Monthly Archives: January 2018

Metric Measurements (Size and Mass)

Activity: The first activity we did in class was measuring different objects using metric measurements like meters and centimeters and recorded it.

Scientific Principles: The scientific principle that was being discussed was measurements and units. Large ticks on metric rulers represent centimeters and smaller ticks represent millimeters. To convert in the metric system, you multiply by a factor of 10. Only three countries including the US do not use the metric system so it is very important that students become familiar with the system.

Point: The point of this activity was to teach children how to measure using different tools like a meter stick or a ruler. It was also intended to help familiarize children with the metric measurement system which is likely a system they are less comfortable with.

Introduction: To introduce this to my future class I would ask the students how tall they are and to have them write their height on the board. After they are finished writing I see that all the measurements on the board are in feet and inches I would say “but how tall are you in meters?”. When none of the students know the answer, I would introduce this activity. I think introducing the activity like this will also be helpful because it will show students that both ways measurements are equivalent length they are jut written two different ways.

Difficulties: As explained earlier I see students having difficulty in this activity understanding that both measurements are equivalent. I think they will also struggle with understanding why other countries have a different system then us.  I also think that some students may have difficulty using the correct side of the measuring stick and will measure in inches instead of centimeters. They may also not understand that the smaller ticks in between the centimeters and may count every one of those as a centimeter. Another complication I see with children using rulers is knowing that the measurements do not start exactly at the end of the stick. They need to know where to start their measurement.

Extensions:  I would have to differentiate this activity so that both faster and slower learners could enjoy and learn from it. To make the activity a little easier if I saw a student struggling with using the wrong side of the ruler I could cover the inches side with a piece of duct or masking tape. To make the activity a little more challenging I could have the students measure each object with both inches and centimeters and have them make a conversion chart. I could also have them measure starting at different places on the ruler like at the 5-centimeter mark and make them subtract that 5 from their final measurement to make it more cross disciplinary.

Blog Post Week 2

This week in class we designed a personal webpage to post all of our information for this class and other classes. The textbook we read describes the use of arts in education in three different ways: arts as texts, arts integration and arts education.  Arts as text means having students look at art through the eyes of a historian, looking at the piece of art almost as they would a piece of writing or historical document. They are encouraged to not only examine the piece to find the mood and style but also to ask questions. When looking at art as text students can examine and deduct what the artist was trying to portray. I think our blogs can be examined through the same lens. People, even employers, can look at our webpage and can try to examine us through our pages and see who we are and what we are trying to say to the world.

The next way the textbook says we can use arts in education is through arts integration. This basically means using art as a tool to learn all subjects.  The book also goes on saying that using arts integration is a great way to check understanding rather then just memorization. If you just ask a student to write the answer down on paper they would just write the same thing you said early, there’s no way of knowing if they actually understand the concept. However, if you ask a student to interpret the concept through art you can check for understanding.  Arts as integration should be used thoughtfully with lesson plans rather than just thrown in because different styles of art and different projects are better for different concepts and age ranges.  For our personal webpage I believe this relates to arts as integration because through our webpage we are learning and collecting ideas on how to integrate arts into our future classrooms. We will have a pool of ideas in which to chose from not only from our own blogs but also from our classmates. I also think we are learning to apricate art more from our daily art post which will help us use art as integration later in our professional carriers.

The last way the book categorizes use of arts in education is arts education. This simply put is just classes centered around the learning of different art forms. These art forms do not just include visual art, different forms such as music or theater should also be taught. On our webpages I think the two best places to see us using this category would be through the daily art post and our final project posts.

I think a really fun way to modify this for younger grades would be instead of doing a website to do a poster or photo collage. They could include picture they took throughout the year, similar to our daily art as well as including a big project they can explain. I think kids would really get a lot of doing a long-term art project combined with many small art projects so they can see how they have grown and improved throughout the year.