SchoolArts Magazine

April 2017

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 28 of 58

M E D I A @ R + S David Gran recently featured in SchoolArts), can be found at Taught together, these projects can help students understand how expo- sure works in a camera and open up new possibilities for creating unique images. Float investigates magical realism through fast shutter speed photography, and Paint the World with Light has students explore how moving light sources in front of a long exposure photograph can create unique compositions and allow them to literally "paint with light." So You Think You're Smart The theme for our newest project, "So You Think You're Smart," origi- nated both from our desire to engage students in a metacognitive discus- sion about the nature of project-based L ast month, I introduced the Inno- vation Institute in this column, a two-year interdisciplinary project-based learning curricu- lum that we began at the Shanghai American School last year. This elec- tive program integrates the learning from four classes: science, English, social studies, and of course, art. This month, we'll take a look at how the learning in all classes is deepened through this approach, with a specific focus on the role of the arts. Innovation and Design Starting this year, I have been teaching the integrated art course Innovation and Design, which picks up where the ninth-grade course, Creativity and Design, left off. The purpose of this course is to look at how twenty-first century tools and new media are used to communicate and make art. For our first project, we revisited two photography assignments that helped teach the fundamentals of shutter speed and exposure. These projects, Float and Paint the World with Light (which have both been So You Think You're Smart learning, as well as integrate subject matter from their other classes. Unlike a standalone lesson, in which I may have introduced students to artwork that was made along a similar theme or with similar materi - als, students were given multiple texts to discuss to come up with their own definition of intelligence. We used a variety of texts, including scientific journal articles, a film, a poem, and print news. In this way, students were able to make their own connections between their classes. For example, they looked at articles about how the brain adapts through neuroplasticity for their science class and read June Jordan's "A Poem About Intelligence for my Brothers and Sisters" for their American Literature class. Students also read multiple theo- ries on the nature of intelligence for their AP Seminar. They read about how coding is a new literacy and the necessity of a growth mindset as a predictor of future success. For my own class we watched Rajkumar The purpose of this course is to look at how twent -first centur ools are used to communicate and make art. CONTINUED ON PAGE 46. 24 APRIL 2017 SchoolArts

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