates to overall use of class time.¬† I have 5 minutes between classes to tear down and set up for the following group.¬† As the Lesson Intro streams I could be freed up to set up…or even tie loose shoestrings!¬† ūüėȬ† Another situation that I could see Flipping the Classroom to be beneficial for would be for offering additional support.¬† If the students followed a video recording that I created of a certain Artistic Process I could walk around and offer additional support to individual students.

I found the video below to be very helpful as it relates to Flipping the Visual Arts Classroom.

I have many ideas of videos I could create:

  • Classroom Tour
  • Classroom Rules
  • Classroom Procedures
  • Lesson Introductions
  • Process Demonstrations

Being that I’m not in my classroom right now I’ll create a video of me reading a new book I got¬†from a friend for my Art Room!

A few things I’ve learned from creating this recording:

  • Locate a space with adequate light.
  • Possible set up a backdrop for filming.
  • Get plenty of rest…
  • Make sure to have your roots touched up…
  • Don’t make over the top faces…just be yourself…
  • Be prepared to make several recordings in order to get one you are “ok” with…

Click here to view the video I created of myself reading “The Crayon Box that Talked” with screencast-o-matic that I uploaded onto the video hosting website



19-Digital Storytelling


The Digital Storytelling process involves:

  • Preparing to tell your story
  • What is it going to be about?
  • What type of story are you telling?
  • What is your own connection to the story?

Content Area: Visual Arts



Standard 2: Apply skills and knowledge to create in the arts.

ART.VA.II.K.4 Select subject matter and communicate a personal story in a painting or drawing.

ART.VA.II.K.6 Experiment with different technologies.

*I was so excited to view the two video links embedded in the 21things4teachers site on Digital Storytelling but it states that neither of them work.

10 elements of a digital story:

Adapted from (Center for Digital Story Telling) and Educational Uses of Digital Storytelling

1. Point of View – what is your purpose? What is the goal?
2. Narrator’s Point of View
3. A Dramatic Question – the action, tension, central desire…
4. Content or paradigm – inspirational, love, loneliness, friendship…
5. Gift of your voice – your audio recording (practice and relax, be conversational)
6. Pacing of your narrative
7. Power of your audio – music, sound effects, your own lyrical narration (watch copyright)
8. Images – the quality and type of media (video, animations, photos, graphics…)
9. Economy of the story detail – the sequence of events, images, text – (keep it simple)
10. Appropriate grammar and language usage

Click here to view an incredible Digital Story created to share the authors view of the importance of Visual Arts Education.

After viewing this video I decided to¬†create a Video using Animoto to promote my K-5¬†Visual Arts program.¬† Now that I have experience with using this Digital Storytelling tool I can better educate my K-5 Artists through the process of Creating their own Digital Stories.¬† As I came up with a concept I was able to easily select many images to help me illustrate the concepts I wants to share.¬† Adding captions to each image helped me to create a story for my audience.¬† After I selected a piece of music and hit play I was immediately moved.¬† I’ve¬†already posted my video to Facebook to¬†gather thoughts on the video I’ve created.¬† There are endless possibilities as it relates to the Content Standards and Benchmarks these tools will help me to reach!¬† Click here to view the video I created with Animoto.

18-Dig the Data

Part 1


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Part 2

Formatting and Formulas:

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Part 3

Graphs and Charts:

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At the end of the 2015-2016 school year I was asked to show a report to my building principal of student pre/post-test scores.¬† I simply wrote them down and handed them to my Principal.¬† He looked at me puzzled and asked me to put them into an excel spreadsheet.¬† After several hours of logging over 520 students names and pre/post-test scores I sent him a follow up email of my spreadsheets.¬† I received a reply which asked for averages.¬† I had no idea how to create averages.¬† Simply toggling through all of the columns and rows was enough for me.¬† I enlisted the help of a second grade teacher who helped me create averages.¬† What a nightmare!!!¬† I will no longer be in that position next year thanks to this “Thing.”¬† Going into the 2016-2017 I can say I am proficient at: Sorting, Formatting and Formulas (this would have come in handy last year!), and creating Charts and Graphs.

*Due to the fact that we were excused from administering a poll for Thing 17 I will have to use a spreadsheet that I created last year reporting on Pre/Post Test Scores to prove Student Growth.

I used my Excel Spreadsheet for 3rd Grade Pre-Test Data.¬† Honestly…I presented two separate Spreadsheets for Pre/Post Test Data to my building Principal.¬† Yikes!¬† I’m going to attempt to merge the two…eliminate issues…and erase student names.

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I now have one document that features Pre/Post-Assessment Individual Scores/Averages side by side.  I believe this document is far more impressive than two separate documents which feature isolated data.

*After several hours of self exploration/watching YouTube videos I cannot figure out how to create a chart that includes Pre/Post-Assessment Data and Headers.¬† I’ve used the ctrl function to select headers and Pre/Post-Assessment Data and it continues to produce a chart that has unlabeled bars.¬† You can visually see the rise in¬†Assessment Scores but you cannot see what the Assessment was testing.¬† I’m not sure what the Series Coding stands for either?¬† Any insight Sue?

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I will continue to use Spreadsheets this year to collect data, prove student growth, and inform instruction.  I intend to start using online polls and surveys to gauge student interest, assess prior knowledge, check for understanding during a lesson, and as a tool to encourage community involvement.



17-Evaluation and Assessment


While engaging in the Pre Test I felt like I knew the questions/answers well.  Upon reading the Help Sheet I discovered that there were many questions that I answered incorrectly (and also quickly discovered why I answered incorrectly).

1.) Teachers may post grades by student name or social security number.
A student’s grades may only be publicly posted by a randomly assigned code or number that is known only to the student (and parent) and the teacher.

*I answered True.¬† I suppose I assumed that you were posting information using a Grading Program which would be printed/made available online to only the parents of the child.¬† I read the word “post” to mean physically uploading online to our Gradebook software.

2.) When a student transfers to a new school, the former school is required to send the student’s education records to the new school.
While FERPA permits the transfer of education records, it does not require schools to transfer records to third parties. Rather, it permits disclosures to officials of another school, school system, or postsecondary institution where the student seeks or intends to enroll. (However, please note that the No Child Left Behind Act of 2001 requires that states have in place a procedure for transferring a student’s disciplinary records. and individual states also have specific requirements relative to transfer of educational records. In Michigan, MCL 380.1135 requires receiving district to request in 14 days and sending districts to transfer within 30 days.)

*I answered True.  I assumed this information was required to be sent to the students new school.

Types of Data Collected and the T3PD Data Model:

Perception: Polls and Surveys

Perception meets Technology:

Perception data can be used to inform lesson objectives, and/or identify pre-existing thoughts, opinions, and ideas. Educators often use polls and surveys to explore starting points for learners with a lesson.

I decided to use Poll Everywhere to create a poll on the question: What is a symbol?  This is a required understanding starting in grade 2 for the Michigan Visual Arts Standards and Benchmarks:

ART.VA.II.2.4 Use symbols to create artwork that expresses and communicates meaning.

Here is a screen shot of my poll.¬† I like¬†how¬†this tool could transition through High School through the use of Twitter response…web¬†response…or through texting.¬† The¬†information gathered from such a poll would be used as a formative¬†assessment tool to inform instruction.

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Progress Monitoring Meets Technology:

Progress Monitoring meets Technology:

Educators monitor student performance towards goals and objectives, or create groupings for teaching and re-teaching through a variety of formative assessments. Students become more actively engaged with interactive learning, personalized experiences, and the opportunity to chart growth.


Seriously!??!?!¬† I am beyond EXCITED about this App.¬† This past school year my primary IDP goal was to develop and implement K-5 Visual Arts Assessments.¬† Administering,¬†grading,¬†and¬†recording data for over 500 students 2x per year was a nightmare!¬† My reflection included a plan to revise said tools and a meeting with my building principal where we decided vocabulary specific tests to¬†two Grade Levels vs.¬†six might be a better approach.¬† This versatile app allows you to utilize already developed tests with a variety of term sets, create your own, provides many options for studying concepts, allows you to administer tests, and record data.¬† Students can choose to have the questions read to them while studying or even during the test.¬† I love that the testing¬†function¬†allows students to “show what they know” through writing answers, matching, multiple choice questions, and true false questions.¬† You can limit your tests to one question type or all.¬† When developing your own tests you simply develop a “Set Title” and then fill in as many Terms and Definitions¬†as you’d like.¬† The App allows you to add an image (which might I add automatically generates based on the Term you set) to each¬†Term/Definition pair for reaching your visual Learners.¬† I can’t wait to use this App for progress in my IDP based on advise from my Principal to focus on Vocab this upcoming school year!!!


Performance Meets Technology:

Performance Data:

Achievement data comes in many shapes and forms, with summative data being graded and purposeful.  When gathering Performance data, educators seek to replicate online high-stakes testing experiences through a variety of technology enhanced item types. Students are asked to create or review digital artifacts, complete Capstone assignments, or experience online tests aligned to standards.


I used my Rubistar account to create a Rubric for an Artwork Analysis Assignment using the Elements and Principles of Design.  Through the creation of this Rubric I was able to identify/establish clear Performance Criteria for that assignment.

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Demographic Meets Technology:

Demographic meets Technology:

Depending on the data set, often times demographic data exists at an educators fingertips. With FERPA guidelines as our guide, educators should only access student personal information for those rostered to them.

I currently access demographic data to add students to Artsonia, to gain a greater understanding of the students that I teach, and also to reach out to potential Art Room volunteers.

For my online assessment tool I decided to create a test using Quizlet on the Elements of Art.  Click here to view the actual test.  I am unable to administer the test at this time due to it being summer break. I believe that using online assessment tools will increase student engagement, retention, will give legitimacy to my content area, and will allow me to collect necessary data for self improvement/proof of student growth.

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16-Differentiated Instruction and UDL

Differentiated Instruction in the Visual Arts:

After reading through the suggested resources by 21things4teachers I decided to do my own research on the topic of DI in the Visual Arts.  I found this fantastic article by Erica Edwards here on the topic (also read below).  The article speaks directly to my thoughts and applications towards DI in the Visual Arts.

Most classrooms are filled with students performing at various learning levels: some of them struggling, others performing well beyond grade-level expectations, and the rest falling somewhere in between. (Tomlinson, 2000)¬† Within each grouping of students, are individuals of varying ‚Äúracial, ethnic, cultural, and socio-economic backgrounds; physical, emotional, and academic abilities; different dominant languages; with different degrees of parental support, learner styles and preferences, and interests.‚Ä̬†(Heise, 2007)¬† It is up to the teacher to maximize the learning that is taking place in their classroom by providing differentiated instruction that includes, involves, and inspires all learners.

The art classroom is a natural place for differentiated instruction.  Art is produced in all races, ethnicities, and cultures; it is an intrinsic part of the human experience.  Art can be used to open discussions about race and ethnicity that may seem taboo in other subject areas, connect us cross-culturally, and allow us to see and comprehend differing perspectives.  Learners with limitations whether physical, emotional, or academic have an opportunity to create and find success through art and art processes.  Art is a visual language that transcends much of the word-barrier and allows ESL and non-English speaking students to more-fully participate in learning.  And as a matter of course, art uses multiple modes of learning providing ample opportunity to reach every student, to connect art to each student, and to connect learning across the school curriculum.

In differentiating instruction for the classroom, a teacher must consider focusing on content, process, products, and learning environment:

  • In art education, content can be varied using demonstration and step-by-step instructions, art prints, supplementary texts, student choice, curriculum compacting, learning contracts, technology, and internet resources.
  • Processes and activities can be differentiated by the art teacher to engage the student and make learning relevant.¬† This means involving the learner by providing choices of art media and processes, creating centers that encourage exploration, using tiered activities ‚Äúthrough which all learners work with the same goals, understandings, and skills, but proceed with different levels of support, challenge, or complexity,‚ÄĚ and varying the length of time students spend completing tasks.
  • Art educators can vary products, projects, and lessons to give students the chance to demonstrate, apply, or extend their learning.¬† Students may be given options of how to communicate ideas and express knowledge.¬† The teacher will use rubric guided lesson planning to match and extend student‚Äôs varied skill level.¬† Students will spend time working independently, in small groups, as a class, and as a school to create products.
  • The art room learning environment altered to accommodate a number of differing objectives.¬† The art teacher can achieve a class-setting that is safe, engaging, and encouraging by setting clear guidelines, promoting respect and encouraging civil dialogue in critique and as a general rule, fostering inclusiveness, providing cross-cultural and cross-curriculum focuses, and ¬†appropriating areas for students to create visually stimulating art, and quiet areas for students that may need less distraction.¬† (Tomlinson, 2000), ¬†(Heise, 2007)

An art education program that uses Howard Gardener’s Multiple Intelligence as a base for creating varied learning experiences can help all students achieve in art and across the entire school curricula. We all have preferred learning styles and appealing to as many as possible can only strengthen our knowledge sets both in art and across the curricula.

  • Art will naturally appeal to students excelling in visual/spatial intelligence. They are visual thinkers and tend to enjoy viewing art and perform well at creating visually stimulating artworks.¬† The art teacher may provide activities including: gallery visits (actual and/or virtual), art prints in the classroom, and observational art activities.
  • Verbal/linguistic learners can be stimulated in the art room through visual story-telling, narration, class discussion, critique, and writing about art.¬† Having the students maintain journal/sketchbooks, holding critiques of art prints and class work, and using art prints to have students explain what they see are things that can be done to involve these students.
  • Students that are primarily logical/mathematical thinkers can be engaged with lessons that offer opportunities to see and create patterns, measure, identify and create visual weight and balance, work with geometric shapes, and use mathematical drawing and building like architectural design.
  • In the art classroom, Bodily/kinesthetic learners have opportunity to develop and use their hand-eye and hand-mind coordination through all art-making activities, experience hands-on creating, act out art works, and express emotions through color and symbolism.
  • Students favoring musical/rhythmic learning will have great success with creating art to music and identifying and using visual rhythm in art.
  • Interpersonally intelligent students will be given the chance to identify and discuss multiple perspectives, understandings, emotions, intentions, and motivations in the arts; and work in group settings developing art skills and relate the arts to other subject matter.
  • Students that are intrapersonal thinkers can be engaged through art-making lessons that allow them to use their knowledge of themselves, their hopes and dreams, and their strengths and weaknesses to create artworks that are self-reflective and deeply personal.
  • And students with an inclination for naturalist intelligence will have opportunity to explore the world around them through environmental art activities, including: collecting and organizing objects from their own environments, outdoor art-making sessions, and observational activities.¬† (Armstrong, 1994)

UDL Content Area Resource:

Multiple means of representation – the “what” of learning with varied ways that new information can be presented to students.

*I specifically picked this content area resource because it housed a link to a comic book/strip building resource that upon clicking on I found to be not working.¬† This was actually true for many of the options on the left side of the screen.¬† Fortunately to my surprise there was a more exciting/similar resources waiting to be explored!¬† The option that I followed was called The Art of Storytelling: Bringing Visual Art to Life through Stories by the Delaware Art Museum.¬† Students are encouraged to view Artwork from the Museum, create a story based on the imagery they’ve selected, and then are given the option to share their writing with family or friends.¬† This is very similar to a strategy that I currently¬†use in¬†my classroom called Visual¬†Thinking Strategies.¬†¬†This strategy involves verbal storytelling related to an image that I display.¬† The drawback of that approach is that it doesn’t allow all students to participate and there is no way to record participation other than giving students a check¬†for participation.¬† I like that this resource will allow students to record a story based on their interest related to a piece of Artwork.¬† The Story Telling option allows you to select an Artwork in a variety of time periods/genres, allows you to hear additional stories written by students on the Artwork they’ve selected, and also allows you to choose between physically typing your story or verbally recording.¬† I’m always¬†looking for new ways to incorporate¬†varied writing opportunities into the Art Room.

Text to Audio Conversion:

I used SpokenText to create a text to audio recording of a biography on the Artist Jackson Pollock from the website Tate Kids.

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I can’t wait to utilize this resource in my teaching practice next year.¬† Although I don’t see much of a difference between using this resource and physically reading a biography/book/set of directions¬†for example to reach my Auditory Learners I can see how it would be helpful for my ESL students.¬† It could also allow my students to take ownership over the Artists that they study related to specific time periods and movements.¬† If they were to engage in a self study and they were Auditory Learners or if they¬†encountered text that was to difficult for them to read they could use a resource such as SpokenText to help¬†process the text that was presented.