Podcast 442: Classroom Passion Projects
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.
STEM, STEAM, and the Maker Movement
STEM in the Art Room:
STEAM in the Art Room:
Art of Education
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
makerspaces all have one essential goal- to empower students to collaboratively create, innovate, and learn through choice, experimentation, and play.
NEA Arts Magazine:
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
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.