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Water: A Webquest

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john guilyard

on 17 December 2014

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Transcript of Water: A Webquest

After completion of Water: A Webquest, the student will then start making their mind map. This gathers information from their own knowledge as well as the knowledge they learned from the webquest. In creating their mindmap the possibilities are limitless! The mindmap is a fun way to take notes and can even be a work of art within it's own.
The student will then produce a final project using the collective knowledge. The final project is a piece of advocacy art that will be displayed on the Webquest and critiqued by the class.
START HERE
Infographic by Seametrics, a manufacturer of water flow meter technology that measures and conserves water.
See more at: http://www.greenster.com/magazine/water-facts/
TEACHER'S RESOURCES
Water: A Webquest
was created to inform students about water and the current social and environmental problems currently being faced. Using the technology from Prezi Water: A Webquest creates an engaging and unique learning experience for the student.
LEARNERS
: This lesson was produced to facilitate students at a 9th Grade level, but can be used and explored to inform any age level.
PROCESS:
Starting from the "START HERE" the user will navigate through the webquest via click and drag (clicking the right key and holding with dragging the cursor) and zooming in and out using the scroll wheel on the mouse. The students will produce a mind map using the knowledge they have learned. The student will then use the mind map to produce a work of advocacy art.
STUDENTS WILL BE ABLE TO:
Recognize social and environmental issues concerning water in many contexts, including their own lives.
Utilize mind maps for critical thinking and create connections from their own knowledge and ideas.
RESOURCES NEEDED
: a computer, and any form of medium chosen by the student: pen, paint, clay, etc.

Teaching Resources
http://www.graphicart-news.com/what-social-poster-design-is-7-significant-poster-designers-advice/#.VFK5d_TF8ac
choose.

Mary Cate Fruehan
I'm a student at Penn State University; I'm majoring in Art Education and Graphic Design. I like to work with a lot of different mediums, but right now I'm mostly focusing on ceramics and drawing. Water has been a recurring theme in my own personal work.
Mindmapping
Why mind map?
-Create connections and associations, and from there generate new ideas
-Break down large amounts of information into smaller, more manageable chunks

What are some uses for mind maps?
-Brainstorming
-Summarizing
-Note taking
-piecing together Information from different sources
-Working through complex problems

What do mind maps show?
-Facts
-Overall structure of topic
-Relative importance of Parts
-How facts relate to each other-

Advantages of mind maps
-Quick to review
-Information at a glance
-Easily add/integrate new information


"1/3 of what the world spends on bottled water per year would pay to provide water to everyone in need."
"The water in your toilet is cleaner than nearly a billion people have to drink."
Have you already learned about water's environmental impact?
Project Introduction

Your project will revolve around a social or environmental issue that deals with water. You will create a work that advocates change and/or creates awareness of the issue. Art can be a powerful tool for communication. Your work will be “dissent made visible” (Resnick). Artists work in all mediums to create advocacy art. You may choose your own medium. Your work might be a poster, painting, collage, drawing, sculpture, installation, book, package design, ceramic piece, or it may take any other form you see fit. Decide on and develop your topic first, and let that guide your decisions about how you will create your artwork.
yeah
not yet
About the Teachers
John Guilyard
I'm a student at Penn State University; I'm majoring in Art Education and Fine Arts. I don't like to work with a lot of different mediums, I like drawing with pen and paper, sometimes pencils, sometimes watercolors, NEVER clay. Water is personally my favorite drink.
I have been described as a visionary.

jtg5218@psu.edu
WATER: A Webquest
http://www.mindtools.com/pages/article/newISS_01.htm
You're so lucky I am apart of your life. :)
You could flush me down the toiler if you wanted to.
However,
Not everybody
has the luxury
of my presence.
Awesome website about mind mapping
Process:
Monday:
Students will navigate the water click-and-drag, which will end with an introduction to the final project.
Tuesday:
Students will create a mind map to develop concepts for their project and upload it to the class blog.
Wednesday-Thursday:
Students will work on their projects.
Friday:
Finalize projects, upload projects and mind maps to blog, critique.
Evaluation

Mind Maps (30%):
Students will be evaluated based on their participation and engagement while navigating the map, as well as the completion and depth of their mind map. This should demonstrate thoughtful consideration of the material and meaningful connections.


30: Student has created detailed mind map with meaningful connections that shows evidence of generation of new ideas.

20: Student has created mind map that is lacking in content and meaningful connections and does not show generation of new ideas.

10: Student has created mind map with little to no meaning or connection.

0: Student has not created mind map.


Generative Project (40%):
Students will be evaluated based on the completion and integration of content into work. Concepts from mind maps should be reflected in the final project.

40: Student has created advocacy artwork that focuses on a water-related issue. Integration of ideas generated using the mind map is evident.

30: Student has created advocacy artwork that focuses on a water-related issue. Integration of ideas generated using the mind map is unclear or not present.

20: Student has created artwork that deals with water. Concepts are unfocused or are not advocacy.

10: Student has created artwork that shows no application of concepts in WebQuest.

0: Student has not created artwork.

Gallery Upload/Critique (30%):
Students will upload their work accompanied by mind map to the class blog and then critique the work of their classmates. They will be evaluated based on engagement during critique (number of meaningful posts).

30: Student has successfully uploaded their work (or documentation of their work), accompanied by their mind map, to the class blog. They have made meaningful comments on at least 3 different works in the gallery.

20: Student has uploaded work and mind map to the gallery. They have made less than 3 meaningful comments or comments are superficial.

10: Student has failed to upload work or has failed to comment on the work of others.

0: Student has neither uploaded work nor commented on he work of others. There is no participation in the gallery space.
Quick Summary
http://blueplanetnetwork.org/water/
water.org
http://www.design21sdn.com/organizations/339/posts/2285
http://www.pinterest.com/pin/147492956522287512/
http://www.flickr.com/photos/popestvictor/4481516983/in/set-72157623329454023


http://blueplanetnetwork.org/water/
http://water.org/water-crisis/water-facts/women/
http://adsoftheworld.com/media/outdoor/al_ain_zoo_world_water_day_child
http://graphicadvocacyposters.org/posters/
PROCESS
Starting from the "START HERE" the user will navigate through the webquest via click and drag (clicking the right key and holding with dragging the cursor) and zooming in and out using the scroll wheel on the mouse.
Have you already learned about water's social impact?
No
YES I AM ENLIGHTENED!

You will use your mind map to develop your ideas. Now that you have completed the Webquest, take some time to further develop it. Focus on making connections and using those to generate a concept for your project. If you want to, you can contact us to discuss your concepts before you start.

Before you start the project, you will upload the mind map to the class blog. You can still add to it after that, and make sure you hang on to it. You will need it again for the final critique, and it will be a helpful reference when you are working on your project.

After you complete your project, you will upload it (or a scan or photograph of it) to the class blog accompanied by a short artist statement. This should entail a few sentences that explain your work and how it advocates a social or environmental issue about water. You will also upload your mind map alongside it. There will then be a class critique via the class blog. You will comment on at least 3 other works done by classmates.

Using the mindmap the student then can easily review their notes and make connections that would not have been thought up otherwise.
This is key for the final project,
Resnick, Elizabeth. "Graphic Advocacy." Graphic Advocacy. Web. 13 Nov. 2014. <http://graphicadvocacyposters.org/#/curators-statement>.
Lets look at some examples by contemporary artists...
https://www.behance.net/gallery/Ads-WWF/2736413
http://www.surfrider.org/psa/entry/plastic-surprise
http://plasticpollutioncoalition.org/
http://www.collegefashion.net/uncategorized/special-earth-day-feature-the-truth-about-bottled-water/
http://www.thisiscolossal.com/2013/10/lake-natron-nick-brandt/
http://visual.ly/most-dangerous-species-mediterranean
Cup City by Andrea Legge was a temporary interactive art installation comprised of a 2000 sq ft structure built using rented chain link fence panels at the Austin City Limits Music Festival in Austin, Texas. Over the course of three days, concertgoers filled the structure with approximately 25,000 plastic cups and water bottles.
http://www.blog.designsquish.com/index.php?/site/cup_city/
http://www.worldbank.org/en/news/feature/2014/01/16/infographic-thirsty-energy-energy-and-water-interdependence
http://www.surfrider.org/coastal-blog/entry/new-rise-above-plastics-print-psas-from-pollinate
http://crochet.tumblr.com/post/10548563664
"Collier seeks to show the various contaminants and properties of water through the display of carefully cataloged and displayed water samples. Te work is an assembled collection of 81 water samples “poured into glass-bottomed trays and let to evaporate into the exhibition space” along with 81 digital prints" (Carpenter, 2010)
http://lovelypackage.com/boxed-water/
http://devisefunction.com/2010/03/25/40-beautiful-creative-poster-designs-for-your-inspiration/
http://www.surfrider.org/programs/entry/rise-above-plastics
http://www.sdwhaven.com/graphic-design/21-great-environmental-awareness-advertisements/
http://earthtechling.com/2013/03/world-water-day-is-desalination-the-global-solution/
http://water.org/water-crisis/water-facts/women/
http://thewaterproject.org/water-in-crisis-south-africa
http://cargocollective.com/chrisklee/Greenpeace-Advocacy-Poster
Carpenter, Stephen B., II, Angela Cornelius, and Ernie Sherow. "Water: Social Issues and Contemporary Art Education." Art Education (2010): 25-32. Nov. 2010. Web.
""Aquarium of the Pacific Gyre" is a photomontage of what an aquarium of the the future might look like. All the elements in the tank were found washed up on the beach."
Lets begin.
Marina DeBris
"The Takeaway Queen" is part of a collection of wearable art I call "Beach Couture; A Haut Mess". All of these were created entirely out of washed up trash or trash found on the street.
"Siren"
http://weadartists.org/artist/marinadebris
http://photovide.com/street-art-blu/
http://martin-hill.com/projects/watershed-project-2/gallery/cold-facts-on-bottled-water/
http://webecoist.momtastic.com/2010/05/19/eco-graffiti-10-guerilla-garden-inspired-artists-that-respect-mother-nature/
http://www.pinterest.com/pin/147492956522400343/
http://13699bottlecaps.blogspot.com/
http://ecohealthmatters.tumblr.com/post/41688280363/urban-farms-build-community
http://inhabitat.com/nyc/manhattan-cathedral-examines-the-value-of-water-in-a-new-star-studded-art-exhibition/
http://www.thewatertankproject.org/
http://13699bottlecaps.blogspot.com/2010/09/art-for-water-partners-with-rotary-club.html
http://www.bottlesupglass.com/category/art-and-design/page/3/
This is an advocacy poster I created about plastic water bottles and how they affect the ocean and environment.

I used Photoshop to create this from photographs I took and bottles I painted.
This is a pictogram I made for a graphic design class. It is meant to promote the use of refillable water bottles. My professor had us create a mind map for this project.

The pictogram is made from cut paper.
"Ceramic artists and social change agents Manny Hernandez and Richard Wukich travel to countries around the world where people lack easy access to potable water. Te central focus of their work is to help people learn to create and use affordable,point of use, ceramic water filters created with appropriate technology...

Te filters are created with a clay mixture of approximately 50% clay and 50% sawdust. Once bisque fired, the standard-size filters are coated with a wash of colloidal silver and affixed to a 5-gallon plastic bucket fitted with a spigot and a lid. Te filters have been shown to be effective at rendering inert 99% of water-borne bacteria like e-coli." (Carpenter 2010).
Mary Cate Fruehan
Mary Cate Fruehan
Now you can finish your mind map and start your project! You can go back through the Webquest at any time for reference. If you have any questions, you can contact us via email (in the "About the Teachers"section) or the class blog.
INTRODUCTION
Evaluation

Mind Maps (30%):
Students will be evaluated based on their participation and engagement while navigating the map, as well as the completion and depth of their mind map. This should demonstrate thoughtful consideration of the material and meaningful connections.


30: Student has created detailed mind map with meaningful connections that shows evidence of generation of new ideas.

20: Student has created mind map that is lacking in content and meaningful connections and does not show generation of new ideas.

10: Student has created mind map with little to no meaning or connection.

0: Student has not created mind map.


Generative Project (40%):
Students will be evaluated based on the completion and integration of content into work. Concepts from mind maps should be reflected in the final project.

40: Student has created advocacy artwork that focuses on a water-related issue. Integration of ideas generated using the mind map is evident.

30: Student has created advocacy artwork that focuses on a water-related issue. Integration of ideas generated using the mind map is unclear or not present.

20: Student has created artwork that deals with water. Concepts are unfocused or are not advocacy.

10: Student has created artwork that shows no application of concepts in WebQuest.

0: Student has not created artwork.

Gallery Upload/Critique (30%):
Students will upload their work accompanied by mind map to the class blog and then critique the work of their classmates. They will be evaluated based on engagement during critique (number of meaningful posts).

30: Student has successfully uploaded their work (or documentation of their work), accompanied by their mind map, to the class blog. They have made meaningful comments on at least 3 different works in the gallery.

20: Student has uploaded work and mind map to the gallery. They have made less than 3 meaningful comments or comments are superficial.

10: Student has failed to upload work or has failed to comment on the work of others.

0: Student has neither uploaded work nor commented on he work of others. There is no participation in the gallery space.
Rubric/Evaluation
mcf5191@psu.edu
Full transcript