Technology Integration Plan

                                            Technology Integration Matrix

The lesson plan I adapted was a collaborative sculpture project based on Alexander Calder’s wire circus. The concept theme is based on performance and Students are expected to create an original character for a collaborative class installation. This lesson lacked strategies and the students did not utilize digital technologies during this project.

This particular project was one of my favorites when designing and making the sample product for my art methods class. But now, reviewing the teaching strategies and technologies in my Alexander Calder lesson, I have discovered revisions and additives that can be used to transform and transcend this already exciting lesson.

            While reflecting on Alex Calder lesson plan I realized my Canvas lesson, which was an introduction of Claymation, would merge perfectly with my chosen lesson. Both lessons incorporate technology and performance.

To begin this fusion I would first identify the artist in which the students project stems from, Alexander Calder. A slide show lecture would be presented accompanied by example videos on Youtube as well as a documentary video. This combination of technologies would help students graphically organize, which would help them to understand the many influences and progressions of technology that changed Alex Calder’s work. Learning about the artist and his work will also begin to inspire the students creative thinking.

Students would then complete the KWL charts for both the teacher and students to track and assesses development and understanding that has been achieved. This will help to reach learning targets and reassess and evaluate students learning and the lesson plan.

Next students would be given a Frayer Model based on the word Performance; each student would complete this sheet individually. A group discussion would be held based on the Frayer Model, making connections between the similarities and differences students shared. The teacher will guide students critical thinking using probing questions.

Students would then have a change to begin to research many types of performances, along with finding more information about Alexander Calder’s work.

The graphic Organizer would also be used during this exercise to help students analyze and synthesize this information into the planning of their character.

For homework students would then begin to brainstorm and plan by drawing four possible characters they would consider creating; as well as collect some objects that would aid in the production of their character.

At the start of class students would be given a demonstration using a document projector so

student can remain seated and still see a close up of the exact procedures being performed. During the demonstration the teacher would answer any question, while simultaneously asking students questions to check for understanding. The students will be provided with a checklist to ensure all elements and guidelines are included in their project so they can create a successful product. Students choose a character from their homework assignment and begin creating their character from metal wire and various found objects. At this time students still will have access to the Internet for any further referencing.

This next stage of the integrated lesson involves the use of elements from both lesson plans. During this time the teacher will give a brief demonstrations and lecture to inform

students on how to use the cameras, allowing students to begin planning. Students will begin by brainstorming during a group discussion while comparing and contrasting ideas using storyboards. Students will break into individual groups, where specific jobs will be assigned to ensure the process of the production runs smoothly.

For the completed project students will have created a cohesive and original class film. The film will incorporate all of their characters in the performance by using video cameras and editing programs on the computer. During the final stage the students will all participate in making editing decisions. When finished students will also upload the video to their individual blogs as well Youtube.

For the final stage a reflective group critique and discussion will be conducted to review the KWL charts they completed in the beginning of the project as well as their personal and collaborative projects. This will allow the teacher and students to assess their successes and progress that will also be reflected on the student’s exit cards. Students are asked to post on at least three peers blogs, to communicate their personal observations, thoughts, and feelings on the projects success, individually and as a whole.

Overall this integrated technology lesson demonstrates how the use of technology can enrich and transform lessons in this new age of technology in the classroom.