Andrew+Keener+Documentation

Andrew Keener 9 pm || We had our first skype conference call to review ideas and come up with a goal for the project. The group had many great ideas including one that would involve an installation piece that moved from school to school. An art show, virtual museum, and individual projects were also discussed. Evaluation and proof of learning were big subjects in this discussion. || This communication helped to generate ideas and set goals. || Through a group dynamic powerful learning can take place. || Yellowcig2010 || 9 pm || We discussed the idea of the moving exhibit and how we could effectively integrate art and music together. One idea involved having an extreme contrast between the artwork and the music. This awkward juxtaposition of works would create an interesting, critical, discussion with students. This appears to be the route we are taking with this project. Art will have to be made first in order for the music teachers to develop a complimentary piece. Due dates will have to be set for the artwork. I am already thinking about a sculpture that can be re-configured and is made from recyclable material. || This will give my students the experience of working as a team towards a unified goal. || Group projects or installation pieces may become an important part of my art curriculum in the future. || Yellowcig2010 || I plan to use at least two different materials for each element (ex. ash and matches for fire). The complete piece of artwork will incorporate all of the elements with multiple examples integrated into each section. This piece will be a combonation of color gradtation and texture and will have an interactive nature to it. Viewers will be able to move sections of the art in order to change it much like the way we change nature and visa versa. || Research is an important discovery process. || Research helps in the process of inspiration. || [] [] [] [] || Kyler did produce more ideas after viewing the show. Liz also showed an increase in creativity the second time around. || ||   ||
 * Hours || Date || What I did and how I did it || How this relates to my practice || How this might transform my (teaching) practice in the future || Links to the documentable evidence ||
 * 2 || 9/26/2010 || I reviewed the previous yellow sig project video on the IU website. I found the video to be very powerful through the use of many types of visual information. Everything seemed to be well documented and presented. This exposure has given me a better understanding of what will be required in this program. || This helped me gather some insight into what will be required for the current Educator's 2.0 course. || This will help me to use more types of media to present my material. || Yellowcig ||
 * 1.5 || 9/29/2010
 * 4 || 10/04/2010 || I researched how to build a wiki on squidoo.com and learned techniques by reviewing information on the IU website. After review I began to build one. I added images, manipulated text, added links, inserted example videos, and added text. My wiki is at keenervisions.wikispaces.com. || This experience has given me many ideas on how I could present information and artwork to students. Art history, Art vocabulary, and my own artwork could be presented through this type of medium. || A wiki is another tool that I can use to communicate the world of art to my students. || http://keenervisions.wikispaces.com/ ||
 * 1 || 10/13/2010
 * 2 || 10/14/2010 || After school, Ken Musko and I discussed multiple project ideas. Our main project idea involved a large piece that would be made from many smaller works. Thirty students will create individual paintings that would relate to a concept. This would allow many students to contribute to the project. We were also discussing the size of the artwork and the ease at which it could be transported. The display would incorporate both elementary and secondary displays as a hinged unit that could be transported easily. A CD player could be integrated to play music. We will estimate how long this project will take and set a date for completion. 2 hours. || This communication helped to solidify some of the ideas that we discussed earlier. || This will help me to integrate more group projects into my curriculum. || NA ||
 * .5 || 10/27/2010 || We had a short discussion on ideas and re-scheduled a full meeting on Wednesday, November 3rd. ||  ||   ||   ||
 * 1 || 11/03/2010 || We discussed previous ideas about a traveling art show that would involve displays accompanied by music. We also discussed the issue of evaluation and how it will be structured. The concept of a student journal was brought up and was well accepted by the group. This issue will be solidified on Friday at the IU when we can get together to discuss the problem face to face. || This meeting helped us to pinpoint the issue that we need to address; student learning and evaluation in regards to our art show idea. || Creating better problem solving techniques. ||  ||
 * 1 || 11/17/2010 || In our skype meeting tonight we discussed the assessment part of our plan. The question was, "How do we measure inspiration?" One solution involved students brainstorming ideas as a group. This would be a good way to measure if and how much collaboration effects creativity. Inspiration seems like a very difficult thing to measure accurately, it relies on so many factors and is ignited in each person differently. We agreed that student involvement in the initial project idea will be essential to the learning process. The student will have an important role from beginning to end. This will create pride in their work and should generate that inspiration we're looking for. The theme for our artwork and music will revolve around Earth matters, such as; recycling, green attitudes, and conservation. We also discussed requirements for Day 3, collaboration with the green cig, and involvement of a member of the department of ed. || This meeting helped to solidify our goals. || Exposure to new ideas will help me to improve the way I evaluate student performance. ||  ||
 * 1 || 11/29/10 || I researched environment related images and video on the internet and YouTube for our project. I found videos related to recycling projects and environmental issues like the "Great Pacific Garbage Patch". || Research is vital to our project and to the art field. It is important to gather information in order to make sure that the final product is accurate. || This will help to make my work more accurate. || http://yellowcig2010.wikispaces.com/Theme+Videos+and+Pictures ||
 * 2 || 12/08/2010 || I created the pre-test in Pages. The test involves a short set of directions and 20 X's or O's. Students will need to create something from each individual X or O. I will give students 2 examples but these examples cannot be used on the test. The test is timed at seven minutes. The class will be split and one half will take the X test while the other takes the O test. || Testing is important to evaluate understanding of a concept. || This pre-test will help me to understand how inspiration and exposure to ideas can increase student understanding and creativity. ||  ||
 * 1 || 12/10/2010 || I gave the test to students, explained the directions, and gave two examples as idea starters. Students had seven minutes to complete the test. Afterwards, I had students rate the test on how difficult it was to take. I found some valuable information about my test through student response. Firstly, student creativitry was low. Secondly, 20 ideas ended up being too much for the time allowed for the test. Finally, most students found the time limit stressful. I plan on reducing the amount of ideas needed to 15 and leaving the time limit at seven minutes. I plan to re-test and evalute responses. || This test of the pre-test helped me to modify my evaluation through student response. || This will help in the future when I create tests for students. ||  ||
 * 2 || 1/08/2011 || I researched ideas in regard to my project. I wanted to look into the four elements and media associated with it. I found some inspiration between material usage and each element. I found color palettes associated with each element and items we can use to create the art.
 * 2 || 1/08/2011 || I researched ideas in regard to my project. I wanted to look into the four elements and media associated with it. I found some inspiration between material usage and each element. I found color palettes associated with each element and items we can use to create the art.
 * 1 || 1/15/2011 || We discussed the idea of having a way to activate our music during the art show. We thought of the idea of using a motion activated switch. I spent time researching an appropriate type of switch for our purpose. I found a motion switch on Amazon.com and ordered it. I will test it on a tape player and see how effective it will be for our show. I will report the results to the group. || Testing this idea will hopefully make our art show more effective within its environment. ||  || [[image:http://ecx.images-amazon.com/images/I/41mw-QqBe8L.jpg width="417" height="397"]] ||
 * 40min || 1/31/11-2/1/11 || I explained the Elemental project to students and described all of the items that will be involved in the project. This project will involve a collaboration between Art II and Art III students. This will be one of the major installation pieces that will be involved in our traveling art shoe (Art Echos). The students will develop ideas in regards to the four elements of planet Earth. Every student involved will be responsible for bringing in an object that is related to their chosen element. This object will be incorporated into their artwork. Every student will create a 6" x 6" composition on foam board. All students will brainstorm ideas on scrap paper before designs are approved. || So far this idea of collaboration has interested students and caused a spark of inspiration ||  ||   ||
 * 1hr || 2/7/11- 2/11/11 || I have been video taping student progress on the Elemental project. I have been using a compact Kodak Playsport to record the video. Students have also been involved in this process. The videos contain discussions and work being done. I am editing the video into short movies that I will post in my future documentation. || Using video is a good way to analyze my own teaching styles and improve where necessary. It it also a great way to examine a process for review. || This may be a good way to improve my own skills in the future. ||  ||
 * 3hr || 2/19/11 || I used iMovie today to edit and produce my first documentation video. This is the first in the series. This video covers ideas for each element and actual work being done by students. Additional information for the project was placed into transitions and title sections. Students are constructing their compositions, priming the work, and painting the chosen gradations with acrylic paint. We decided on using three color blends for each set of elements (fire: red, orange, yellow, water: purple, blue, baby blue, air: pale blue, med. gray, lt. gray, earth: ochre, med. green, light green.). Every composition must have some visual relationship to its element (ex, fire could be made with matches but should also appear to have the lines of fire or flame). This is a work in progress and more documentation videos are on the way. || Building a video is a time consuming process but creatively satisfying. || This would be a great way to present future projects to my students. It would also be a great way for students to review directions or technique. || http://www.youtube.com/watch?v=Rl1Rqylxd-I ||
 * 30min || 2/19/11 || I modified the x and o tests and took images of them to post. ||  ||   || [[image:100_0202.JPG width="560" height="516"]] ||
 * 3 hr || 2/25/2011 || I edited more video on the progress of my project. Students are working on the water and earth elements in this video. We were able to set up some early formation samples to show how the final art will look. Along the way we discovered that the weight of each panel differs. This is a problem in regards to the method of hanging and re-arrangement of panels. We discussed ideas and came up with three methods; magnets, velcro, and eye and hook. We decided that the eye and hook system will work more efficiently. || This collaborative effort creates an environment where many ideas can be shared. || We all discovered some problems that were resolved with discussion and problem solving. || http://www.youtube.com/watch?v=K0CoWD1u5VA ||
 * 3hr || 03/08/11 || I completed the third video in this series. This video covers a few pieces associated with the air element and final thoughts and images of the artwork. We did discover, at the end, that the total piece was more fragile than expected. We ended up using Velcro because it had the best results. We almost scrapped the idea of interactivity because of this issue. Our final decision was to keep the concept because the art was stronger with it. We will simply add to the existing concept of the idea that nothing is permanent on this planet. || Art is a constant stream of discovery. This project presented challenges and obstacles that we were able to solve through creativity. || This collaborative method will be helpful in the future in regards to solving problems with a project. || http://www.youtube.com/watch?v=m3s7G13vFE0 ||
 * 4hr || 1/11 - 3/11 || This documents the time spent on buying supplies at local stores and ordering online for the project. I shopped for foam board, decorative bamboo, silk flowers, foam decoration, and dried, various pods at Michael's in Morgantown. I also shopped for velcro and birch plywood at Lowe's in Uniontown. I ordered from Oriental Trading online to get the rubber ducks, and varies plastic items for the wind element pieces. ||  ||   ||   ||
 * 1hr || 3/23/2011 || At 9:00 pm we had a skype meeting with the group. We discussed the progress of the art show. I heard very positive things about it. Both students and adults have enjoyed the interactive aspect of our show and it's pieces. We also discussed the agenda for the next work day and the materials we will need. I will need to gather data and media for my part in the display we have planned. Each person in the cig will have a 12 x 36 area to display their findings in this project. || Communication is vital in order to accurately analyze the progress of any project. ||  || http://yellowcig2010.wikispaces.com/Andrew+Keener+Documentation ||
 * 3hr || 3/26/2011 || I collected information and designed a poster, in Photoshop, for the art show. I printed them on glossy, 13" x 19" photo paper for durability. I will post them in the halls of the high school next week. || Graphic design is an important form of communication. The poster will interest and encourage people to visit the show when it comes to our school. || This will add to the development of our student shows in the future. || [[image:art_echo_poster2.jpg width="800" height="1181"]] ||
 * 2hr || 04/08/2011 || I was grateful that Mike brought the art pieces to the Albert Gallatin high school after class. I set the pieces up for the show next week. The librarian, Tammy Cowsert, allowed me to display everything in the back of the library. There was plenty of room with sufficient table space. I added a guestbook for visitors and their feedback. I also included a pad of sticky notes so that viewers could leave their haiku poems for others to see. I will be printing some "Now Showing" posters for the library doors. || This show will be a nice tradition to continue in the future. || This will be a great way to encourage students and help them to gain pride in their own creations. ||  ||
 * 2hr || 04/19/2011 || I took video and stills of the Art Eco's exhibit, in the library, and edited it into a video in iMovie. I also inserted a before and after sequence of our Elemental Evolution piece. Everyone that viewed the show had a positive response. Teachers brought their classes down to see the show and students enjoyed it. || This type of show will promote art in the high school. || This will help to expose more students to art and culture. || http://youtu.be/c6ksba22G7M ||
 * 2hr || 04/21/2011 || I took all of the art down after school and loaded them into my truck. I also placed all furniture back into position and cleaned the area. ||  ||   ||   ||
 * 2hr || 04/26/2011 || The X& O test was given to students again (the second test was 5 minutes and involved 16 shapes to solve). For the most part, students did produce more ideas the second time around. The ideas were more detailed and more unusual in nature. As expected, some ideas from the first test were repeated. From student response and test results the Art Eco's show did inspire to some extent. I think more exposure to art over an extended period of time would produce a greater impact on students and inspiration. I developed a questioneer to gain some additional insight into each students' experience. The questions asked if the art exhibit stimulated imagination and in what way, generation of ideas and examples, if exposure does enhance imagination with examples, if this type of show would benefit the high school in the future, and personal sources of inspiration. Students found more enjoyment than value from the Art Eco's exhibit. As I stated before I believe this needs to be an extended tradition that would develop its own importance. Student responses included the search for inspiration and how it can be activated by so many factors. We also discussed how fleeting a moment can be and how little time a piece of art has to influence the viewer. Students also agreed that the O test was easier than the X test. The two hours included a visit to see the Art Eco's exhibit, discussion time, creation of the questioneer in Pages, and time for the test and questioneer to be completed. || This creativity test will prove to be a good way to evaluate the progress of inspiration. ||  || [[image:100_0240.JPG width="800" height="450"]]
 * 2hr || 04/21/2011 || I took all of the art down after school and loaded them into my truck. I also placed all furniture back into position and cleaned the area. ||  ||   ||   ||
 * 2hr || 04/26/2011 || The X& O test was given to students again (the second test was 5 minutes and involved 16 shapes to solve). For the most part, students did produce more ideas the second time around. The ideas were more detailed and more unusual in nature. As expected, some ideas from the first test were repeated. From student response and test results the Art Eco's show did inspire to some extent. I think more exposure to art over an extended period of time would produce a greater impact on students and inspiration. I developed a questioneer to gain some additional insight into each students' experience. The questions asked if the art exhibit stimulated imagination and in what way, generation of ideas and examples, if exposure does enhance imagination with examples, if this type of show would benefit the high school in the future, and personal sources of inspiration. Students found more enjoyment than value from the Art Eco's exhibit. As I stated before I believe this needs to be an extended tradition that would develop its own importance. Student responses included the search for inspiration and how it can be activated by so many factors. We also discussed how fleeting a moment can be and how little time a piece of art has to influence the viewer. Students also agreed that the O test was easier than the X test. The two hours included a visit to see the Art Eco's exhibit, discussion time, creation of the questioneer in Pages, and time for the test and questioneer to be completed. || This creativity test will prove to be a good way to evaluate the progress of inspiration. ||  || [[image:100_0240.JPG width="800" height="450"]]
 * ||  ||   || Registered to here ||   ||   ||
 * ||  || Images taken of students working on the iPad. Students were eager to work on the device and found it very user friendly and easy to navigate. We mainly use the iPad to investigate artwork in history through the Art Authority app. I find it to be a great tool to show students examples as I walk around the room. ||   ||   || This tool will change the way that I present a project to students. The iPad has become my perfect demo tool.
 * 8hr || 04/29/2011 || This was the optional workday at the IU1. We discussed all of our findings and accumulated that data into individual posters. Each member included data charts, images of student work, and written responses. We set up our art exhibit in the boardroom and prepared the audio and video equipment. We discussed our goals, research, and plans for our final presentation. Mara took stills and video of each individual project along with our own descriptions of the art. We did agree that our traveling art exhibit was a unique endeavor mainly because it involved collaboration between multiple disciplines, schools, and counties. The show was a success overall but we found it difficult to measure inspiration and creativity accurately. ||  || This research will help to create more accurate pre and post tests and to establish better measurement systems for creative evaluation. || http://yellowcig2010.wikispaces.com/Andrew+Keener+Documentation ||

Total hours:55min. 10 sec