VuVox "Artistic" Resources/Reference Collage for Art, Music, and PE
Activity 1: Advertising Transportation (Arts and Music)
I. + II. Relative Advantage and Objectives
In our modern global society, visual literacy is just as important as traditional written literacy. Due to the proliferation of media production and delivery technologies, a variety of media pervade every aspect of a student's life, and this trend is
only likely to persist and grow.
This activity will allow students to be both critical consumers as well as critical producers of arts. Students will work in small groups to create one of a variety of products that will serve as an advertisement for a new vehicle the group has invented:
1) Live performance
2) Video production
3) Animation
4) Print ad + radio jingle
III. Integration Strategies
Week 1: Students will learn some of the terms and techniques related to advertisements, starting with print ads and continuing to radio and TV advertising. Students will critically analyze these products to determine what is being sold, to whom they are trying to sell it, and what persuasive techniques are being used. Students will make note of any factual arguments as well as subjective language being used.
Week 2: Students will plan their projects, starting with a concept of a "better" vehicle. After designing a vehicle (using information gained from all previous activities), students will to plan a design for their advertisements -- this will include a script (for live, animation, or video production) or lyrics as well as drawings (ad sketches or storyboards)
Week 3: Students will produce the visual portion of their advertisement
Week 4: Students will produce the audio/music component of their product
Week 5: Students complete, edit, and present their ads.
IV. Instructional Environment
Computers with access to tools and websites as shown in Vuvox above.
In our modern global society, visual literacy is just as important as traditional written literacy. Due to the proliferation of media production and delivery technologies, a variety of media pervade every aspect of a student's life, and this trend is
only likely to persist and grow.
This activity will allow students to be both critical consumers as well as critical producers of arts. Students will work in small groups to create one of a variety of products that will serve as an advertisement for a new vehicle the group has invented:
1) Live performance
2) Video production
3) Animation
4) Print ad + radio jingle
III. Integration Strategies
Week 1: Students will learn some of the terms and techniques related to advertisements, starting with print ads and continuing to radio and TV advertising. Students will critically analyze these products to determine what is being sold, to whom they are trying to sell it, and what persuasive techniques are being used. Students will make note of any factual arguments as well as subjective language being used.
Week 2: Students will plan their projects, starting with a concept of a "better" vehicle. After designing a vehicle (using information gained from all previous activities), students will to plan a design for their advertisements -- this will include a script (for live, animation, or video production) or lyrics as well as drawings (ad sketches or storyboards)
Week 3: Students will produce the visual portion of their advertisement
Week 4: Students will produce the audio/music component of their product
Week 5: Students complete, edit, and present their ads.
IV. Instructional Environment
Computers with access to tools and websites as shown in Vuvox above.
Acrtivity 2: Energy, Speed, and Efficiency (PE Activity)
I. + II. Relative Advantage and Objectives
Rarely does anyone argue against the value of keeping students healthy through physical and health education -- however, PE often falls by the wayside due to time constraints and demands for meeting academic criteria. In addition, most teachers
consider PE to be its own domain, separate from and not interacting with other subjects. Abovll, it seems absurd to think that physical education could benefit from technology -- after all, television, video games, and computers are often indicted as leading distractions and factors in the inactive lifestyle of kids (and adults) today.
However, PE can, in fact, be used in conjunction with other content areas... and there are many ways that technology can assist this process. This lesson will use physical activity and monitoring tools to determine how much energy is expended in different modes of "human driven" transportation -- walking, running, and cycling. Based on data, simulations, and monitoring of their own stats *such as heartrate), students will make a table comparing speed, energy exterted, and distance that could be traveled with each mode.
As an extension, students will compare the energy expended in cycling to the energy used by an automobile engine. Which is more efficient? By how much?
Based on all of this data -- as well as considerations for other factors (such as environmental), which mode of transportation seems the best? Are there situations when human-powered transportation is the best solution?
III. Integration Strategies
Week 1: Students examine various human-powered transportation modes as well as monitoring tools used to measure health.
Students will make predictions about which types of transportation will be fastest, which will require the most energy, and which will be sustainable (based on average calorie consumption)
Week 2: Students engage in a variety of physical activities including walking, running, and cycling, recording health data as they do. Students enter this data into a shared Google doc. At the end of the week, the aggregate data is used to show average values for each measurement of each activity
Week 3: Introduce the scientific definition of calorie and measurements of energy/heat. Students use statistics for average calories used in various activities and the equivalent energy used in an automobile over the same amount of time. Which one is more efficient? Whih will last longer? Why?
IV. Instructional Environment
Rarely does anyone argue against the value of keeping students healthy through physical and health education -- however, PE often falls by the wayside due to time constraints and demands for meeting academic criteria. In addition, most teachers
consider PE to be its own domain, separate from and not interacting with other subjects. Abovll, it seems absurd to think that physical education could benefit from technology -- after all, television, video games, and computers are often indicted as leading distractions and factors in the inactive lifestyle of kids (and adults) today.
However, PE can, in fact, be used in conjunction with other content areas... and there are many ways that technology can assist this process. This lesson will use physical activity and monitoring tools to determine how much energy is expended in different modes of "human driven" transportation -- walking, running, and cycling. Based on data, simulations, and monitoring of their own stats *such as heartrate), students will make a table comparing speed, energy exterted, and distance that could be traveled with each mode.
As an extension, students will compare the energy expended in cycling to the energy used by an automobile engine. Which is more efficient? By how much?
Based on all of this data -- as well as considerations for other factors (such as environmental), which mode of transportation seems the best? Are there situations when human-powered transportation is the best solution?
III. Integration Strategies
Week 1: Students examine various human-powered transportation modes as well as monitoring tools used to measure health.
Students will make predictions about which types of transportation will be fastest, which will require the most energy, and which will be sustainable (based on average calorie consumption)
Week 2: Students engage in a variety of physical activities including walking, running, and cycling, recording health data as they do. Students enter this data into a shared Google doc. At the end of the week, the aggregate data is used to show average values for each measurement of each activity
Week 3: Introduce the scientific definition of calorie and measurements of energy/heat. Students use statistics for average calories used in various activities and the equivalent energy used in an automobile over the same amount of time. Which one is more efficient? Whih will last longer? Why?
IV. Instructional Environment
- Computers with access to tools and websites as shown in Vuvox above.
- Physical education measurement tools (heart rate monitor, pedometer)
- Exercise bikes with monitoring system (optional)
