Leonardo Da Vinci
In this Exercise i am trying to lead the students along a pathway where they will be able to see images I've put there and then go and retrieve information that will assist in their understanding of the unit they are studying with a view to the historical, the cultural,the subjective, the structural and the post-modern frame's that are covered in the stage4 and stage 5 curiculum.
Year 9 Visual Art Class
Automania
Since man invented the wheel he has been totally entranced with the idea of moving at greater and greater speed in this excersie we will look at the love affair that man has had with this idea and his relationship to the modern day automobile.
http://lizzy.smugmug.com/gallery/1597167#77504537
Your work is to now go to this web address and find other machines that involved movement and to download at least three other machines that Leonardo Da Vinci designed. Remember to name them and write a sentence about what the did and how they worked. http://www.wga.hu/index1.html
The next step is to have a look at this slide show that gives you some idea of how people axpress themselves through their cars in todays society.
http://www.flickr.com/photos/surlygrrrl/sets/72157594212114201/show/?no_back=1
Here are some images of art cars that people have created
Now in relationship to the Multiple intelligences theory that Howard Gardner has developed these are very interesting and valuable frameworks to have as a underpinning in class activities.And with the help of ICT in classroom work we can enhance and expand their learning abilities. What I am looking at here is how do I see this as a real undertaking in my lessons and curriculum approach. The example that I am working on for this exercise, to cater for different learning styles,is a Stage 5 Visual Arts Unit titled Automania. The overview is about the relationship man has with his Car in this modern world, how it has the status of Icon associated with it, how we venerate the automobile and its development in historical terms. The students eventually will create their own Art Car in a sculptural 3D medium which would be decided by the faculty and what type of equipment the school had in their art rooms. The initial lessons that would occur before the students embark on any practical art works, are usually research and development based processes that expose them to the gaining of Visual, historical, cultural and societal based knowledge. It is at this stage, that I find the use of ICT ,in the transmission and gaining of knowledge can be most effective.Another important factor is the stimulation of each individuals creative potential, using a range tasks we can incorporate all types of learners.
The Verbal-Linguistic Intelligence
To engage the verbal linguistic learner, make sure in a list of tasks that the students have to fulfill, that you would ask them to express information they gathered into a poem or a rap, or to write a prose piece if that was appropriate for the task.They would need too name artists, genres of art practice, historical information and other information that might relate to whatever topic they were studying.
The Logical-Mathematical Intelligence
This doesn't mean that a person with this intelligence as the dominant in their make-up, cannot engage in the rather abstract and fuzzzy aspects of the creative mind.As a teacher we can always challenge them to quantify, categorise, analyse, identify the flaws in something ie, would Leonardo's car have worked, read more about Leonardo's observations of nature and list what he discovered.Or you could develop a game that leads the students from Leonardo to the present using cars.This is an area where you can really engage the student, as you can get them to design a computer game where specific outcomes have to be attained relating to the requirements of the topic.
The Naturalist Intelligence
These little ones are always a delight to from where I stand, they are so observant of the world around them. Even though their strength lies in the area of the natural world their ability to find out fascinating details that many overlook is always enlightening. Including tasks for the Naturalist is fun,for example, they have to discover how paint was constructed in 1462, what was it made from, where did the colours come from. This is a fun one to create a web quest from as it takes all over the world, you can give them experiments to do, create colours from grinding rocks and then painting with the pigments, again there are many ways for this student to be engaged and to develop their knowledge base and grow.
The Bodily-Kinaesthetic
I can always pick these ones in a class, they will be drumming with their fingers or feet, taping their pen on the desk, generally they can't sit still for very long. Now this can be a challenge when we do theory in an art class, I find they focus quite well on challenging construction processes that have a staggered level of achievement, for example if you designed a web quest or computer game that has scores different levels of achievement, the competitive side of this intelligence tends to be stimulated and you can get some really great results.
The Musical-Rhythmic Intelligence
This Intelligence can work alongside the Linguistic intelligence quite well as they have the abilities to work with rhythms and melodies, so they have that understanding of the patter and metre of sound in words and also music. Here is another area that can be introduced,music of the times that you are studying, music like art reflects the culture and society that we live in and it really engages the students to listen and learn about the musicians that created the music. They also learn more about the artist because in many instances the musicians and artists all hung out together and had similar thoughts about societies that they lived in.With the unit Automania there are endless references to cars through music, to create a game called Musical Cars.
The Visual-Spatial Intelligence
These students seem to naturally enjoy the visual arts but not always, they may be very creative in the practical side of art practice but they really would rather not do the theory work involved, so to engage these students can be just as much of a challenge as a mathematical logical learner. I find with this type of intelligence they really need to be designing something on the computer, there is a web site called "Pimp My Ride" where the student designs a car, from the basic shape up, and can add, change and insert a lot of their own choices onto the basic car design they have been given.
The Interpersonal Intelligence
These students will help you the teacher in the classroom setting and also their class mates. These are the team leaders, great if you are building a computer game around the unit you're studying, and wonderful at helping the digital immigrant learn to speak to the digital natives.Great people to lead group work and presentations, also at helping with peer to peer learning activities.Though they can be quite chatty in class, they can be a good support to students who might struggle and need that little bit of extra help in class work.
The Intrapersonal Intelligence
This student might like to keep a journal and use Leonardo's time as a starting point, looking at Leonardos inventions and whether they could have been built with the technologies available at that time in history.Or they could keep a journal imagining that they were one of the artists in the Futurist Movement,or even as a car during Leonardo's time and then at the turn of the 19th century and then in the future.
There are endless benefits to developing ICT in whatever unit you may be teaching. developing programs on platforms like moodle, not only develop the student but they develop the teacher as well because you can always modify, readjust and add to the initial program so it is a constantly growing and developing information source that gives the students current information and can be used to challenge them and make them think and construct their own learning which is what the constructive approach to educating children is about.
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