Staff Development Model
Units and lessons are to incorporate into existing curriculum the four strands of the grant: arts integration with a DBAE approach, technology integration, constructivist learning theory, and interdisciplinary curriculum.
Web sites & sources of information to assist participating teachers.
Special Interest Groups
Special focus on subjects such as Posters, Latino Art, Storytelling, Folk Art, Public Sculpture, and Post Office Murals.
Read the grant abstract, goals, and other background information.
Evaluation Team Website
View surveys, data, and more from the Evaluation Team.
The purpose of this unit is for students to develop a better understanding of the standard and a few of the advanced features of Microsoft PowerPoint by learning how to develop an electronic storybook. The students will analyze the software features and functions to determine how they can be used to create an electronic storybook. They will also learn how to use a flatbed scanner and related software packages, learn more about the resources available on the Internet, and develop an understanding of the issue of copyright.
High School (9-12)
- Purpose Statement
- How can technology facilitate the passage of "stories" from generation to generation?
Microsoft PowerPoint (or HyperCard Studio)
Microsoft Word (or another word processing software package)
Microsoft Internet Explorer (or Netscape or any other Internet Browser)
Microsoft Paintbrush (or any Macintosh paint program)
Microsoft Photo Editor Software (or any photo editing software)
Print Artist (Sierra Home) and other font and graphics software
Flatbed scanner software -- both OCR and Graphic
PCs (or Macintosh/Apple)
Camera (Digital Camera if available)
Read-write CD ROM if available and blank CDs
- Internet Resources
Joslyn Art Museum
Museum of Nebraska Art
Sheldon Art Museum
WebMuseum -- Paris
Natural History Museum of Los Angeles County
International Council of Museums -- connects museums from around the world
American Memory from the Library of Congress -- part of a National Digital Library Program aimed at digitizing the Library's unique American History collections -- documents, films, manuscripts, photographs & sounds)
POSSIBLE ART IMAGES / CLIP ART:
free art website
use to give ideas on how to combine images
SOUTHWESTERN NATIVE AMERICAN STORYTELLER FIGURINES:
pictures of southwestern storyteller figures
North Texas Institute for Educators of the Visual Arts
lots of galleries listed -- various pieces of work with information on timeframe and artist.
list of sites associated with Native Americans
Native American mythology
history & traditions of the native peoples of the American Southwest -- preserved and passed on from one generation to the next through the faithful remembrance and retelling of traditional stories.
Royalty free music
- Standard Resources
- PowerPoint 7: A Comprehensive Approach Glencoe
Pueblo Stories and Storytellers by Mark Bahti ISBN 0-918080-16-9
Celebrate America in Poetry and Art edited by Nora Panzer
Thunder Bay Press Books: Monet, Van Gogh, Matisee, Gauguin
National Museum of American Art Catalog
Posters, prints, and paintings as available
Magazines that can be cut apart
Fabric, yarn and ribbon scraps.
- Language Arts Content Objectives
- 1. Demonstrate the use of correct grammar and spelling.
2. Demonstrate an understanding of writing a story with dialog.
3. Demonstrate the skills of storytelling.
- Math Content Objectives
- 1. Demonstrate the ability to convert centimeters to inches.
- History Content Objectives
- 1. Demonstrate an understanding of the significance storytelling has had on our history and on the history of other cultures.
- Technology Teacher Objectives
- 1. Learn the process of creating an electronic storybook using images downloaded from the Internet, created in a art program, captured with a digital camera and/or scanned from the student's own work.
2. Learn the basic and advanced features of Microsoft PowerPoint97 and be able to instruct students on its capabilities.
3. Research and establish guidelines for the students so that they understand the issue of copyright.
IF Software and Hardware are available:
4. Learn the use of the flatbed scanner (both hardware and software), Microsoft Paint, and Microsoft Photo Editor.
- Technology Content Objectives
- 1. Demonstrate the use of the basic and some advanced features of Microsoft PowerPoint97.
2. Demonstrate the use of the Internet as a research tool.
3. Demonstrate the ability to capture art from the Internet.
4. Demonstrate an understanding of copyright.
IF Software and Hardware are available:
5. Demonstrate the use of a flatbed scanner and the associated software.
6. Demonstrate the use of Microsoft Photo Editor software.
7. Demonstrate the use of Microsoft Paint software
- Instructional Outline
- DAY 1: Kick-off unit on Microsoft PowerPoint by asking "What is storytelling?" Read a storybook to the students, then allow students an opportunity to respond to the question. Look for similarities and differences in their response. Do they view only as written or do they connect to the oral practice of telling stories. Introduce the idea of storytelling to the students as a means for preserving "our" history. Explore the use of storytelling to convey information within a culture and from generation to generation. Have the students discuss how stories have been used in their families, group of friends. Explore the BIG QUESTION: Can technology facilitate the passage of "stories" from generation to generation?
DAY 2: Where do stories come from?
Option 1: Have a story-teller or story-actor spend time in the classroom. Use this experience to help the students understand that stories have a beginning, a middle, and an end. Additionally that all stories have meaning and that the meaning may be different based on the reader's (or listener's) personal experiences.
Option 2: Using the storyteller figurines from the Southwestern Native American culture, introduce the students to the use of storytelling to preserve a culture or family history. Break down the story read in class yesterday or use one from the Native American culture to demonstrate the parts of a story -- the beginning, middle, and ending. Discuss the meaning of the story read in class and how that meaning may be different among the various class members based on their personal experiences.
DAY 3: What have we learned so far? Have students "de-brief" their experience from the day 2. Allow the students the option of how they reflect on their experience -- including "acting out" what they learned, or writing about it, or simply verbalizing their experience in a discussion or narrative fashion. Wrap-up by explaining once again that as we learn the standard and advanced features of PowerPoint we will be using the theme of storytelling electronically in our assignments.
DAY 4: Introduce Microsoft PowerPoint software. Demonstrate the basic features of PowerPoint using a "story" developed by the instructor. Explain that the software is commonly used in business to present information at meetings, etc. Also explain that the software is also being used in an educational setting to create multimedia presentations and instructional materials. Demonstrate how presenting information in a meeting is nothing more than telling a story. Demonstrate how to open PowerPoint, how to select the first slide and how to key information into that slide. Demonstrate how to add additional slides.
DAY 5: Continue demonstrating the standard features of PowerPoint by having the students create a title slide containing the title to a book that they could write about something that happened that morning. The title slide should also contain their name and may contain a subtitle if the student desires one. Continue instruction by having the students add a slide that is capable of containing a piece of clip art -- then demonstrate for the students how to incorporate clip art from a directory on the computer into their "storybook." Allow students time to select a piece of clip art and then write a paragraph that uses the clip art in their story about today. Demonstrate how to change the layout of the slide if after you have keyed in information, you find you need a different layout. Have the students save their files so that they can add to them in future lessons.
DAY 6: Continue demonstrating the feature functionality of PowerPoint. Instruct students on the use of "bullets" and how to change the style or format used. Instruct students on how to change the background of a slide. Demonstrate the use of the templates -- both presentation and presentation design -- for pre-established background schemes. Also demonstrate for the students how to create their own color scheme -- including the various fill effects -- and how to import a picture for use as a background. Have the students add to their story by adding two additional slides to their files. Again have the students save their files so that they can add to them in future lessons.
DAY 7, 8, & 9: Group impromptu story telling and the creation of a story starting from an Art Image. In advance of today's lesson -- create a PowerPoint file that contains several images from museums -- paintings work best, but sculptures could be used. Use this file to introduce the idea of impromptu story telling using an image that already exists. Also in advance of today's lesson create a practice file that you could use to demo the exercise to students. Students will view the image as an entire group view and then through discussion create a story as though they were part of the image. After they have created a story, make sure that you tell them where the image came from (which museum) and something about the artist and the image. If needed and time allows, complete the exercise again with a different image.
After students have practiced creating a story from an image as a group, explain that they will be using the Internet to locate an image from one of four museums and then writing a short story as though they were part of the image. They are to use PowerPoint for their storybook. It must contain a title slide with the title of the painting and artist -- plus their name and class period. Additionally, it must contain a minimum of 4 slides for the story and 1 additional slide that provides the following information: (1) Artist's name and the years of their life (ex: 1864-1940). (2) The year in which it was painted (sculpted). (3) The medium used and size (if available). (4) Important points about the painting (sculpture) such as, where painted. (5) The name of the museum and the URL for their home page. (The file should minimally contain 6 slides.)
Explain that they should include an appropriate background, and that the file needs to be completed by the end of the third class period. Have students print their file as handouts -- 6 slides per page -- pure black and white -- borders around the slides -- scaled to fit the paper. These must be turned in for a grade.
OPTION: If Internet access is not readily available, students could use pictures found in art books, or use art that hangs on the walls of the classroom instead of going to a museum site on the Internet. Consideration should be given to how the image could be included in the PowerPoint slide file -- such as teaching the use of the scanner now instead of later.
DAY 10, 11: The sharing of their first story book. Have students share their storybooks with the rest of the class using the teaching station to display the images on the TV screen or projected using an LCD to a screen, which ever is available. IF this capability does not exist, have students pull their story book up on their terminal, and then taking turns, switch computers every 3-4 minutes so that each student will have the opportunity to view the work of another student. The number of days spend on this activity will be dependent on the number of students, the length of time spent on each storybook and the method used for sharing their story books.
DAY 12, 13: Begin creating final product: an electronic storybook with the student's own story and images: Handout directions for this exercise, including copy of grading rubric. Go over instructions and the grading rubric. Answer any questions. Allow students time to work on writing their story using Microsoft Word. Advise that a rough draft of their short story is due at the end of class on the second day. IF needed, students should consider working on their story as homework to insure their ability to print their rough draft on the second day. Students need to keep in mind that the story will be turned into an electronic storybook, so it should not be a "novel." Keep in mind the simplicity of the stories we created as a group, those we've read in class, and those created by the story-teller/story-actor.
DAY 14, 15: Discussion of copyright. Through discussion, determine what the students currently know about the issue of copyright. Determine what they know about copyright as it relates to the use of images from the Internet, a book, or any other medium. Provide web addresses for students to find materials related to copyright. Working in pairs the students are to locate information related to copyright and specifically related to using images from the Internet within their storybooks. Additionally, students should address the issue of posting their storybooks on the Internet -- does this change the copyright issue? During second day, pull students back together to discuss what they found. At the end of class -- handout the guidelines they are to follow (see appendix).
DAY 16: Instruct the students are the use of the flatbed scanner, the use of Microsoft Photo Editor, and Microsoft Paint for the creation of artwork. Advise students that while we continue on with the next step in creating their electronic storybook, they will have an opportunity to use the scanner and the other software discussed. Use a picture of one of the students to demonstrate the scanner and the photo editor software. Allow students 10 - 15 minutes to practice creating an image in the paint software.
DAY 17, 18, & 19: Story boarding: Hand out blank sheets of paper. Discuss the concept of story boarding and explain that each student is going to create a story board (without the board -- although students may want to purchase a large piece of poster board so that they can mount their creations.) Have students found each sheet into four pieces (in half and then in half again). They should then carefully tear the paper into 4 pieces. [You could have then already cut in advance of the class.] RECOMMEND that the students work with pencil to create the components of their story board. Hand back the student's rough draft, and provide the necessary time in class for the students to rough-out their electronic story book using the stories they wrote. Students should transfer the parts of their story they want to the individual slide and also note on which slides they wish to have artwork and what that artwork might be.
Rotate students to have an opportunity to scan in a picture or piece of artwork that they would like to use in their storybook to demonstrate their ability to use the scanner.
Additionally advise students that they may begin using the supplies in the room, or those they have brought from home to create art that can be scanned and then used in their story books.
Finally, advise students that if they complete their story board, they may also use some of this time to go on the Internet to locate artwork that can be used in their story book. Students should create a log of any images they capture from the Internet that shows the name of the file, the URL where they found the picture, the name of the site, and whether or not the image is copyright free. This log should be keep in the classroom (in a folder) so that it will be accessible when working on their story book.
The teacher should review the student storyboards while in progress and again when completed. Additionally, have students share storyboards with at least one peer in the classroom -- offer comments and update accordingly.
DAY 20, 21, 22, & 23: Turn story board/student written story into an electronic story book using PowerPoint. Students should begin the process of inputting their story into PowerPoint. Students will use all of the features/functions learned in PowerPoint, the Internet, flatbed scanner, Microsoft Paint, Microsoft Photo Editor, and any other available software.
DAY 24, & 25: Sharing! Students will share their story books within the classroom, using one of the methods previously discussed. Allow students the opportunity to print their storybooks: (1) For final assessment -- have the students print as 2 slides per page, pure black and white, scale to fit paper, and with borders. (2) IF color printer is available, allow students to print one color copy -- 2 slides per page for own personal artifact. Additionally, have students save story books to disk or CD (if available) May need to use pack-and-go feature of PowerPoint .
DAY 26: Peer Assessment: Have students determine (using criteria that they develop) the ___ best electronic story books that could be attached to the web site, and/or shared with a group of Elementary class @ a local school. IF available, have the students share with a class in another high school outside of the immediate area.
OPTION: Using the story books selected during the peer assessment, have the entire class of students present the stories to an elementary school classroom (either at the elementary school or by having the elementary students come to the high school).
EXPANSION OF THE OPTION: Invite the elementary students to write their own short stories. Explain that when they have finished writing the stories, the high school students will turn the story into an electronic storybook. These story books will include illustrations drawn by the elementary student, the high school student, taken with a camera and scanned in, found on the Internet (being aware of copyright laws), or in books or magazines, etc.
- Teacher Artifacts
- 1. Unit Plan
2. Demonstration PowerPoint slides
3. Self Assessment/Reflections/Debriefings
4. Video Tapes
- Student Artifacts
- 1. Student performance
3. Product: PowerPoint storybook written by the student, including artwork created or located by the student.
- On day 2 we used a story-actor (Idu Maduli) to work with the students in the classroom to help them understand the process of creating a story that has meaning.
On days 7, 8 & 9 the students participated in an impromptu storytelling activity using art images from the Joslyn Museum in Omaha, the Sheldon Museum in Lincoln and the NMAA in Washington D.C. An image was presented to the class and they brainstormed different storylines. Additionally, each student then selected an art image from one of the three museums listed above or the MONA in Kearney and then developed a short story as if they were part of what was happening at the time the art object was created -- they placed themselves into the painting and then told a story about what was happening.
All Unit Plans are to be considered "Works in Progress". As teachers reflected upon the challenges
and successes of each unit they were encouraged to return and make modifications.
Also, each teacher was at their own level in incorporating the four strands of the grant into
their daily teaching. As they grew more comfortable with each area they were encouraged to revisit
their Unit Plan and make modifications. These Unit Plans are a snapshot of where the teachers were when the grant ended.