Teacher Page

America's Next Top Artist! WebQuest

| Home | Introduction | Task | Process & Resources | Evaluation | Conclusion | Teacher Page | Credits |

Goals & Objectives:

• Students will be able to identify style/movement of a selected artist
• Students will gain knowledge and details of the life and works of a selected artist
• Students will develop cooperative learning skills through team and individual activities
• Students will develop skills in the mask-making process
• Students will practice persuasion and communication techniques - both written and oral
• Students will gain experience in PowerPoint or Inspiration concept map technologies

STANDARDS: New Jersey Core Curriculum Content Standards Core Curriculum

The Visual and Performing Arts:

1.2-Creation and Performance:

D.1. Individually or collaboratively create two and three-dimensional works of art employing the elements and principles of art.

1.5-World Cultures, History, and Society:

A.1. Reflect on a variety of works of art representing important ideas, issues, and events in a society.

Reading and Writing: English

3.1-Read and develop written English skills

A.5. Students will recognize historical and culture information from several points of view.

Computer and Information Literacy:

8.1- Computer and information literacy:

A.5. Produce a multimedia project using text, graphics and moving images.

Multiple Intelligences:

This WebQuest incorporates Gardner's, The Multiple Intelligences Theory. The theory "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways.”  (Gardner, 1983).

This Webquest incorporates each of the following intelligences:

Linguistic Intelligence: This learner will verbally share their thoughts and observations throughout this project.  They will present their findings to the judges and audience using oral and written communication skills.

Bodily/Kinesthetic Intelligence:The hands and arms are used to create/paint by this learner- eye/hand coordination. The mask project will appeal to this learner. The runway walk also utilizes this intelligence.

Spatial Intelligence: This learner uses the ability to transform visual or spatial ideas into the creation of the mask and in the runway presentation. The creation of props, costumes, and scenery may be used during this activity.

Musical Intelligence: Learners with the musical intelligence will be able to appreciate the music selected for the runway presentation.

Interpersonal Intelligence: This learner can inspire students to work toward a common goal through their ability to work well with others- they are aware of the moods, temperaments, and motivaions of their team members. In this case, the group activities of the WebQuest is the common goal and will utilize the skills of this intelligence.

Intrapersonal intelligence:  Reflection is used to search the emotions by this learner- this search guides this individual's choices and behavior. The individual research piece will appeal to this learner.

Learning Styles:

Incorporating Gregorc's four categories of learning styles into a WebQuest are essential to generating interest in all learners. If the learner finds the activities interesting, there is a greater chance that new connections to past learnings are being made. The longer an item is processed in the working memory, the higher the chances are that retention will occur. (Sousa, p. 65)

This WebQuest reflects these four styles and the preferences of the different learners.

CR (Concrete Random): This WQ allows for experimentation, risk-taking, and invention - which support this style. The learner has the freedom to select important information about their artist, create an imaginative mask, and present an inventive runway presentation.

AR (Abstract Random) : This WQ implements peer-teaching and group work - students “teach” each other through their collaborations and presentations. Humor is important to this type of learner.

CS(Concrete Sequential): This learner will respond to the step-by-step directions that are given for the research activity of this WQ. The steps outlined on the Mask Directions page will also appeal to this learner.

AS( Abstract Sequential): This learner will be comfortable with the PowerPoint or Inspiration concept map presentation of their artist. The rubric on the Evaluation page will provide the specific information that aids this type of learner.

PEDAGOGY COMPONENTS:

Emotion:

Sousa describes emotional memory as the retention of the emotional components of an experience (Sousa:286).

This WebQuest aids the process of transfer to long-term memory by attaching emotion. Emotions are key to stimulating the amygdala and ultimately encoding new learnings into long-term storage. Positive and enjoyable learning experiences are critical - they result in competent feelings in students. As a result, the brain is more likely to retain new information.

The many learning opportunites of this WebQuest are designed to offer students dynamic and fun learning experiences. Humor is an integral part of this WebQuest. The basic premise that world-class artists will be judged as they appear on a TV show is humorous and will get the students' attention. Humorous associations are very powerful in learning and increase retention.

Learning is further enhanced because real-world examples and activities have meaning for the learners (Sousa:145).

Students will apply use their knowledge of modeling, TV shows, and presentations in this WebQuest. The masks, music, and technological presentations will all contribute to attaching meaning and positive emotions to this learning experience. Emotional memories will be made and thus learning will be increased.

Motivation:

Motivation is any activity related to the person's needs, interests, values and attitudes that creates learning (Sousa:65).

The basic premise of this WebQuest is based on a popular TV show, America's Next Top Model, and relates to the interests and values of the students. It is imperative for a teacher to generate interest so that a learner's processing time can be extended.

The longer an item is processed, the greater the probablility that sense and meaning may be found, and therefore, retention will occur. (Sousa: 65).

This WebQuest appeals to the novelty-seeking brain of today's students. Activities such as the design of a PowerPoint or Inspiration concept map give the students the opportunity to use technology in an interesting and meaningful way. Students are also given choices: such as the artist they select, the way in which they answer and present their research, and in the design of their masks. All of these activities combine to involve the student and help to increase processing time.

This WebQuest also addresses the following areas that help to increase processing time:

• It establishes accountability through the rubric and presentations
• Feedback is provided by the judges (teachers) and audience regarding the reasons for the selection of the "next top artist."
• Level of concern is raised through the independent research and problem solving each student is required to do in order to complete their project.

Bloom's Taxonomy:

This WebQuest incorporates the six levels within the cognitive domain of Bloom's Taxonomy (Original Version) into its various activities.

An example that illustrates each level is cited:

Knowledge: this level recalls specific facts of previously learned information.

• Describe the major characteristics of this style-name some typical subjects. (Style section from The Process and Resources page)

Comprehension: this level shows an understanding of the meaning of informational materials.

• Runway presentation activity - team members must comprehend research information to summarize and explain it to judges and audience. ( The Mask section from The Process and Resources page)

Application: this level makes use of previously learned information in new and concrete situations to solve problems that have single or best answers.

• Construct a mask that includes the image of the artist and a representational work of art. (The Mask section from The Process and Resources page)

Analysis: this level breaks down informational materials into their component parts so its structure may be understood.

• What kind of product/products would your artist be most likely to represent for a client and why? (Photogenic Appeal section from The Process and Resources page)

Synthesis: this level creatively applies prior knowledge and skills to produce a new or original whole.

• The creation of a PowerPoint or Inspiration concept map using all of the research information.

Evaluation: this level judges the value of material based on specific criteria and standards.

• The entire premise of this WQ asks the learner to interpret, judge, and justify the reasons that they believe their artist should win the competition. This is a high level of thinking because it contains elements of many other levels.