5313 - Blog 1

My name is Michael Heumann. I completed my Bachelor’s of Fine Arts degree at Louisiana State University in 2012. During my undergraduate program I participated in a foreign exchange program in Jingdezhen, JiangXi Province to study Ceramics. After graduation I moved to China, beginning a career  as a teacher of painting and drawing, later obtaining TEFL certification, and have taught ESL from elementary to adult learners for the last decade.

I currently have come back to the USA to complete a Masters of Education degree to better equip myself withe tools and knowledge to positively impact the schools in China.

Not currently affiliated with any school or organization, but using this time to accelerate my own learning and return to Mainland China with the goal of teaching either within an international school curriculum or venturing off into entrepreneurship.

An international school in Dalian has adopted the ISTE standards, and the National Core Art Standards (NCAS) for visual and media art content. I will be utilizing these frameworks as guidelines for a PreK-Grade1 level learning activity.

ISTE Standard 1.3.c (2024) states that students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. Students in a K-1 age group could address Media Art standards MA:Cr2.1.K by identifying emotions, understanding feelings, and practice empathy through images and video clips of Disney Princesses. Providing guidance, students will use ideas to form plans or models for media arts productions (Media Arts, 2014).

With guidance students will be able to select screenshots or images of characters from some of their favorite Disney movies that illustrate a range of emotions. Using digital resources such as Google Slides or Padlet students will curate a collection of images they will present/perform. Creating a customized digital poster students will be able to adhere to the NCAS Media Art standard MA:Re7.1.K by recognizing and sharing components and messages in media artworks (Media Arts at a Glance, 2014).

Reflecting on Liz Kolb’s Triple E Framework- Enhance, Extend, Engage

I believe utilizing technology in this activity will enhance the learning experience by lending to a more sophisticated understanding of the content by preserving the original format of media that the students regularly consume in their daily lives, but adding an additional layer of identification, creation and presentation. With the possibility of recording students own voices and attaching them to images or clips of their favorite movie characters, creates a unique experience that could not be achieved without the utilization of technology (Kolb, 2015).

As an educator some challenges to keep in mind would be providing accessible and navigable sources of media for young learners to navigate, so that not to take away from the learning goals having student’s sidetracked. With the right amount of control and liberty to curate information, this activity can motivate students to take active participation in learning.

References: 

Crompton, H., Burke, D. The Nexus of ISTE Standards and Academic Progress: A Mapping Analysis of Empirical Studies. TechTrends (2024). https://doi.org/10.1007/s11528-024-00973-y

 

Kolb, L. (2015). About. Triple E Framework. https://www.tripleeframework.com/about.html

Media Arts at a Glance. Nation Core Art Standards. (2014). https://nationalartsstandards.org/sites/default/files/2021-11/Media Arts at a Glance.pdf