Digital Innovation

Pilot Project

By: Colleen DiNunno

 Overview

Title: Enhancing the Arts through Virtual Reality

Grade Level: 8th Grade
Content Area: Art
Number of students this will benefit: 120 students
Innovation Reflection: I’d like to introduce the implementation
of virtual reality into the art curriculum to enhance the student
learning experience.
 Why Virtual Reality (VR)?
While virtual reality is innovative, engaging, and allows for new learning
opportunities. These technologies are promoting the growth of many
important concepts.

1. Virtual Reality applications teach cultural understanding, global

awareness, and historical perspective. (Major, 2017, para 4).

2. These apps can create empathic experiences for students. (Major, 2017,
para 9).

3. 21st century skills: critical thinking, creativity, collaboration, and

communication.
 Research on VR

According to Guido Kovalskys, chief executive and co-founder of Nearpod,

”We see a direct correlation between VR
usage and increased engagement by students
added engagement boosts learning
outcomes."
(Kennedy, 2018).
 Research on VR

These programs and applications

“encourage curiosity and inspire
critical thinking and intense
creativity in your students” (Hare,
2015, para 4). Not only do students
become more curious about their
learning and using critical thinking
skills, but AR/VR “experiences give
them the illusion that they are
really there” (Danhoff, 2017, para 2).

Galanis, M. Top 10 Reasons to Use Virtual Reality in the Classroom [image]. Retrieved from
http://lingomedia.com/stages-of-edtech-the-samr-model-for-technology-integration/
 Innovation Idea
While virtual reality (VR) will never replace the arts, it could certainly help
to enhance the experience of it, and bring a new dynamic to the arts. By
using these technologies, students will have a more authentic learning
experiences. Giving students access to these technologies opens them up to
becoming a member of a large global community.

Google Arts & Culture Logo [Digital Image]. (n.d.) Google Expeditions Logo [Digital Image]. (n.d.)
(https://commons.wikimedia.org/wiki/File:Google_Arts_and_Culture_Logo.p (https://artsandculture.google.com/asset/expeditions-vertical-logo/swGazu
ng). Used under Creative Commons Attribution 2.0 Generic: s0OP6QeQ). Used under Creative Commons Attribution 2.0 Generic:
https://creativecommons.org/licenses/by/2.0 https://creativecommons.org/licenses/by/2.0
 Deeper Learning Reflection
Higher Level Student Agency Authentic Work Technology
Learning Integration
In the art studio,
In my classroom, When designing project students apply
students are encouraged goals, I take into knowledge to real-world
to problem solve with consideration how situations and skills.
Students are 1:1 with
all art problems. students will be able to Students apply artistic
devices. Devices are
Students may communicate their skills to real world
used in the art room for
collaborate with others personal interest, applications and share
as a research tool.
to share insights and passions, and culture their with their
gain new ideas. through their artwork. community.

Currently, my weakest big shift in the classroom is technology integration. The

implementation Virtual Reality would increase technology integration. Students will interact
with technology directly through a variety of different technology tools in an innovative way.
 Virtual Reality allows

Higher-Level students to take learning

into their own hands. They
can navigate the world
Thinking around them and formulate
new ideas.
 Using VR would allow
students to explore their

Student personal
interests/passions/culture.
They would then be able to
Agency communiation these
experiences through their
artwork.
 VR would allow students to
explore the world without

Authentic having to leave the

classroom. This opens up
their community
Work tremendously, making them
more connected to the
real-world.
 Virtual Reality is
technology, but on a new
Technology level. Students can
explore places they may
never get to visit in
Integration person, making it more fun
and engaging.
 Deeper Learning Competencies
#2 thinking critically and #3 work collaboratively #4 communicate effectively
solve complex problems

Students will work with their

Students will virtual reality tools peers to develop ideas.
effectively to problem solve.
Students will communicate their
Students will use prior ideas effectively.
knowledge to solve new artistic
concepts. Students will work in small
groups to share knowledge of new
concepts and ideas.
Students will apply their learned
knowledge to a series of artistic
tasks.
Students will analyze their work
and the work of others.
 Project Objectives

Students will be
Students will Students will
able to
navigate real apply learned
communicate and
world learning ideas and
collaborate ideas
experiences concepts to an
effectively with
through the use of artistic work of
the assistance of
technology. their choosing.
VR.
 There are so many options for
utilizing VR. For this section
I’ve narrowed my ideas to two

Student Art project ideas for my

students.

Takes tours around the world: students

Activities can learn about cultures around the
world through Google Expeditions.

Art History: take a virtual tour of a

museum, collection, historic landmarks
through Google Arts & Culture
 Virtual Reality Field Trips

Google Expeditions - This technology tool is a great way to reinforce student learning.
Guiding students through an expedition that aligns with what students are learning will
certainly boost the engagement. Each expedition is made up of various scenes that include
360-degree panoramas and 3D images.

Google Arts & Culture - Art History can be a rather difficult topic to teach, many students
categorize it as boring. Google Arts & Culture makes the topic of Art History more engaging.
Students can navigate museum collections by movement, artist, historical event, medium,
etc. While this app doesn’t require a headset, it has allows views to take virtual tours and
explore art museums and historic sites and landmarks all over the world in 360-degree
views.
 Project Goals
Student agency is all about providing students the option to chose, while this isn’t my
weakest big shift I think it’s important to always provide students with choices.

Option 1
Students can use Google Expedition to
explore various areas around the world.
They will learn about different cultures
and social/environmental issues that exist
within those cultures. When they find a
topic they are passionate about, they will
further their research into this topic and
create a poster that communicates and
addresses a possible solution to the local
or global issue.
Option 2
Students will use Google Arts & Culture to
navigate different museums and
collections around the world. They will
explore a variety of different movements,
artists, and mediums. When they’ve found
inspiration, they will deepen their
understanding and create a work that
draws inspiration from their findings.
 Overview
Option 1
Time: 7 lessons during 4th quarter
Activities: Students will generate a list of areas
around the world they wish to tour. When they
have that list, students will use Google
Expedition to begin navigating these areas.
When exploring, students will begin to
formulate lists of issues that exist within this
areas. When they narrow down their decision,
they will further research the topic so they
become an expert. Once they are an expert, they
will develop ideas for a poster that
communicates a possible solution to the
local/global issue.
Assessment: Rubrics will be provided to assess
student product. Students will create an artist
statement to share their journey with VR.
Option 2
Time: 7 lessons during 4th quarter
Activities: Students will generate a list of
artists/styles/mediums that interest them. They
will explore them on Google Arts & Culture to
begin navigate those topics. Once they narrow
down their inspiration, they will do further
research to become and expert. Once they
become and expert they will begin to develop
project ideas.
Assessment: Rubrics will be provided to assess
student product. Students will create an artist
statement to share their journey with VR.
 Content Standards
MS8: (Creating) Cr2.2: Explore environmental, societal, and ethical implications of social
media/innovative technologies when developing collaborative and personal artwork reflective of
a 21st century artist/learner.

MS8: (Creating) Cr2.3: Use problem solving strategies, flexibility, critical thinking, and higher
level experimentation of media to generate ideas for visually compelling presentations.

MS8: (Creating) Cr3.1: Utilize peer collaboration and personal reflection to develop, revise and
refine artworks.

MS8: (Presenting) Pr5.1: Employ evolving technologies and peer/personal critique to develop and
refine artwork based on criteria for collaborative presentation.

MS8: (Responding) Re7.1: Explain how a person’s artistic/aesthetic choices are influenced by real
world experiences, culture, values, and the environment.

MS8: (Connecting) Cn11.1: Explore societal, cultural, and historical identities represented in
artworks.
 ISTE Standards
Empowered Learner
1. Students leverage technology to take an active role in choosing, achieving and demonstrating competency in
their learning goals, informed by the learning sciences.

Knowledge Constructor
3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.

Innovative Designer
4d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended
problems.

Creative Communicator
6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation
or communication.

Global Collaborator
7d. Students explore local and global issues and use collaborative technologies to work with others to
investigate solutions.
Retrieved from https://www.iste.org/standards/for-students
 I feel that my innovation falls under the
‘Modification’ and ‘Redefinition’ stages. The Technology Integration
reason I chose these two stages is because VR
significantly alters the way students learn about Model
places, instead of reading about them in a
textbook, or researching them on the internet, they
can experience them as if they are present in the
environment, giving them new perspectives. As a
result, taking this innovation into the redefinition
phase of the SAMR model, students are performing
new tasks and travel places they might never see
in person through the use of VR in the classroom.

The SAMR model supports the technology

integration shift because it transforms the
learning experience for students, making it more
personal and engaging. Using VR in the art room
redesigns specific tasks that were not previously
available to students.
Duckworth, S. The SAMR model for technology integration [image]. Retrieved from
http://lingomedia.com/stages-of-edtech-the-samr-model-for-technology-integration/
 Examples
Option 1 Option 2
(This is an example of a students work at my school
(This is an example of a student who created a portrait
where students had to create a social/environmental
inspired by the artist Kehinde Wiley)
justice poster to address a topic they were passionate
about. This unit didn’t feature any research/technology
integration, so the use of VR can improve the learning
experience for students.)

Camp, J.(2018). Kehinde Wiley Inspired Wiley, K. (2008). RANDERSON

Fox, M. (2019). Water Pollution isn’t Just Portrait. Retrieved from ROMUALDO CORDEIRO. Retrieved from
Gross, it’s DEADLY. [Photograph] https://www.artandwriting.org/media/399712/ http://www.seattleartmuseum.org/WILEY
 References
Danhoff, C. (2017, November 25). AR and VR: A Look in Today’s Classroom. Retrieved from
https://www.arvrinedu.com/single-post/A-Look-into-Todays-Classroom

Duckworth, S. The SAMR model for technology integration [image]. Retrieved from
http://lingomedia.com/stages-of-edtech-the-samr-model-for-technology-integration/

Galanis, M. Top 10 Reasons to Use Virtual Reality in the Classroom [image]. Retrieved from
http://lingomedia.com/stages-of-edtech-the-samr-model-for-technology-integration/

Hare, T. (2015). Augmented Reality Can be a Reality in Your Art Classroom. Retrieved from
https://theartofeducation.edu/2015/03/26/augmented-reality-can-be-a-reality-in-your-art-classroom/

Kennedy, E. (2018, November 1). Can Virtual Reality Revolutionize Education? Retrieved from
https://www.cnn.com/2018/11/01/health/virtual-reality-education/index.html

Langevin, S. (2018, April). Expeditions. Retrieved from https://www.commonsense.org/education/app/expeditions

Major, E. (2017, September 14). 4 Ways to Use Augmented and Virtual Reality Apps in the Classroom. Retrieved from
https://www.commonsense.org/education/articles/4-ways-to-use-augmented-and-virtual-reality-apps-in-the-classroom

McLeod, S. & Shareski, D. (2017, August 31). Different schools for a different world. Bloomington, IN: Solution Tree Press.

Sitkin, J. (2017, November). Google Arts & Culture. Retrieved from

https://www.commonsense.org/education/website/google-arts-culture

Deeper Learning Competencies. (2013, April). Deeper Learning Competencies. Retrieved from
https://hewlett.org/wp-content/uploads/2016/08/Deeper_Learning_Defined__April_2013.pdf