Visual Literacy: 21st Century Cross Curricular Methods

Mr. Hill conducting Continuing Education Training for teachers at the Greenville Museum of Art

Student led Visual Thinking Strategy in AP World History class.

           

Student led Visual Thinking Strategey lesson in an Honors US History class.

                  -- Using Art and visuals to promote literacy
                                               click here to watch Mr. Hill 

Objective

The objective of today’s workshop is to share teaching methodologies that utilize art and visuals as a way to deepen student mastery in the content area.

Presenters: Steve Hill and sometimes Mr. Leach ! 

1.     
               What is VTS: Visual Thinking Strategies 

a.      Visual learning: explanation of the benefits of the teacher guided, student discovery model

b.      Directions and demonstration

c.       Watch video clips of VTS in Action:  homepage /
d.   VTS in action with standard level students: High School 
e.   VTS in action with honors level students: High School
f.    VTS in action. An English teacher Intern used VTS for her final project. Here she is using visual learning techniques in a standard level English Classroom, high school. 

2.       What is THINGLINK

a.       www.thinglink.com

b.      create your own account

c.       have students create their own accounts
d. “follow” each other

3.      What is Daily Amelioration ?
                        a.  Bell Ringer Activity
                        b.  Students transcribe a history rich sentence
                        c.  Students ameliorate, or correct, the sentence.
                        d.  Students  correct the mistakes
                                     
           Integrating VTS with multiple online resources

a.       www.thinglink.com

b.      PhiladelphiaMuseum of Art audio tours

c.       KhanAcademy
d.   Daily Amelioration

4.       Applications:

a.       The teacher can use these techniques to guide student learning by way of using art.

b.      The teacher can require students to research art, create a Thinglink account, and present the art themselves.

c.       Students will have to

                                                               i.      Learn about VTS

                                                             ii.      Create a THINGLINK ACCOUNT

                                                            iii.      Research art

                                                           iv.      Perform a VTS

                                                             v.      Educate their audience about the work of art and how it connects to history

5.       Some Examples of using Art with VTS and online resources to enhance student learning

a.       ReligionOverthrowing Heresy and Hatred by Le Gros

                                                               i.      Teaching Methods and resources:  VTS, Khan Academy video clip

                                                             ii.      Subjects:  Reformation, Counter Reformation

b.      BenjaminFranklin

                                                               i.       Teaching Methods and resources:  Thinglink, Philadelphia Museum of Art audio

                                                             ii.      Used to discuss the Enlightenment  and Scientific Method

c.       Merchantsof Death

                                                               i.      Teaching Methods and resources:  VTS, Thinglink, Primary Source Document, FDR speech audio

                                                             ii.      Interwar years 1920s-1930s / USA’s Policy of Neutrality / World War 2

d.      AmericanLandscape  with Revolutionary Heroes byRoger Brown

                                                               i.      Teaching Methods and resources:  VTS, Thinglink, NCMA, online biographies

e.      Judithand Holofernes by Caravaggio

                                                               i.      Teaching Methods and resources:  VTS, THINGLINK, Primary Source Document, Vatican Museums, NCMA

                                                             ii.      Renaissance, Counter Reformation, modern art

f.        Robert Gould Shaw Memorial

                                                               i.      Teaching Methods and resources:  VTS,  KWL chart,  docent tour, comparison between Cincinnatus, Washington and Shaw

                                                             ii.      Student written evaluation        

g.       KDF: Nazis, Europe 1930s

                                                               i.      Teaching Methods and resources:  VTS, Daily Amelioration blog

                                                             ii.      Germany in the 1930s

h.      JohnBrown WPA Mural

                                                               i.      Teaching Methods and resources:  VTS, Quadrant Method, video clips,  poetry

                                                             ii.       Topics: Antebellum South, Civil War

      i. Langston Hughes
                           i. Teaching Methods and resources:  VTS, reading of the poem from the author

     j. William Blake; Industrial Revolution; Romanticism

                  I.   VTS
                ii.   Video clip
                iii.  poetry comparison and analysis
k. Manifest Destiny; USA's Expansion West
          i.  VTS
         ii.  video clip
        iii. Point of View Analysis of John O' Sullivan's words.

L. BARBARY WARS
     I.  VTS, ThingLink.
     ii.  Primary Sources, video clip, Flickr.

 Independent Practice

1. Practice VTS Method
2. Create a ThingLink Account
3. Find a piece of artwork that would meet your curricular needs in helping students.
4. Place the image on your ThingLink account.
5. “TAG”  appropriate resources online to the art work to create a lesson that incorporates information about
6. Conduct a VTS and then follow up in teaching about the image’s place in history via using the tags you created.

REVIEWS 

               -- J.H. Rose High School Faculty Meeting: Here is a review of it.
               -- Here are a few reviews from the NCETA audience:
        review: Awesome! I loved that it integrated technology and history; I've already presented the info to our English department and modified one of my own assignments for Thinglink.com!
        review: This presentation centered on the use of technology using visual art. Will definitely pursue these resources with a goal to implement in my classroom.
         review:  Really enjoyed this one! He showed ways to incorporate literacy strategies-- visual literacy and thinking strategy to a social studies class. He used pictures of paintings and spoke about how this activity can reach every student..I could use this in my class with special ed students.
         review: It was neat to see a way to incorporate literacy into other classes and not just in an English class.
         review: this is from the AP World History instructor who was kind enough to allow me to present to the other attendees:   ". . .  I believe that your approach to art and its use in history builds exactly the kind of skills that help students expand their mind the most.  Your presentation was referenced several times in your absence, which was an indication of the success of the method." -- Patrick

Other Resources for Visuals

Name of Resource	Resource web address	Application and examples
Screencast-o-matic	http://www.screencast-o-matic.com/	This program will allow you to record what you are seeing on your computer screen. The recording will capture the visuals and audio. In the link below, I give a short presentation that connects Roman history and culture to United States History via art. https://www.youtube.com/watch?v=eAjgQju0IKk
Movie Maker	http://windows.microsoft.com/en-us/windows-live/movie-maker	Movie Maker is a freeware video editing software by Microsoft. It is a part of Windows Essentials software suite and offers the ability to create and edit videos as well as to publish them on OneDrive, Facebook, YouTube, and Flickr. Here is an example of what MovieMaker can do for you. The link below is to the my Screencast Presentation that you watched previously AFTER I edited it through MOVIEMAKER: https://www.youtube.com/watch?v=Sc_3KvuKZDg
Educanon	https://www.educanon.com/	This will allow you to add questions in a video clip. For example, if you assign a video, or screen cast lecture, students will not be able to watch the entire video UNLESS they answer the questions that you have embedded in the video. The videos are linked to an online gradebook that manages and tracks student activity, grades, and number of attempts. Students will be required to create an account in order for you to use this with them.

Presentations 

--  Greenville NC Musuem of Art / GMA Art Talk – November 20, 2013
-- North Carolina Council for Social Studies. Greensboro--February 20-21
-- North Carolina English Teachers Association: NCETA Spring Literacy Symposium Rocky Mount             High School  NC, March 1, 2013
-- J.H. Rose High School Faculty Meeting:, March 5, 2014:
-- North Carolina Museum of Art: Summer of 2014, Workshop: Harnessing the Power of the Visual Arts through DBQ  Thursday, July 17 | 9:30 am   9:30 am–3:30 pm East Building, Conference Center, Level C
Examine how the visual arts can create a more varied learning environment for teachers and students. Gain a better understanding of document-based questions (DBQ), and learn how to implement art as primary or secondary documents in history, social studies, and humanities classrooms. The workshop includes experiences in the permanent collection as well as hands-on projects. Registration required. Earns 0.5 CEU.

---AP World History Institute: Summer of 2014. I gave an extemporaneous presentation to the AP World History training seminar I was attending.    

      CONTACT INFO:   hills@pitt.k12.nc.us