Twitter

LESSON 4

II. The Twitter World: The Limits of 140 characters & Lesson Purpose: What do I want students to learn or accomplish today?

Students will learn about the social media site Twitter and how it can be used as a tool for artistic expression. Students will also learn how the limiting nature of the site resembles some of the limits of identity formation/representation.

III. UNIT Key Concepts:

Identify the key concepts to be investigated in this unit. 

Students will learn about how humans construct their identity through social media

Students will think critically about their social media choices and learn to deconstruct the visual images they and others create.

Students will learn how social media is used as a form of artistic expression.

IV. Essential Question:

How does limiting our choices impact the way we interact on social media and how do these limits apply to identity formation?

How do students construct their identity through social media?

How do other people use social media to create and alter their identities?

V. Lesson Objectives:

After the lesson students will be able to analyze how limiting one’s choices affects identity formation.

Students will learn how photo-editing software is used for artistic expression in social media.

Students will reflect on the different elements people use to create or hide their identities.

VI. Specific Art Content:

List the specific art content to be taught, such as concepts about art, the nature of art, skills, elements and principles, processes, and techniques used to communicate ideas.

Digital media concepts, elements (unity, balance), photography, found art

VII. Instruction and Its Sequencing:

Lesson 4, Day 1

1. Introduction/Motivation 10 min:

Begin class with projected screen of Twitter. Ask students who has a twitter and discuss likes/dislikes of the site.

2. Instruction: Place series of found objects in boxes around classroom. Ask students to pick four objects from each.
3. Resources & Materials for Teacher: internet, computer, projector, found objects, boxes.
4. Resources & Materials for Students: mobile devices, paper, journal/sketchbook
5. Guided Practice.

Do two 5 min. gestalt sketches in journal with 4 objects picked. Then ask students to write if students identify with objects in a 5 min. quick free write.

6. Independent Practice: Begin working on 9x12 collage of images from sketches. Students may use photographs taken of objects, magazine cut outs or draw the objects.
7. Closure 10 min.: Spend 5 minutes discussing the limiting factors of the assignment. 5 minutes of a three sentence reflection on what obstacles they see within their collage that limit the student’s ability to portray an identity.
8. Formative Evaluation: Look at all sketches and journal writings.
9. Classroom Management Procedures: Ensure that students stay on task by walking around classroom and answering any questions presented by students.
10. Adaptations for Students with Special Needs: Modify lesson for specific student IEP. Provide more objects and also help student gather images for project. Give students with special needs the choice of using different paper or materials for project.

Lesson 4, Day 2

1. Introduction/Motivation 5 min: Briefly provide students with an instruction recap.
2. –E. Same resource from day 1.

F.    Closure 5 min: ask students to reflect upon their project progress by asking students at random how they are progressing as students clean up.

G.   Formative Evaluation: Check journal and project progress.

H.   Classroom Management Procedures: Same as Day 1.

I.      Adaptations for Students with Special Needs: same as day 1.

Lesson 4, Day 3-4

1. Introduction/Motivation 5 min:

Inform students of continuation of project. Answer any questions that student bring up.   

Students will watch a YouTube video discussing the role of social media in society.

2. Instruction: Same from previous days.
3. Resources & Materials for Teacher: Same as previous days
4. Resources & Materials for Students: Same as previous days
5. Guided Practice. Same from previous day
6. Independent Practice: Students will continue working on their small collage.
7. Closure 5min on day 3, 15 min. on day 4: as students clean up, answer any questions students may have. On day 4, ask students to do a 5 minute free-write writing one thing they liked and one thing they disliked about the project. Ask several students to volunteer and discuss their project with peers, if not volunteers then pick at least 3 students to discuss their work.
8. Formative Evaluation: Review of written work, sketches, and final small collage for evaluation.
9. Classroom Management Procedures: Same as previous days.
10. Adaptations for Students with Special Needs: Same as previous days.

 VIII. Summative Assessment and Evaluation:  

Use unit Rubric from lesson 1, check for journal and sketchbook completion. Modify grades for any student with special needs (dialogue assessment or involvement in project)

X.  Interdisciplinary Connections:

Language Arts: (23) (C) uses graphics and illustrations to help explain concepts where appropriate;(D) uses a variety of evaluative tools 

XI. References & Resources:

Twitter.com

Carpenter, B.S., & Taylor, P.G. (2003). Racing thoughts: Altering our ways of knowing and being in art through computer hypertext. Studies in Art Education, 45(1), 40-55.

Castro, J.C. (2012). Learning and teaching art through social media. Studies in Art Education, 53(2), 152-169.

XII. Art TEKS

(1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:(A) illustrate ideas for artworks from direct observation, experiences, and imagination; and(B) compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately.

(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:(A) compare and contrast historical and contemporary styles, identifying general themes and trends;

(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) interpret, evaluate, and justify artistic decisions in personal artworks; and (B) select and analyze original artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings.

XIII. National Art Standards

4. Content Standard: Understanding the visual arts in relation to history and cultures

(c.) Analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making.

5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others

6. Content Standard: Making connections between visual arts and other disciplines