Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Artistry Critiquing
Grade Level/Content Area: Fourth Grade/Visual Art
Content Standard Addressed: VA4.RE.1a: Interpret and evaluate works of art through thoughtful
discussion and speculation about the mood, theme, and intentions of those who created a work of
art.
ISTE Technology Standard Addressed:  What would you like students to know and be
Knowledge Constructor – 1.3.c. Students curate able to do by the end of this lesson: Interpret
information from digital resources using a variety and evaluate the mood, theme, and intentions of
of tools and methods to create collections of artists and their art creations.
artifacts that demonstrate meaningful
connections or conclusions.
What is the student learning goal(s) for this lesson idea?  I can determine and explain the mood
and theme of art pieces and the artists intentions while creating the piece.
Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☐ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:
 
 ☒ Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based. 
    
☒ Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes. 
 
☒  Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.) 

Lesson idea implementation: As the standards are addressed, students will complete 4 interactive
activities and 2 assessments on the current standard while teachers facilitate and assist students
with completion and keeping on task. Teachers will also monitor responses from the activities and
assists those who may be struggling with the content itself. Students are expected to stay on task, as
this activity should keep their attention well because of its explorative and interactive nature.
Students’ prior knowledge will play a part in this activity, as it cannot be completed without previous
understanding of lesson content. Authentic real-world tasks will be provided to the students through
activity that will require the student to critique and explain real-life museum artifacts and pieces of
art, along with other activities of this variety. Students learning will be assessed through a quick quiz
on Quizizz, the end of lesson “Themed Creation,” and the completion of the rest of the activities. The
lesson will be concluded with regrouping of the class and reviewing over a few key pieces, their
student critiques, and class collaborative analysis. At this time, I will also instruct my students to turn
Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration
to their neighbor and talk about their most interesting or favorite part of the different activities we
did in class.
Managing student learning: The tool used for this lesson will allow for students to transition from
passive to active social learning through encouraging expression of their thoughts, interpretations,
and the evaluation of pieces. Students will also be allowed and heavily encouraged to discuss with
those around them what they think about the pieces of art they are viewing but must remain on
task. Enabling the “like” feature of posts will also allow for students to review classmates’ responses
and show support anonymously.
There will be no time limit on this activity, as the only goal is completion by the end of the class. Co-
engagement will occur during the completion of the activity and after the lesson completion during
the regroup discussion to conclude the class. Co-engagement during the activity also serves another
purpose of allowing for instructional assessment through quick chat time. Our lesson conclusion at
the end of class will most likely consist of both intentional volunteers and random selection as well
as metacognition checks during class conversion and verbal dialog.
Universal Design for Learning (UDL): This learning activity will support the UDL framework of
engagement through appealing to the student’s interest of what pieces they find to be interesting,
challenges them to provide feedback on something they have not created themselves, and
encourages them to develop reflection and analysis skills in general. The UDL framework of
representation and action are supported in this lesson activity through triggering students
background knowledge about composition and comparison, emphasizes recognizable patterns,
features, and big ideas of comprehension, and provides a different way of displaying information
and evaluations to the class. This lesson activity also supports the UDL framework of expression
through providing a new method for displaying responses, demonstrates how to use a new tool in
the classroom, and aids in the management of a student’s information and resource systems.
Reflective Practice: After designing this lesson idea, I believe this tool will help students build
understanding in a way they could not do so with traditional tools. This is because traditional tools
mostly consist of inward reflection of a student’s own work, while this new tool allows for a student
to positively evaluate their opinions, feelings, and thoughts on outside work in a controlled
environment where they can be encouraged to ask deeper question that require more in-depth
critical thinking skills. What I look forward to implementing the most in this lesson is the questions
themselves that students will be asked to answer about the art piece of their choice. This is the part
of the lesson I look forward to the most because of the kinds of descriptions and realizations
students have due to their highly active imaginations. It’s common knowledge that as we get older,
we lose some of our imaginative side because we mature and grow out of the things that are
considered childish. A young mind can express knew ideas that adults may not because of the
difference in these mindsets.

Frazier, 2021