SchoolArts Magazine

APR 2014

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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Page 43 of 62

Getting Digital Students drew, zoomed in for detail, mixed colors, added textures, touched up, and saved their work over two class periods. I printed table copies of my tessellation examples to inspire students to explore new ideas, decora- tive techniques, and design solu- tions. I also passed out my Escher sliding puzzles to remind them of the artist that inspired this lesson and technique in the first place. It's important to recognize that this use of digital tools in the artroom is not necessarily transformative. I asked students to use a new media to make the same kind of art. But, once you explore the app you will realize that it will not allow gaps or overlaps, and you don't have to individually Creating a Video Tutorial With simplicity in mind I created a video tutorial (available at bit. ly/1a0YHGR) that took students step- by-step through the process while preventing dis- tractions and keeping them focused on creat- ing an artwork that demonstrated understanding of translational tessellations. When you watch the video you will hear me giving tips and advice to my students as they navigate the tools and interface of the app. Playing the tutorial projected on my big screen while students followed along on their iPads ended up being the best way to get everyone going in the right direction. This digital media made the process faster, more dynamic, and forgiving, allowing students to successfully create tessellations and easily demonstrate understanding. redraw an image over and over again. The app will do this automatically. This digital media made the process faster, more dynamic, and forgiving, allowing students to successfully create tes- sellations and easily dem- onstrate understanding. Students saved and uploaded their final pieces to our online digi- tal art gallery using the QR code I printed ahead of time. This tucked away their artwork into individual digital portfolios before they left the classroom. Get Started! I posted my video, tutorial, and hand- outs on my Fugleblog (see link in Web Links) so once you have the app and iPads available, you can give your stu- dents a chance to try it. I know they will like it as much as mine did. Tricia Fuglestad is an art teacher at Dryden Elementary School in the Arling- ton Heights School District, New York. tfuglestad@ N A T I O N A L S T A N D A R D Students use visual structures and functions of art to communicate ideas. W E B L I N K S msproctorsmathblog.blogspot. com/2011/05/tessellation-homework- fun.html asp?exhibit=721515 post/2013/11/translational-tessella- tions.html 39 B_pages_4_14.indd 39 2/20/14 3:07 PM

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