The Power of Art

Introduction

What makes art so powerful? Throughout the centuries art has made political statements, inspired the masses, and turned heads in galleries. In the following weeks we will explore a variety of artistic works from around the globe in an effort to gain a deep understanding of what makes art so powerful. Whether it be the context of the piece, the colour scheme, the style of the artist, the genre or topic.

This week we will explore the social and political power of the work of Pablo Picasso, specifically, the Guernica Mural. By the end of the week you will submit a design plan, sketch, and rationale of a mural inspired by the Guernica in protest of environmental degradation.

Image result for the guernica

Task

This Week's Assignment:

You have been commissioned by the Australian Government to create a powerful mural to protest the degradation of the environment. Today you will draw inspiration from Pablo Picasso's Guernica and present a design plan, sketch and rationale by the end of the week.

 

 

 

Process

  1. Brainstorm: What makes a powerful painting? What are some examples? Post answers on answer garden link https://answergarden.ch/510596
  2. Spend a minute analysing the Guernica Mural without engaging any prior knowledge of Cubism or Symbolism, post you first impression of the mural on the answer garden link. https://answergarden.ch/510600(try and use one or two words) *after you post your own response you may agree with your peers by copying and reposting their responses.
    1. Watch the following video and apply these principles to analyse the Guernica Mural. Complete a small written analysis of approximately 3-5 sentences using this strategy in a Google Document Titled: YOURSTUDENT NO.- GUERNICA RESPONSE *yes in caps
  3. Read article and/or watch the informative clip to further inform your analysis.
    1. Turn on track changes (mark all) and edit/add to your responses.
  4. Consider how components of Picasso's Guernica mural might inform your own work
  5. Choose a topic from the following and link into a new Google Doc labelled YOURSTUDENT NO. - PROTESTMURAL *yes in caps
  6. Design 3-5 symbols you might use in your mural to symbolise the degradation of the planet
    1. take photos of each and upload them to your Google Document

Extension: if you find yourself with nothing to do start work on your sketch and rationale *See 'Task' tab - (upload progress to Google Doc before end of the lesson)

Evaluation

 

 High Distinction Distinction Credit Pass Developing

Evidence of Knowledge and Understanding of the context of Guernica, the use of symbolism and expressionism throughout.

Student exhibits extremely high quality evidence of knowledge and understanding of the context of Guernica, the use of symbolism and expressionism throughout.

 Student exhibits high quality evidence of knowledge and understanding of the context of Guernica, the use of symbolism and expressionism throughout. Student exhibits quality evidence of knowledge and understanding of the context of Guernica, the use of symbolism and expressionism throughout. Student exhibits evidence of knowledge and understanding of the context of Guernica, the use of symbolism and expressionism throughout.

 		 Student exhibits partial evidence of knowledge and understanding of the context of Guernica, the use of symbolism and expressionism throughout without complete understanding .

Translation and application of learning in response to Guernica and development of symbols representing chosen topic.

 Student exhibits extremely high quality translation and application of learning in response to Guernica and develops distinct, creative, nuanced and relevant symbols to represent chosen topic. Student exhibits high quality translation and application of learning in response to Guernica and develops distinct, creative and relevant symbols to represent chosen topic. Student exhibits quality translation and application of learning in response to Guernica and develops distinct and relevant symbols to represent chosen topic. Student exhibits translation and application of learning in response to Guernica and develops relevant symbols to represent chosen topic. Student exhibits some translation and application of learning in response to Guernica and develops little or no relevant symbols.

Writing is clear and concise with evidence of self-correction and reflection.

 Writing is of an extremely high standard and is consistently clear and concise. Shows evidence of critical reflection and self correction in response. Writing is of an high standard and is consistently clear and concise. Shows evidence of critical reflection and self correction in response. Writing is mostly of a high quality standard and is consistently clear and concise. Shows evidence of critical reflection and self correction in response. Writing is sometimes clear and concise. Shows evidence of reflection and self correction in response. Writing is not clear and concise. Shows little evidence of reflection and self correction in response.
Participation and on task behaviours. Student Always participates and exhibits on task behaviours. Student consistently participates and exhibits on task behaviours. Student  mostly participates and exhibits on task behaviours. Student generally participates and exhibits on task behaviours. Student generally doesn't participate and rarely exhibits on task behaviours.
Overal Mark        

Provide feedback about the lesson and post questions on the discussion board in google classroom (code: w4kqv8y)

Conclusion

At the end of this session you must have:

  • Submitted your response to Picasso's Guernica (with tracked changes) to the Google Classroom. Labelled:  YOURSTUDENT NO.- GUERNICA RESPONSE
  • Submitted your Protest Mural document with at the very least, a topic chosen and one symbol you will include in your protest mural to the Google Classroom. Labelled: YOURSTUDENT NO.- GUERNICA RESPONSE
  • Submitted any further works e.g. symbols, sketches, and rationale to the Google Classroom in the same document labelled: YOURSTUDENT NO.- GUERNICA RESPONSE 

Google Classroom code: w4kqv8y

You may not leave until I can see your submissions on my screen.

Credits

Reference List

 Australian Curriculum. (2017). Information and Communication Technology (ICT) Capability. Retrieved from Australian Curriculum: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabil…

Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco, CA: John Wiley & Sons.    

Educational Broadcasting Corporation. (2004). What are the benefits of WebQuests? Retrieved from http://www.thirteen.org/edonline/concept2class/webquests/index_sub1.html

Educational Broadcasting Corporation. (2004). What is constructivism? Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Educational Broadcasting Corporation. (2004). What is inquiry-based learning? Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/index.html

Pinantoan, A. (2013). WebQuests - An Introductory Guide and Resources. Retrieved from http://www.opencolleges.edu.au/informed/teacher-resources/webquests/

Snyder, I., & Nieuwenhuysen, J. (2010). Closing the Gap in Education? Improving Outcomes in Southern World Societies . Clayton, Victoria: Monash University Publishing.

Starr, L. (2000). Creating a WebQuest | It's Easier Than You Think. Retrieved from http://www.educationworld.com/a_tech/tech/tech011.shtml

 

        

 

Teacher Page

Rationale

The webquest format was originally designed in 1995 by San Diego State University Professor of Learning Design and Technology, Dr. Bernie Dodge (Pinantoan, 2013). According to Dr. Bernie Dodge, a Webquest:

                 "...is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than on looking for it, and to support learners' thinking at the levels of analysis, synthesis, and evaluation." (Starr, 2000)

The pedagogical advantages of the Webquest for learners include, but are not limited to, accessibility for both education professionals and students, engagement of ICT skills and tools in student learning, and finally the opportunity for students to develop a self-managed learning rate.

 

Accessibility to a high standard of education is essential to a citizen of today’s knowledge-based economy. Today’s ICT developments alongside Kevin Rudd’s Digital Education Revolution in 2009 (Snyder & Nieuwenhuysen, 2010) have opened doors to levels of education that were once only available to those within the locale of high-standard educational facilities.  While there remains a great push to include ICT into today’s schools it is important to recognise that the computer is not the solution, but rather the tools and information accessed through it. WebQuests allow students to access their lessons from home or school and with the integration of GoogleDocs or GoogleClassroom, teachers have the opportunity to real-time access and assess student work. This connection through the Webquest platform also allows education professionals to access one another’s pre-prepared resources and adjust them according to their pedagogical needs. Which ultimately saves teachers’ time and thus benefits student learning.

 

Student learning in ICT skills and tools are also engaged through the WebQuest platform. According to futurist and technology specialist David Thornburg (Educational Broadcasting Corporation, 2004), WebQuests engage students with ICT in a way that moves beyond the operation of ICT and towards making meaning and evaluating the information they interact with. This concept is reflected directly in the Australian Curriculum ICT general capability (2017) in which, it is recognised that:

             "To participate in a knowledge-based economy and to be empowered within a technologically sophisticated society now and into the future, students need the knowledge, skills and confidence to make ICT work for them at school, at home, at work and in their communities."

Further, the WebQuest platform responds to the Australian Curriculum’s acknowledgement of the expansion of the ‘’nature and scope’ (Australian Curriculum, 2017) of ICT skills and tools by allowing  for the integration of new ICT developments, with hyperlinks etc., while providing a ICT based format that is very personalisable. The WebQuest platform best functions in an inquiry-based format which reflects that fact that rote memorisation of information is no longer a priority for today’s students (Educational Broadcasting Company, 2004). In this is age of constantly evolving information, inquiry-based learning  assist students in developing the skills necessary to access, interpret, evaluate, and translate this incredible amount of information available to them through ICT. The inquiry-based learning process reflects constructivist learning theory which primarily articulates the way the brain reconciles new information with previous knowledge to construct meaning (Educational Broadcasting Company, 2004). Inquiry-based learning supports this organic process, through the constructions of understanding by igniting the ‘need or desire to know’ (Educational Broadcasting Company, 2004). This process further fosters the development of inquiry skills, an inquiring mentality, and “habits of mind” that will enable individuals to continue the quest for knowledge throughout their lives (Educational Broadcasting Company, 2004).

 

The WebQuest platform is also steeped in the principles of cognitive load theory, in that students manage their own rate of learning through the WebQuest process. Cognitive load theory is a series of universal principles that are proven to optimise student learning via taking advantage of the human cognitive process (Clark, Nguyen & Sweller, 2011). For example, it has be found that students are more capable of managing their intrinsic cognitive load when allowed to regulate their own rate of learning (Clark, Nguyen & Sweller, 2011). This principle of self-regulation is supported by the WebQuest platform as students are able to work through tasks at their own pace. Furthermore, this self-regulation provides an opportunity for differentiation of content to meet learners’ needs as teachers are able to provide links to extension work or make additional resources available to support learners of all abilities. Additionally, through the integration of video clips into the WebQuest platform the learning process reflects the modality principle which states that student learning is optimised when employing both visual and auditory stimulus (Clark, Nguyen & Sweller, 2011). The segmenting principle is also reflected in the layout of the WebQuest in which learners may access the introduction,  task,  process, evaluation, and conclusion in separate tabs. For example, the ‘The Power of Art’ Webquest’s ultimate task is to develop a mural to protest the degradation of the environment inspired by Pablo Picasso’s Guernica, yet the process tab allows for the outline of each component; analysis, response, research, and translation before even attempting the final product.

 

Overall, through the exploration of the WebQuest platform is has become evident that this ICT tool provides pedagogical advantages to both educational professional and their students. These benefits were palpable through three major channels: accessibility, ICT capability, and self-regulation of learning. Through these channels the integration of WebQuests into pedagogical practices was justified through learning theory and Australian Curriculum policy. Ultimately, it is accurate to conclude  that the WebQuest is a versatile tool that enables education professionals to support student learning and ICT skills essential to this ever evolving age of information.