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Technology

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by

Sadara Evans

on 22 July 2014

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Transcript of Technology

Technology: Examining the Everyday
BIG IDEA
Key Concepts
Students will learn to think critically as consumers about the objects they purchase and use
Students will explore issues of privacy in technology
Students will acquire a language of Design and learn what it means to think like a designer
Students will learn about the role of imagination in innovation and invention
Essential Questions
What is technology?
What is the design process like?
How do things get invented?
What would the world be like without technology?
Could you survive for a day without your cell phone/video games?
Is dependance on technology good or bad?
How much do you rely on technology and for what purpose?
What kind of technology do you use the most?
How will technology change the future?
Does privacy really exist anymore?
How does the technology you have meet your needs as a user that object?
How does technology influence or change the work of an artist?
Technology is utilized in all of our day to day lives. We often rely on it without thinking about the consequences or repercussions of doing so. Emphasis is put on using new technologies in the classroom, but it is not often explored as a topic for artistic investigation. During this unit, students will look deeply at how technology affects their lives and how they can develop a deeper awareness of it as a media.
Artists to Investigate: William Kentridge
Lesson Sequence and Artmaking
Assessment and Presentation
Artists to Investigate: Roxy Paine
Other resource: http://artmachines.org/
As a new teacher, I have quickly figured out that one-size-fit-all rubrics are not the way to go for me. In my classroom, grades are dependent on participation in class discussion, effort and participation during projects, and a short artist statement that is turned in at the end of a project in which students reflect on their process and product. Students are asked to grade themselves and explain why they deserve that grade. Several options exist for the presentation of work. I always hang the work from my classes in the school, but other opportunities include local businesses who may want to have student work there.
Lesson One:
Students will participate in a class discussion in which they talk about which forms of technologies they most utilize. Students vow to remove use of one specific form of technology for a certain period of time (example, I will go without Facebook for two days). Students will then create an artist journal entry about their experience. How did this make them feel? Did this open your eyes to anything new in your surroundings? How does your use of technology enhance or inhibit your life?

Lesson Two:
Students will be introduced to the design process. They will learn about how designed conceptualize what new features might be needed on a product. They will learn about clients and the difficulties designers encounter during communicating with a potential client. Students will work in groups as designers to create a new cell phone, tablet, or laptop for someone else. The design should include not only what the object will look like, but also what its capabilities and functions will be.

Lesson Three:
In the last unit of investigation, students will use their knowledge of design and their imaginations to create a unique work of art that explores the role of technology in their lives. Students will be taught a myriad of dye techniques, from natural dyes to synthetic and food color dyes. Students will also learn both hand and machine sewing techniques. Students will create an original 10x10 autobiographical quilt square that expresses their feelings on the ever-changing role of technology in their lives. Students can use any (and more) of the taught techniques and will be invited to use alternative materials as additives.
Technology: Examining the Everyday
This unit of exploration is meant for a mixed grade level high school classroom. Students vary from 9-12 grade and skill level. This unit would be geared toward a Two-Dimensional Design class, but could be adapted for other classes.
Unit Objectives
Students will be able to:
demonstrate the ability to dye fabrics with natural and synthetic materials
demonstrate at least 3 hand and machine stitching techniques
think critically about their world
create a piece of art that is meaningful to them.
Standards Met
GLE
I3C: Create original artwork that communicates ideas through themes
National Visual Arts Standards
Content Standard 1: Understanding and applying media, techniques, and processes
Full transcript