FLIPPING THE ART CLASS
Summer 2015 Lynnsey Patterson
Table of Contents Introduction 3 What is the Flipped Classroom? 4 Benefits and Challenges of the Flipped Learning Model 5 Getting Started 8 How Art Teachers are Flipping their Classes 10 To Create or to Curate 12 Video Creation 14 Software & Tools for Creating Video 16 Video Curation & Learning Management 18 Software & Tools for Curating and Managing Video 20 Art Teachers' Tech Tools 22 Art Teachers Give Advice 24 Final Thoughts 26 References 27
Introduction
I want to be a dynamic art teacher. Not only do I want my students to make amazing artwork but also I want them to think about what they are making while they are making it. At the beginning of my graduate studies at the University of Florida I became interested in the Flipped Learning model and what it could offer art education. I saw it as a possible way to free-up time for deeper learning in the classroom and a tool for keeping students on track. I created some movies using pre-installed software on my computer and found a few art making channels on Vimeo™ and YouTubeŽ. I showed these videos to my classes to establish schema and inform about different art making practices. When my time at UF started to draw to a close, I still wanted to know more. How are other art teachers using the Flipped Learning model in their classrooms? What other resources and technologies are available for art teachers wanting to flip their classes? I surveyed four art teachers I knew to have used some form of the flipped learning model in their classroom practice. I surveyed Jason LeClair of Beacon Charter High school in Woonsocket RI, Tricia Fuglestad of Dryden Elementary school in Arlington Heights IL,
Ricci Justis of RiverTrail Middle school in Johns Creek GA, and Samantha Melvin of RJ Richey Elementary in Burnet TX. I asked them the following: How do you flip your classroom? Do you prefer to create or curate videos? What technologies and resources do you use to flip? What benefits or challenges do you foresee or have witnessed in using this model? What advice do you have for other art teachers wanting to flip their classrooms?
Within this guide, you will find answers to these survey questions and much more so you may also flip your art classroom.
What is the Flipped Classroom? The flipped classroom has been referred to with such terms as reverse instruction, inverted classroom, asynchronous instruction, blended learning, and the naked classroom. According to Bergmann and Sams (2014) the flipped classroom is a model of instruction where lecture-based content is moved out of the classroom to allow for more active learning while class is in session. Teachers using this model create or curate instructional videos ranging from lectures and demonstration to tours and interviews. How you flip is completely up to you and what would best serve your students. Some teachers choose to make a lecture video for every lesson while others only do it for some. There are as many ways to flip, as there are ways to teach.
Benefits and Challenges of the Flipped Learning Model Benefits Jason "Personally, it is very exciting to watch a classroom fill with students eager to get down to art making. Doing the research and theoretical learning at home, they are prepared to dive into work. Watching them in discussion boards online, I can see where the gaps are and fill them in or even watch their peers fill in holes and assist in the teaching. Possibly the most amazing thing is watching the reluctant learners really getting into the work now that they can see it in their native way - digitally." Tricia "My k-5 art students don't do ‘homework' but since the videos are available there is potential for them to use the resources at home if they need to be out of school for an illness or travel. At school, I can set up a student who had been absent with an iPad to play the video and lead them through the lesson as I attend to the rest of the class."
Ricci "Students are able to access information as they need it, to the degree they need it, and as many times as they need it. can go at their own pace with the content and form their own experience with it. Students can fill in any gaps they may have about the content. Students can form questions, insights, and understanding about content in their own organic way and then approach me with it. This is beneficial in that it counteracts any effects of being in a group that might interfere with individual pacing. This model is very helpful for students who are not able to be in a physical classroom. It is also optimal for students who would like to work ahead and be enriched with more complex challenges. It is also complementary for students who need additional time to process content."
Samantha "Flipped learning models engage the students AND their families in the learning that is happening in school. Excited students are motivated to keep investigating in what is happening in the classroom. They realize that what is happening there doesn't end when they walk out of the door, they realize that they can "own" the learning--dig deeper and investigate aspects of different subjects on their own and come back with meaningful answers or more questions!"
Challenges Jason "The biggest challenge is the culture shift. Having students understand that they are now able to fully participate in their own education rather than a bystander being fed information, that culture shift is difficult. When trying to do this in the high school setting, you're dealing with students who have been fed information and regurgitated it on assessments for at least nine years. Having them realize that education is not a spectator sport is something to overcome.
This is why I like the Weebly forums; they can enter them using their social media to log in. This adds to their comfort level and encourages more participation, I've found." Tricia I don't have a strong parent communication protocol. When I have videos to share with students, it is hard for me to get the link out to them. I would need to have an Edmodo or schoolology account with all my students and a culture of using these tools at home. Ricci "Simple technical snags arise when using this approach. Sometimes pages won't load on certain devices for reasons the user can't address on their own. Being on a device to access content can allow for distractions such as texting or surfing on the web." Samantha "The issue I found to be the greatest is the disparity between students' resources at home. How can a true flipped learning model be successful if not all students have access to the web? What if they don't even have a computer?"
Students are able to access information as they need it, to the degree they need it, and as many times as they need it. -Ricci Justis
Getting Started What better way to start than by writing out a lesson plan? Gilboy, Heinerichs, and Pazzaglia (2015) suggest when writing curriculum for the flipped classroom to split activities up into before, during, and after class portions. How teachers interpret this outline is completely up to them. The “before class” portion typically includes the use of instructional videos or other learning objects. The “during class” piece is reserved for active learning activities; which you will see listed below the template. “After class” is for types of assessment like having students complete an essay question or write a reflection. Once the plan is written you will be ready to move on to the next step, deciding what type of video to make. Buffington (2010) suggests many options. You can film a traditional lecture or art demonstration, conduct an interview, film a discussion between people about a topic, tour a physical space, and much more. This all depends on your comfort level and the need to your students. Have fun, be creative, and get started.
Lesson Plan Template Potential Student Activities
Before Watch Video Complete Supplemental Reading Take Notes Complete Worksheet Form Questions
During Turn in Notes Pose Interesting Questions Clarify Difficult Concepts Clear up Misconceptions Mini Summary Target Instruction Make Art! Active Learning Activity
After Essay Question Reflection Create Test Put Together a Presentation Idea Drawings Write Demo Steps in Own Words. Blog
Active Learning Activities Writing Case Study Guided Design Cooperative Learning (Bonwell & Eison, 1991)
Debates Critiques Drama Role Playing
Simulations Games Reverse Instruction
How Art Teachers are Flipping their Classes Jason "I have used flipped learning as a tool in both my color theory for grade 10 and my painting course for grade 11. In the grade 10 classroom, I utilize the Weebly website I've created - artscore.com. On this website, each unit written in a UbD format include videos explaining the methods of the art making in a demo and theory lessons/concept are in videos added to the site via YouTube. The grade 11 painting class runs a bit differently. Rather than using it as a tool to aid in teaching, I use it as discussion boards and research to be done at home. This research on artists and art making methods is then brought to the classroom where the students work in a studio format individually discovering their own styles." Tricia "I make video tutorials for art creation for my students and we use them in class to work at our own pace."
Ricci "I have made instructional videos, Pinterest pages, WebPages, and presentations showing demonstrations, explaining curriculum material, giving examples of exemplars, and art history. These videos are housed on my class website. I give an overview of these to students on the front end of each lesson with the intent of student accessing them again for deeper engagement. Students who are absent are given information to access this content outside class time to address what they missed. Students can access this content any time during class for a refresher and to address specific topics as they pace themselves through the lesson." Samantha "I have created videos and shared them via links that I send home via the e-newsletter that I distribute to parents/guardians. I also started a Google classroom for one class as our campus started implementing this during this school year. I posted videos there as well as links to other resources."
I make video tutorials for art creation for my students and we use them in class to work at our own pace. -Tricia Fuglestad
To Create or to Curate Jason "I enjoy doing both. Creating videos allows me to control content and get exactly the message I need the students to understand. Curating allows for more advanced classes to do their own investigation and discovery. Both allow for commentary from the students and spark in-class discussions and art making. Tricia "Create. We are all about creation. The tutorial videos I make are tailored to my students' age, skills, and filled with appropriate content and vocabulary." Ricci "It depends on the content, what is available pertaining to the content, and how I want to implement the content. I curate YouTube stations for topics such as art history, criticism, aesthetics, elements & principles, composition, artists, art history, medium, and messages. These can be accessed by students at any time to inform their understanding and inspire their ideas. I use these curated stations as resources.
I create videos when I am teaching a specific lesson with specific steps and requirements that are unique to a particular class. These are also accessed by students at any time to reinforce their understanding." Samantha "I prefer to create the videos with my students so that they are contributing to the learning for each other. The message that comes across is "curated" by me, so to speak, to ensure that the objectives are met. However, the students either contribute to the research material, and/or the visuals in some way.I think curated videos have their place too."
Creating videos allows me to control content and get exactly the message I need the students to understand. -Jason LeClair
Video Creation Now that you have a plan in place, it is time to start filming right? Wrong! Now we need to go over equipment, software, and filming tips. According to Hughes (2013) here is no need to be a former film student to pull this off. With just a few tools, anyone can create a video and flip a classroom.
Equipment For some, the thought of getting equipment together may sound like a daunting and expensive task; it isn't. At a minimum, all that is needed is a phone or computer with a built-in camera, some simple editing software, and a way to share the video (Hughes, 2013). Once you get started and has been making videos awhile, then investing in more professional equipment may be a fun idea. To start, all that is needed is lights, a camera, and video editing software.
For more tips on creating videos watch- I Flip, You, Flip, We All Flip: Setting Up the Flipped Classroom. -Keith Hughes
Lights When making videos, lighting is important. Students need to see you and what you are doing. Simply placing a light source behind the camera facing you will fix this problem (Hughes, 2013). This can be as simple as using classroom lights or a window. Eventually, acquiring some LED lights can be an option but it is not unnecessary. As long as what is being taught can be seen, things are on the right track.
Camera Hughes (2013) states that these days there are a lot of affordable options for video cameras. Computers, digital cameras, even phones can take video. If you have any one of these tools on hand you can make a video. Later, you can purchase a little flip camera or a digital video camera if needed.
Software
It was amazing! With this program, teachers can upload anything they Most computers come with video have previously filmed and make editing software already them look beautiful and preinstalled. Mac has iMovie®, professional. An added bonus, and PC has Windows® Movie Maker. There are, however, many Camtasia® also offers screencasting and interactive other great tools available to components. Imagine being able download or use an Internet to create a video about photo browser. My absolute favorite software available for download is editing software complete with Camtasia®. It is $99/year after the quiz questions and links embedded throughout instruction. free trial with education pricing With Camtasia®, all this is available. It is worth it. possible. I highly recommend this Immediately upon opening this program to anyone who is new to program I was greeted with a editing videos. It is very easy to tutorial would play. use.
Tips: Keep videos short. About 60-90 seconds/grade level. Pause every 2 minutes so students can consolidate notes. Use a casual tone when you speak. Nobody likes a monotone voice. Plan exactly what you are going to say before you film it. Have a beginning, middle, and end. Have a Plan B, not everything goes according to plan. GET STARTED! (Bergman & Sams, 2013 ; Buffington, 2010; Hughes, 2013)
Software & Tools for Creating Video
Name/Link
Description
Camtasia® www.techsmith.com
Screen cast and video editing software. Available on Mac and PC.
Knowmia Teach www.knowmia.com
Educreations www.educreations.com
ShowMe www.showme.com
Adobe® Presenter www.adobe.com
Costs after free trial. Edu pricing available
Pro/Con Full tutorial within software.
IOS application. Can record face, screen, hand gestures, and drawings with voice-over.
Free version available. Costs for full version.
Create animated slides with voice over. Can draw or add images from Google Drive, Dropbox, devices’ photo library, or the web.
May use existing videos for lessons, Requires 1GB of Space on an IOS device.
Free version available. Costs for full version.
IOS only, No video library in app.
Free version available. Annual costs for full version.
Contains a great library of art and art history videos among other subjects.
Costs vary by operating system.
Easy to use, Expensive.
Free version available. Annual costs for full version.
Presentations look great, user friendly.
One time costs for full version.
Contains many features, not user-friendly to new users.
Costs. Educational license available.
Can record a lecture while it is happening. All devices used must be on the same network.
Create animated slides with voice over using photos and drawings on device. Share videos with class and monitor who is watching. Post assignments, comments, and questions to discussion board. Use PowerPoint to create interactive videos. Offers learner analytics without using an LMS. Available for Mac and PC.
PowToon www.powtoon.com
Online platform for creating animated presentations with voiceover.
iMovie® www.apple.com
For Mac and IOS devices. Video creation software allows users to upload, edit, and share video from any IOS device.
Airserver® www.airserver.com
Costs
Airplay and Miracast software for Mac and PC. Show what is on your IOS or Android devices’ screen. Record streaming video with voiceover.
Video Curation and Learning Management If you do not want to take the time to make videos on your own, you are in luck! You can still flip your classroom. According to Gran (2014) Vimeo™ hosts art channels like Double Elephant Print Workshop for printmakers and Making Art with Jesse Brass for image analysis. YouTube® also hosts some great art channels like Blick Art Materials® and The Art Assignment. The Art Assignment is a wonderful place to send students who may be ahead or looking for inspiration. This YouTube® channel posts weekly assignments given by modern artists and art professionals. YouTube®, however great, can at times have videos with incorrect information or show offensive advertisements. If you want your students viewing videos made by experts, I suggest the Museum of Modern Art's website or Art21 at pbs.org. There obviously are many options to select from when curating videos for the classroom. With so many websites and even more videos to choose from it becomes essential for a teacher to find a place to put them all. According to Boyd (2012) videos need to be user friendly.
Students and parents need to know where class materials are and teachers need to know who's logging in. Bowen (2012) suggests posting videos on a class website. If you are not too savvy in the website making world learning management systems are for you.
EduCanon It is not the only LMS out there, but it sure is a great one. EduCanon is a one-stop shop for editing, curating, and managing videos. With EduCanon you can upload any video you have made or found and share it with their students. It does not end there; EduCanon allows you to make your videos more interactive, increasing student engagement. On Tam (2012) asserts it is not enough for students to just watch videos to prepare for class; they need an activity to reinforce their learning. With easy to use tools you can add quiz and discussion questions throughout any video. Even better yet, every lesson shared with a class has real-time monitoring. You do not have to take students' word for it; EduCanon will let you know who is watching what, and for how long.
Channels for Video Curation YouTube® Little Art Talks Blick Art Materials® The Art Assignment DesignMemoryCraft Faber-Castell® Creative Kids
Vimeo™ Double Elephant Print Workshop Making Art Art Room
Software & Tools for Curating and Managing Video
Name/Link
Description
Sophia® www.sophia.org
LMS and Video Library. Share videos and supplemental materials. Create quizzes, upload handouts, and add additional resources. Offers PD for teachers.
YouTube® www.youtube.com
Find or upload related videos and add them to a playlist. Share playlist with students.
Costs
Pro/Con
Free, Costs for courses
Awards viewers points and badges, videos are evaluated by Sophia for quality. Library videos are 8-12 minutes long.
Free
Unlimited videos. Adds, Need to fact check.
Free
EduCanon www.educanon.com
Add quiz questions throughout downloaded or created videos. Create and manage up to 8 classes. See who is watching and for how long.
Offers course materials for teachers, can add classes, awards energy points and badges for participating.
Free
Library has few art videos.
Lynda® www.lynda.com
Offers thousands of video courses on business, software, and photography.
Annual Costs
Khan Academy® www.khanacademy.com
Video hosting and LMS website. Partner content provided by the MET, MOMA, Asian Art Museum, Getty, and TATE.
Vimeo™ www.vimeo.com
Video hosting site. Can upload your own videos or curate others. All videos are add free.
Blendspace www.blendspace.com
Pull materials for your entire unit and put them in one easy to find place. This can include images, videos, worksheets, and quizzes. Track students’ progress in real time.
MOMA Share videos and supplemental www.moma.org/learn/mo material created by the MOMA staff. ma_learning Art21 www.pbs.org/art21/
Watch and share clips and full episodes of art21.
Free Version Available
Free
Free Free
Expert created videos. Can be used with Mac, PC, IOS, and Android. Great customer service, offers video creation classes and tutorials. Great for sharing materials with students. Some lessons in library are of poor quality. Contains lesson plans. Expert made content. Students get to learn about modern artists and their processes.
Art Teachers' Tech Tools Jason "Weebly, YouTube, Art21, iMovie, Photoshop, iPhone camera Quicktime player for screen recording, Twitter, several museum and artists' memorial sites, ScoopIt, Pinterest, The online portfolio for my school." Tricia "Most of what I'm creating are digital art tutorials made as a screencast from my iPad. I use Airserver app on my desktop to mirror my iPad via Airserver. The app allows me to record what I'm doing on the iPad while speaking through my thoughts and steps. I upload these to Vimeo." Ricci "Pinterest, Youtube, Art Babble, and iMovie."
Samantha "I use iMotion HD, Animoto, Voicethread, iMovie, photo and video access via iPad. Also, I used my phone in class to document student work and process.I used Artsonia as a means to publicizing student work, using QR codes to link to Voicethread so parents could see their child's work. I also uploaded PowerPoints to Slide Share which also gave us a URL that could then be converted into a QR code and ‘exhibited.'"
Art Teachers Give Advice Jason "Do it! Even if it is just one lesson or unit, try it. Look at what others are doing and see what you can do. Also, don't try to be Spielberg your first time making a video. Get your point across by teaching like you always do, just tape it. When you get more comfortable start adding things like music and graphics. It's a lot of up-front work, but it's worth it for the student engagement you'll get from it. Remember, this is their world. They grew up with it; it's time we figure out how to teach them in it rather than fighting it. The digital world has pitfalls, but falling down is part of the process. You'll be surprised; your students may even want to help with the lesson planning!" Tricia "I think that a flipped classroom for elementary school art wouldn't look like the typical model. I think it could be a website set up with videos for art lessons that students can access at home to extend their learning."
Ricci "Go for it! You don't have to use every platform out there, just find what works for you. Be open and flexible to adjust your approach as observe the success of it with your students. Be prepared to moderate the degree to which your lessons are flipped in relation to the unique individuals in unique situations. You also don't have to do it all at once and maybe you don't want to. Maybe you want to flip specific items only." Samantha "Know your students, know your families and their situations, and don't ever assume that everyone has these tools available to them at home. Some people will say that they do but actually don't have the resources. I encourage art educators to find solutions for this by connecting via e-newsletters as well as printed newsletters, sharing these projects via the classroom during open house and art nights, using tools like Artsonia to connect to families in positive ways and promote the art classroom as a
resource for all types of learning. I think something to consider is providing a space where students can come in on their own time (lunch or before/after school) to access the resources outside of class time will benefit those who don't have access."
"Do it! Even if it is just one lesson or unit, try it. Look at what others are doing and see what you can do." -Jason LeClair
Final Thoughts There is more than one way to flip a classroom and no shortage of resources and technologies to get started. That isn’t to say there won’t be challenges or pitfalls along the way. Schools need to take an active role in creating a culture where students take ownership of their learning and give students the technology to do so. Flipping the art class is worth the try. It gives students the freedom to work at their own pace and caters to their unique learning styles. Get started today.
Special Thanks Ricci Justis Samantha Melvin Jason LeClair Amy Morris Tricia Fuglestad Craig Roland Jodi Kushins
References Bergmann, J., & Sams, A. (2013). Flipping for mastery. Educational Leadership, 71(4), 24-29. Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. Learning & Leading with Technology, 41(7), 18-23. Buffington, M. L. (2010). Podcasting possibilities for art education. Art Education, 63(1), 11-16. Bonwell, C. & Eison, J. (1991). Active learning: Creating excitement in the classroom. ASHE- ERIC Higher Education Report no. 1. The George Washington University, Washington, DC. Retrieved http://search.proquest.com/docview/62933079?accountid=10920 Bowen, J. A. (2012). The naked classroom. Teaching naked: How moving technology out of your college classroom will improve student learning (pp. 185214). San Francisco, CA: Jossey-Bass. Boyd, V. (2012). 'Whatever it means, you should have it': Exploring digital literacies in arts education. Art, Design & Communication in Higher Education, 11(2), 111-125. Gran, D.(2014, May/June). Create or curate. SchoolArts,113(9), 24. Retrieved from http://www.schoolartsdigital.com/i/288714-may-jun-2014 Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114. Hughes, K. (2013, August 1). I flip, you flip, we all flip: Setting up a flipped classroom. [Video file]. Retrieved from https://www.youtube.com/watch? v=ZRvmjjeZ9CA On Tam, C. (2012). The effectiveness of educational podcasts for teaching music and visual arts in higher education. Research In Learning Technology, 20(1), 1-13.
About the Author Lynnsey Patterson is an artist based out of the Big Horn Basin. Her current artwork showcases western landscapes from Wyoming, Montana, and Colorado. In the past her work has ranged anywhere from traditional media to steel. Patterson’s work can be seen at the Cody Country Art League in Cody, WY. A K-8 art teacher in Casper Wyoming; Patterson has experience teaching sculpture, photography, drawing, painting, and art foundations. A supporter of Comprehensive Art Education and Project Based Learning Strategies, Patterson used a variety of tactics to ensure her students learn. It is important to her that all her students get consistent instruction. She has filmed and shown many demonstration videos, employed the use of document cameras, and mastered many IOS applications. An artist as teacher, Patterson encourages her students to learn and build new art-making skills while fully exploring their individual creativity. Her website can be viewed here: www.lynnseypattersonart.com