Artist in the Classroom, shadow puppets, drama, visual arts, literacy, poetry, media, critical thinking, time sensitive feedback

In the month of February “Artist in the Classroom” Shelly King came into my 5/6 classroom to work with my students.  Students were creating shadow puppets and then they were asked to work together in small groups to create a short dramatic presentation.  I decided that this would be a good chance to bump up poetry reading in class so for the few weeks before our first visit we read and shared lots of poetry.  A great source for poetry reading is poetry4kids.com. For the first 2 sessions students worked on creating their characters and practiced reciting the poems focusing on voice and movement.  During the 3^rd session students we used the Ipads to record student presentations.  Using the class created Success Criteria the class (and the artist) provided feedback for each group.  Students were given work time to use the feedback and then present again.  The Ipads were used again to video the updated performance.  It was really easy to see that students had listened to and used the feedback to improve their presentations.  Using video has definitely become an important tool in our classroom.  I was able to watch the videos later and pull marks for drama, oral, visual arts, and reading and most importantly, the problem solving and critical thinking that I observed was incredible! 

 

 

Persuasive Toy Commercials using IMovie

In December my class worked on creating a toy and a commercial. Our focus was on persuasive techniques found in toy commercials.  I  use this as an introduction to persuasive debate and writing.
Step 1 -We watch several toy commercial (I have them all in one notebook) and discussed and recorded the persuasive techniques used by the advertisers to sell the toys.  We also considered the audience for each toy (parents, moms, age of the targeted child, etc.)  As we looked at each commercial students were asked to record details about each persuasive technique.  Amazingly the students found even more techniques then were listed on the placemat.

Step 2 –Students worked in pairs to preview a commercial.  Their task was to find as many persuasive techniques as they could and present their ideas to the class.  This lead to further discussions on persuasive techniques and audience. (and it was fun!)

Step 3 –Students were put in groups of 3 and 4.  (I assigned the groups because I was observing to focus on collaboration.)  Each group received a paper bag with exactly the same items as all the other groups.  The task was to create a toy.  Students were encouraged to use their imaginations.  They could have toys that did impossible things (fly to Mars and back, make breakfast each day, etc.)

During this process students worked together and planned.  Many groups used the ipads to take pictures of their ideas.  They wanted to make sure they had created the best toy they could before using the glue.

Step 5 –Students used Ipads to create their commercials.  It was great!  Students knew they need to make a commercial that was one minute or less and that they needed to use as many persuasive techniques as possible.  They loved this!! And it was so much fun!!  They even put Bloopers at the end of their commercial video.  Students were able to work, come to me for feedback, and then go right back to work.  I was able to generate comments and marks for media, art, drama, oral communication, and learning skills and I could observe them throughout the process and watch the videos after for a final mark.  Many students had never used IMovie before so my advice was to “play with it” and you’ll figure it out and of course, they did.  It was great to see some students who struggle at many things quickly become experts on the software.  One student in particular finds it difficult to complete any task and does not like to work with others created a great commercial with his partner.  Without the Ipads and IMovie this would not have been possible!!