mylessonplan

Friday, May 4, 2007

DRIEKURS AND GLASSER-NON ASSERTIVE DISCIPLINE

Driekus's theory is more socially driven- students need to belong to a group- they will act out in class if the do not feel they have a sense of belonging to the group. Therefore a social dynamic must be created so all members feel safe secure loved and valued. Driekurs summarises disruptive classroom behaviours by dividing the root causes of these behaviours into 4 different groups. These groups are those who are seeking attention, desiring power or revenge, or those trying to demonstrate their inadequacy

Willaim Glassers theory is more psycolocically based- to be valued and loved as a human being.

William Glasser, in his 'Control Theory' (later renamed to 'Choice Theory') detailed five needs

1. Survival
basic needs which are of little interest unless they are threatened.

2. Love and belonging

This is the same as Maslow's Belonging need and recognises how important it is for us as a tribal species to be accepted by our peers.

3. Power or recognition

4. Freedom

This is the ability to do what we want, to have free choice. It is connected with procedural justice where we seek fair play.

5. Fun

An interesting ultimate goal. When all else is satisfied, we just (as Cyndi Lauper sang) 'want to have fun'.

The theories of Driekurs and Glasser go together,
Driekurs-every child must be part of a social group.This is a fundermental driver in a classroom. Learning environment must foster learning, co-operation, respect. Students need to be aware of their rights and responsibilities.
Glasser- expands on the needs of this social group. Teacher must identify the needs of the individuals within the group. For example, in the introductory time the teacher must capture everyone's attention and place them in the ZDP. At a last resort if the teacher cannot lead they must then resort to pushing the student forward.
The dominant model for education discipline in Australia is Cantor-push and control.

The social setting is determined by the culture at a particular school.
Children neeed to br taught how to operate in a group, they need to develop these skills

GEORGE SIEMENS

The Conflict of Learning Theories with Human Nature

Video 1 'The Changing Nature of Knowledge'

Video 2 'The Network is the Learning'

Video 3 'The Impact of Social Software on Learning'

Video 4 'The Conflict of Learning Theories with Human Nature'

EDUCATIONAL THEORISTS

"All learning is the integration of knowledge." Alan Coman, Notre Dame University

Tuesday, March 20, 2007

NOTRE DAME UNIVERSITY ASSESSMENT TASK

INTRODUCTION TO TEACHING SKILLS-
ED2135

KEY LEARNING AREA: VISUAL ART

TITLE: VARIATIONS ON A GENRE-THE HUMAN FORM

GUIDE QUESTION-How has the human form been represented over time?

BOARD OF STUDIES

KEY LEARNING AREA-VISUAL ARTS STAGE 4 MANDUATORY COURSE- YEAR 8
STAGE 4

OUTCOMES
4.1 Uses a range of stategies to explore different art making procedures to make art works

4.3 Reference artworks applying some understanding of the four frames

4.5 Invetigates ways to develop and document meaning in their artworks, Visual Arts Process Diary, (V.A.P.D)

4.7 Explore aspects of practice in critical and historical interpretations of art

OBJECTIVES:
Students will develop knowledge, understanding and skills to critically and historically interpret artworks. Students will gain knowledge informed by their understanding of Practice, the Conceptual Framework and the Frames.

LESSON OVERVIEW:
A Structural, Cultural and Post-Modern exploration of the differing art practices that make art works encompassing the Spirit of the Time, and act as a bridge between Audience and Artwork to communicate personal experiences. A study of key Art Practices and Artists that examines how Visual conventions and Representations have changed over time.

FORMS:
Theory: Art historical; Art Critical
Collage

Sunday, March 18, 2007

LESSON PLAN- HOW HAS THE HUMAN FORM BEhttp://www2.blogger.com/img/gl.link.gifEN REPRESENTED OVER TIME ....FROM CAVE PAINTING TO VIRTUAL REALITY

DURATION: 90 minutes

INTRODUCTION:

5 minutes
An introduction to the guiding question. Students are asked to consider how has the human form been represented over time. Class discussion on the role of the guide question and what in fact the question is asking. GARDNER-MULTIPLE INTELLIGENCES-INTERPERSONEL, EXISTENTIAL, LINGUISTIC. Further to the guide question students will be asked to consider how the Spirit of the Time reflects particular cultural qualities that are made evident in artworks. BENJAMIN BLOOM-ACTIVE THOUGHT

10minutes
Students asked to reflect upon prior knowledge and recall as many different genres in representations of the human form as they can remember from previous lessons, including cultural main lessons, and from general knowledge...BRUNER-PRIOR KNOWLEDGE and HATTIE-STUDENTS PRIOR COGNITIVE ABILITY

"Okay, so I am asking you all to cast your minds back to the lesson we did last year in relation to portraiture. Does anyone remember the guiding question? (If no-one calls it out give them a reminder)....'a good portrait has more than just accurate features, it has something else.' Does anyone remember fom our historical studies any of the different styles of portraits we explored? Did anyone have a favourite genre or a style that stood out for them? GLASSER-SENSE OF PLACE, BELONGING, POWER, FREEDOM, FUN AND LEARNING( If suggestions come forward spend a few minutes contexturalizing their discoveries and placing them into historical perspective, making sure that students responses are adequately acknowledged and encouraged- ' wow you have such great memories.' HATTIE- MONITORS AND PROVIDES FEEDBACK. Well, portraiture, though often related to the rendition of the face alone, is not dissimilar to representations of how the human form has been depicted throughout the ages and is continuing to be represented today.

Students then given a 'gallery' of images to view, either in virtual form or hard copies-colour photocopies. GARDNER-MULTIPLE INTELLIGENCES,VISUAL. N.B The gallery of pictures that follows are in chronological order, however to make it more interesting and interactive, (ZPD ORIENTATED) for the students I would probably jumble them up and have each student choose a depiction with given perimeters. For example, one students may be asked to choose the one they thought was the oldest, another student may have the task of choosing the most recently executed or a feminist work of art. Students would be asked why they chose that particular one and be given a chance to critique their choice. BLOOM-ANALYSIS, SYNTHESIS, EVALUATION. This process would be guided by the teacher who would provide appropriate monitoring and feedback. Students are usually surprised at how much they already know and this is a great confidence booster. HATTIE- MONITORING LEARNING AND PROVIDING FEEDBACK

10 minutes-Students given time to look at the images and then repond
Students then asked to consider why, throughout time, that is, for what reasons, would different cultures have made representations of the body.VYGOTSKY-ZPD ; BLOOM-HIGHER ORDER THINKING; GARDNER-MATHEMATICAL/LOGICAL.An example is given of the Egyptian depictions of the human form. The first Egyptian Gods were probably thought to be manifested in animals and so that was the form in which representations of the earliest gods were depicted. However, they soon took on a number of different forms, including human, and inanimate objects. Another form was a mixture, usually with animal heads and human bodies, though this never superseded purely animal forms of the gods, or those with completely human form. The human figures most often represented were seen as 'human' Gods who held great power.

5 minutes discussion time-
Students asked to discuss in small groups other genres of representation with reference to their gallery of images. VYGOTSKY-SOCIAL INTERACTION.

10 minute teacher lead activity HATTIE-CAN GUIDE LEARNING THROUGH CLASSROOM INTERACTION.
The teacher now leads an all group discussion anylysing how the artwork expresses the Artist's own experiences. Students engage in personal experiences of their own. Students employ critical thinking skills in the analysis of works through the Structural and Cultural Frames. Students apply thinking skills to enable differing view points of art to be understood. BLOOM-ANALYSIS, EVALUATION, SYNTHESIS.

30 minutes- Individual Activity
Students now given hard copies of their virtual gallery and asked to create an individual collage of the variation of the representation of the human form throughout time. GARDNER-BODILY/KINESTHETIC. Students are asked to consider the four frames in relation to their collage. They may collage using any one or a combination of the frames. At this point it would be helpful to recall the frames and their key elements; especially for those students who are new or those that need to refresh. Also the Conceptual Framework could again be remembered here. 10 minutes. HATTIE-REFLECTION ; CAN IDENTIFY ESSENTIAL REPRESENTATIONS OF THEIR SUBJECT also HATTIE; PEER TUTORING. Students break into small groups to discuss a particular frame and then present what they have remembered and discovered to the larger group.WHEATLEY-THINKING AND WORKING TOGETHER; ALL MEMBERS ARE VALUED

Subjective-Colour , feeling, personal experience.
Structural-Line, shape, spatial organization,signs and symbols.
Cultural- Relating to a specific culture or group.
Post Modern- Technology, text, unconventional use of materials.

Last 10 minutes PACK UP/REFLECTION/ REGROUPING/ WRAPUP/ HOMEWORK
Students are asked to consider the guide question and formulate a written response in light of today's lesson. This is set as a homework activity and students are encouraged to write this up in their VAPD'S as a reflection statement. Students are directed to further reading at research site; http://www.prm.ox.ac.uk/HumanForm.html

NOTES
The next lesson would see students commence independent research on a specific genre of the representation of the human form. Using the jigsaw method students would be broken into groups of 6 and each person be given a specific historical context to research. Students with the same topic would then be grouped to dicuss their information/findings. Students would then return to their original groups to disseminate their knowledge. Each student would be charged with finding a new image that could then be photocopied and handed out so that all class members could stick them into their books in an historical time line.`

PALAEOLITHIC CAVE PAINTINGS- THE HUMAN FORM AND PRIMITIVE CULTURE