Unit 4B objectives
- Children learn to use ICT tools appropriately and will select areas of an image to cut, copy and change. They learn to export their work to other packages and import images from sources such as clip art, scanner or digital camera
- Children will apply what they have learned in this unit when using ICT to produce pictures, plans and maps in art, design and technology, and geography
- Most children are expected to use a computer graphics package to develop an image using a variety of tools.
- Some children will have progressed further, and use a computer graphics package to develop and refine an image selecting the most appropriate tools, and saving drafts.
Each short focused task was introduced in the classroom using the SmartBoard. Pupils then worked in pairs in the computer suite.
Christmas wrapping paper
Repeating patterns using stamps in Colour Magic
In Art, we had made dream backgrounds using Word and Colour Magic. This task focused on how to use fill effects and special tools.
Draw a background for water, then add a fish from Clipart. Copy and paste the fish.
Islamic/Egyptian carpets, using Colour Magic.
Additional task of making Christmas Wrapping paper, importing from Colour Magic into Publisher. Repeating patterns were used. Children were shown how to change an object colour
| || |
Integrated task - Christmas Montage inspired by Pablo Picasso's Guitar
This was undertaken in groups of 10 to facilitate discussion and aid assessment. The activity was introduced using the SmartBoard. Then, there were three sessions of 50 minutes each.
Rather than reproduce the 'guitar', children opted to make a Christmas Montage. Materials such as folded decorations and greetings cards were scanned and manipulated in Ulead Express. Pupils began to realise the constant need to evaluate their work throughout the project. They considered what they might include in their designs. The images were also manipulated with this in mind.
In the second session, the children pasted items from Colour Magic into Publisher. The group were left to work at their own pace. The children were comfortable and secure at working independently but were used to discussing their ideas with one another.
I monitored the activity, asking open ended questions. When asked for help and advice, I would respond so as to aid progress, without doing the work for the child.
I posed the question, "What would we change, how and why change it? What are we trying to create?" Pupils were encouraged to work with this in mind.
Billie: Level 3
This piece shows Level 3 achievement because Billie has met the criteria to use two computer graphics packages and to develop and refine images using a variety of tools. She was able to show how the tools in the package allowed her to alter her stars.
Before pupil evaluation
After pupil evaluation
Billie was able to copy and paste into Publisher. She managed to cut out an individual star by using 'selection tools'. Billie thought that objects on the page were too small, but did not know how to use zoom. Her work shows evidence of reflection regarding her intended audience through the different drafts saved, and observations in her commentary.
Billie was very happy with her final design, but would have liked more time to have another go to produce a different effect.
Tonia: Level 3+
| || |
Tonia worked confidently, using short cuts (undo, redo, copy, paste) to enhance her work. She sought advice, especially to make sure that she had got it right! I encouraged her to think why she was using certain images - what did she feel Christmas was about? Although we had all talked about evaluating as we worked, Tonia insisted she would only think about whether she was happy with it at "'the end".
When Tonia's design was draft printed, she noted that sometimes things looked different on the screen. At this stage, she changed her views. She decided to add a gold star to take the place of an over-stretched image that had lost definition. She also responded to the views of other students in order to analyse her work.
Tonia finally succeeded in evaluating her work. Her reflection about balance is evident in her montage. She has combined and refined information from a variety of sources, including scanned 3D images and those that have been given effects, e.g. spiral Christmas. Tonia is able to show that she has thought about her audience.
Steven: Level 4
| || |
Steven was excited and confident through out the activity, and worked with a high level of independence. He used the applications with ease, and constantly wanted to improve his understanding.
Steven confidently discussed what he thought about Christmas. He felt that the images the group had scanned were somewhat restrictive, and that Christ was missing. He also wanted to add in real photos. He asked if he could go on to the Internet. I agreed, provided I supervised. We used Google's image search, with the SafeSearch filter.
Steven knew how to search, and what to do. He has reflected about his intended audience and has combined text to convey a deeper meaning. Out of all three pieces, Steven's reflects a deeper understanding of the original montage by Picasso. His skills, thinking and reflection showed greater independence.
Reflections on the 'levelling' process
The structure of the lesson, degree of pupil evaluation/reflection and continual assessment of students' work is dependent upon the working environment created by the teacher. The teacher needs to pose questions to aid the learners' process of reflection. If the final integrated task is too constrained, it may prevent the pupil from achieving at a higher level. If the teacher demonstrates the process in the most simplistic way, this may hold the pupil back.
The final outcomes may have been informed and expedited by the teacher (you can't just leave a child sitting there!). A detailed commentary, showing what help has been provided by the teacher, is hardly practical for thirty children. Grouping may need to be considered for the integrated task. It is almost impossible to hear the full dialogue and decisions of pupils unless they are working in small groups.
The most important measure is the reflective judgement of the teacher. The teacher needs to decide which level descriptors 'best fit' to the range of outcomes achieved by the pupil in progressing through the scheme of work.