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See
specific National Standards cross-referenced with Core Knowledge and
McREL Standards & activities
Example 1: Secondary
Art
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An
assignment for high school art students (grades 9-12) gives them a chance every
fall to create school button designs to increase school pride and unity. The
project teaches art students at various levels the steps of a design project,
use of color for audience appeal, how to use specific computer art software,
and how to use several kinds of printing equipment.
The
teacher instructs the students that the designs need to have strong
composition and eye appeal to attract a high school and general public
audience. The art students may choose to design a button for any of the school
sports, clubs, or subjects. They use fonts and images from Broderbond’s ClickArt to create their 2 1/4"
diameter design.
Student
designs are critiqued by advanced art students, and chosen designs are produced
for public sale. Students then
print the chosen designs in color from the computer, cut them out with circle
cutters, and make them into finished buttons with Triaco’s 4-press button
machine.
- Reference
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Kunath,
J. J. (2000). Technology!
Technology! [Video]. INTIME: Integrating New
Technologies Into the Methods of Education [On-line]. Available: http://www.intime.uni.edu
Example
2: Elementary
Art
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Elementary
students in grades 2-4 are learning about musical instruments from around the
world. This technology-assisted project helps students learn about the music of other cultures, the role music
plays in other cultures, and the role music plays in their own lives and
culture.
Students learn about many different instruments and hear how they sound from a
world instruments expert at a university.
The students communicate with this expert via the Iowa
Communications Network (ICN) hookup,
the statewide two-way, full-motion interactive fiber optic telecommunications
network, or via a software program like video conferencing.
After
learning about instruments and cultures, the elementary students get
hands-on practice playing world instruments from a collection the school has
purchased. Or they may make their own
set of Bolivian panpipes using PVC pipe.
The students use the Internet and other sources to do a small
research project about their instruments.
One of the resources is a website where students can ask the world
instrument expert questions and get answers.
The website includes pictures and sounds of musical instruments from
around the world. Students also
use e-mail to ask questions of other world instrument experts whom the
classroom teacher has contacted.
Finally,
the elementary students demonstrate and present their world instrument
information to other students in their school.
They also post their information on the expert’s world instrument
website.
- Reference
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Jeffers,
M. (1999). World of music [Video]. INTIME: Integrating New Technologies Into the Methods of
Education [On-line]. Available: http://www.intime.uni.edu
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