SchoolArts Magazine

MAY-JUN 2013

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Managing the artrooM Tweet of the Day Lisbeth M. Bucci W hen I attended a Pennsylvania Art Education Conference, I heard keynote speaker Craig Roland speak about digital tools and resources in the artroom during his presentation, "Building Bridges of Learning with Art and Technology." Although I used technology in my classroom daily, I was very excited about a variety of potential new possibilities being introduced into my digital toolbox. i took the techno Challenge! Roland's charge: "Take one new idea, site, or resource from the presentation and expand your technology toolbox." I decided to begin with Twitter. I had heard about it, but I had never really looked at social media as having much value or educational impact for my students or myself. My charge was to find ways to empower my students; collaborate, and engage with art-minded people; make curricular connections in and out of the classroom; explore issues globally and act locally with my students; find rich potentials and possibilities in the artroom; and facilitate and help my students find their own voices, both personally and artistically. Little did I realize that Twitter would easily set me on a path for future successes in the classroom. All of my students use social media—why not use it to empower and engage them? I can't remember that first tweet, but I do recall the success and transitions into my other classes. By the end of the semester, I tweeted three or four times a week, just during the last five minutes of class. Students looked forward to the tweets of the day, and the Social Media in the Classroom? results were more than I could have After doing some investigating, I anticipated. found an absolute gold mine within Students began to offer ideas for the Twitter platform. I liked the future tweets that were not limited format: 140 characters, brief, to the point, and immediate. I was able to get to works of art and art-making, but included ideas about tweets on my phone, iPad, and computer. All of my students use issues and investigations in and outside I couldn't wait to social media—why the classroom. In share this with my not use it to empower March of 2011, a simstudents, but I was and engage them? ple tweet about relief careful that any inforefforts for the victims mation I shared was of the tsunami that devastated Japan school- and age-appropriate, as well sparked numerous discussions that as educationally relevant. With any led to a concert and art benefit. It all social media platform, mature decibegan as a tweet! sion making and common sense is Twitter makes my world smaller, expected. connecting me across the United States and around the globe, and I am Making Classroom Connections thrilled to be sharing those connecI selected one class for my inaugural tweet, just to test the waters. The class tions with my students. I selected was diverse in age, gender, Lisbeth M. Bucci has twenty-four years' ethnicity, and ability. I introduced my experience teaching visual arts to highfirst classroom tweet during the last school students in the Garnet Valley five minutes of a class period when School District in Glen Mills, Pennsylvania. Lisbeth.Bucci@gmail.com. students were already packed up. Twitter: @LisbethBucci 12 May/June 2013 SchoolArts

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