Planetary Exploration

Planetary Exploration Exploring and Interpreting The Planets by Gustav Holst Donna Hewetson, 2009

Navigation When you see this button, click and it will take you to the next slide When you see this button, click and it will take you to the last slide viewed When you see this button, click for more information Other links are indicated throughout the presentation by underlined text and direction to ‘click’. Donna Hewetson, 2009

Earthly Foundations The aim of this learning journey was for students to be able to interpret and explore the classical compositions Of Gustav Holsts, The Planets, in a variety of ways. This interpretation required them to connect the elements of music and visual art, use descriptive Language and synthesize and present their interpretive and explorative understanding in an interactive way. Click here for Underpinning Theories Click here for Curriculum Links Donna Hewetson, 2009

Curriculum Links Donna Hewetson, 2009

‘Students do not learn from Technology they learn from Thinking’ (Jonassen, 2003 pg11) Underpinning Theories This activity finds its roots in a constructivist approach in that it is visual, requires active participation and is based in an authentic context. Students are required to create interpretations and responses based on their own understanding (Roblyer, 2006). Additionally collaboration and cooperation are central, as students become involved in ‘exploiting’ each others skills and ‘appropriating’ each others knowledge (Jonassen, 2003 pg 8) as well as working to achieve a common goal (Rate, 2002). Articulation of ideas is key here in terms of using Glogster to synthesize concepts. Additionally Bloom’s revised taxonomy (Atherton, 2005) was considered ensuring students were involved in high order thinking skills such as analysing, evaluating and creating. Finally Gardener’s theory of Multiple Intelligences was inherent in the task catering to those with music, visual/spatial, word linguistics and both intra and inter personal intelligences. Donna Hewetson, 2009

Gathering supplies What did we need for our journey? Click on the links for more information Technology Requirements Audio, Visual and Print Resources Student Participants Donna Hewetson, 2009

Year 5 and 6 students. 10 students chosen due to not having had opportunities to participate in other opportunities provided during the school year. i.e. gifted and talented, rainbow reading, literacy groups. Students with creative tendencies, focus, and with the potential to be able to become peer experts in teaching the necessary technology skills to other students in future lessons. Student participants Donna Hewetson, 2009

Technology Requirements Wiki set up with link to Audio and Visual Resources Students set up with Glogster accounts and passwords The ICT Suite - 5 computers with Internet Access for students to work on in pairs and headphones for music listening Donna Hewetson, 2009

Audio and Visual Resources The music - Mars Bringer of War, The Planets by Gustav Holsts Selection of 30 ‘The Great Artists’ books with paintings for students to select from. Instruction sheet for students with web addresses and scaffolding. Donna Hewetson, 2009

Preparation for lift off! In preparing for this lesson I used TPACK (Mishra & Koehler, 2008) as a framework to ensure all aspects of technological, pedagogical and content knowledge had been considered both to prepare students prior to the lesson and within the lesson context. A TPACK approach ensures that the links between technology, pedagogy, content and knowledge are considered. PCK - Pedagogical, Content Knowledge. Students need to have a working knowledge of the elements of music and how they are used to create effect. Lessons prior to this taught students about the elements, and invoked discussion about how they create mood. Links were made through a series of lessons on the connection between musical and visual art elements. Additionally students Have been guided to recognize different instruments in a composition. The skill of interpretation has been taught prior, in terms of making connections between art and feelings/perspective. TCK - Technological, Content Knowledge. Students needed to know how to navigate Glogster and were thereforetaught the basic functions previous to the lesson. Additionally there were the considerations of saving and uploading pictures and creating hyperlinks. Students needed to have some awareness of navigation and this was assisted by the instruction sheet given to guide students to navigate necessary web resources. TPACK - Students will use all their content knowledge of music and technological approaches to synthesize their interpretations of Gustav Holsts - the planets. Donna Hewetson, 2009

Destination Intention Where are we going? What is the desired learning outcome Students will be able to… • Interpret and describe the mood of • music • Select visual images that convey this • mood and justify their choice • Use the features of report writing to • describe musical concepts • Synthesize and present ideas using • interactive media (Glogster) • So that they can contribute to an online • Interactive textbook Donna Hewetson, 2009

Space Journey Introduction to lesson Implementation of lesson Closure of lesson Donna Hewetson, 2009

The students gathered in the ICT suite and I explained to them that we were going to be doing an activity to support and assess their learning about the connections between the musical elements, the mood of music and visual images. I reminded them of past lessons and used questioning to bring prior knowledge to the forefront and then guided students to identify what else they needed to know in an attempt to facilitate meaningful learning (Sulla, 1999). I handed out the instruction sheet, (this can be downloaded from the Wiki planetary exploration), and we read through the learning intentions. I explained that I would be using their Glogster presentation to see if they had reached these goals. Although students had been exposed to Glogster previously I used the projector to demonstrate the basic functions and focused on hyperlinking (to add music) and uploading images as this was fundamental to the task. After answering any questions, the students were grouped in collaborative pairs to start the task. Introduction to Lesson Donna Hewetson, 2009

Implementation of lesson I directed the students to the instruction sheet which served to guide the activity. First they logged in to Glogster, this took a bit of time as the passwords for the student generated accounts are quite complex! Once they were all logged on they opened a new window and logged on to the Planetary Exploration Wiki Lift off page. This page has a pre-prepared link to the music we are interpreting. The students listen to the music and brainstorm as many ideas in words and pictures of what the music makes them think of. The students then listen to the music again while they look through A selection of ‘The Great Artist’ books. They select a painting that they feel reflects the music in some way. Once they have chosen a painting they click on the ‘find painting’ link and type in the artist and name of the painting. They then save the image to their folder and upload to Glogster (demonstrated previously). I then suggested they choose an appropriate image to link the music to in their presentation. They then hyperlinked the music site to this (previously demonstrated). This took a bit of time but once they had their painting and music in place they then used text boxes to 1) describe the aspects of the music that create mood, instruments, dynamics, repetition etc. Then 2) write a justification using their original brainstorm for their choice of painting. They identified key words to guide their description and were encouraged to write in a descriptive, report like style. I went from group to group facilitating and prompting their thinking, encouraging them to make links and describe what they could hear and see and then synthesise this together. Donna Hewetson, 2009

Closure to lesson 10 minutes before the lesson was planned to end I directed the students through saving their glog. They came down on to the shared mat area and together as a class we discussed the positive, minuses and interesting factors of the activity. I asked them what they felt they had learnt and whether they felt they had reached the intended outcomes. This gave the students a chance to reflect on and articulate their learning helping to make it ‘meaningful’ (Jonassen, 2003 p2.ch1). Student comments and reflections will be discussed further in the observation and reflection parts of this presentation. Donna Hewetson, 2009

Telescopic Observation Learning Outcomes Classroom Management Learner Perspective Donna Hewetson, 2009

Learning Outcomes Expected Outcomes The clearest learning outcome reached through this activity was the student’s developing ability to describe the mood of music and link this mood to both the elements of music and to visual images. This requires metaphorical thinking that is high order and involves conceptual change, linking ideas into a different context (Jonassen, 2003). The use of Glogster certainly supported this link as students could weave together the audio and visual aspects of the task in a simple way. They could write their ideas as they listened to the music and looked at their chosen painting. Students felt that they could make these links and commented that being able to hear the music on Glogster was really helpful when writing. They also commented that the ‘unique’ use of a new tool to present ideas helped with the task. Unexpected Outcomes As students completed this task they were discussing other music they liked and talking about what paintings they would choose to portray it. One boy even asked if he could make another poster at home for one of his favourite songs and wrote down the url for the art encyclopedia. It was great that the collaboration created a spring- board for discussion of ‘taste’ in music and visual art an unanticipated learning conversation. This lesson also served to expand student’s vision of what technology can achieve (Sulla, 1999). Donna Hewetson, 2009

‘Effective technology integration depends on a well planned match of needs with resources and teaching strategies, along with classroom conditions that support them’ (Roblyer, 2006. p35). Classroom Management Technological Environment Using the TPACK framework (Mishra & Kohler, 2008) in my preparation was beneficial in terms of minimizing technological content issues. However there is no such thing as the perfect lesson and there are as Mishra and Koeler (2008) stress, wicked problems when dealing with technology.Although I had directed students in the instructions to open a new window for new websites I hadn’t taught them about tabs in my introduction and showed them how to flick between the screens! Because of this one group accidentally shut their glog down as they had two windows logged on to Glogster (Sound familiar)? It really shows that you can think through so many issues and think you have anticipated all eventualities yet still problems arise. However as a whole the technology was managed through the instruction sheet which contained all the information they needed, freeing me up to assist with ‘hyperlinking’ and saving paintings if necessary and also facilitate learning through questioning their choices and prompting conversations (Sulla, 1999). One student noted the instruction sheet as a positive factor of the lesson, saying that it meant they didn’t have to wait for me or others and could go at their own pace. Collaborative grouping The collaborative grouping worked really well and certainly aided the management of the task. Students bounced ideas of each other and through conversation and engagement with the music worked towards the learning outcomes. Working with others and seeking out help is a natural function of being human (Rate, 2002). One student however recorded working with a partner as a minus of the activity. He felt that it was difficult to agree on a painting. This led to a discussion on personal taste and how this relates to interpretation, which became (as mentioned in the learning outcome discussion) an unexpected outcome of this activity. Donna Hewetson, 2009

Learner Perspective John Kellar (1987) designed the ARCS model to ensure satisfied and confident learners. This consists of ensuring coverage of four aspects. Attention, Relevance, Confidence and Satisfaction. Students comments on the good aspects of this lesson covered all four of these components. Showing that they enjoyed and benefited from the ‘infusion’ of technology (Sulla, 1999). Attention, can be gained through hands on participation and engaging with media. “I liked that you could move things around and click for music. It made me want to do more” “It was cool, I want to show my friend” Relevance and relation to prior knowledge and skills. “I got what you were talking about when you said that you could draw music. I didn’t get that before” Confidence, to succeed and meet objectives, providing scaffolding and clear guidelines. “I liked that we had the sheet cos we didn’t have to wait for you we could work it out and work quicker” “we knew what to do” Satisfaction, a sense of achievement or acknowledgement. “I can do heaps more on Glogster now I want to show my class how to do the music thing and you can add video as well?” “That’s mean”. Donna Hewetson, 2009

Back in time - implications on… Management Preparation and planning Effect on learning outcomes Donna Hewetson, 2009

‘Time and carefully planned experiences are necessary for broad and deep understanding’ (Sherman & Kurshan, 2005 .p13) Next time I would have students complete the listening to the music part of the activity and the brainstorm of ideas in a separate session to avoid this crucial planning stage being rushed so they can get onto the computers. Preparation and Planning More time was needed for students to fully engage with the Glogster synthesis and to produce ‘published’ writing. However this was a one of lesson and in a classroom situation the lesson would be able to continue in the next I.C.T session. Time Next time I would consider the different writing abilities of students and create a scaffold for those less confident. Sentence starters and an outline could be provided. If this lesson was with my own class the writing could be modeled using a different piece of music in a shared writing lesson. The time parameters of the course and my part-time teaching compounded by the schedule of the I.C.T suite made this impossible this time. I found that I was prompting students to get started in their writing by getting them to think of key words that could be used to describe both the music and the painting. Although I had clearly explained what the content needed to contain I think a brief writing scaffold would be necessary in some instances to ensure this learning outcome was met more clearly. Writing scaffold Donna Hewetson, 2009

Next time I implement this lesson with my music classes I will model opening tabs rather than new windows so that all the web links are at the top of the page. This should reduce problems in the navigation area. Management of Lesson The fact that students were unsure of navigating between websites caused some problems with them closing pages and therefore losing their work. I had tried to pre-empt this through the worksheet instructions but it needed modeling. Navigation of Web Next time I implement this lesson I will give the option of choosing two paintings (I was restricted by time on this occasion). This also brings in opportunities to contrast their choices and descriptions of the mood of the music and how they interpret it. Most collaborative pairs worked really well together. However mixing the interpersonal and intrapersonal created a challenge for some students. Thoughts and feelings related to art can be strong and are open to interpretation. It was hard for one student to compromise on the collaborative choice. Groupings Donna Hewetson, 2009

Possible impact on learning Outcomes Management of Task Planning and Preparation Click mouse to view diagram progression Time Scaffolding Grouping Navigation Time would certainly assist students with all the learning outcomes. Having time and space to input into the thinking and selecting process and also as mentioned previously for the synthesis of ideas and writing outcome, time was essential for a polished product outcome. The ability to use the features of report writing was one of the outcomes. Further scaffolding and modeling would impact this outcome and make its success more apparent. It is important to think of the intrapersonal aspect to interpretation and collaborative grouping so all students feel they can interpret and select according to their choice. Navigation using tabs was needed to assist in the overall synthesis of concepts and ideas Navigation support to Time to Consideration of choice/options to Time to Scaffolding to 4. Synthesize and present ideas using interactive media (Glogster) And Time to 2. Select visual images that convey this mood and justify their choice 3. Use the features of report writing to describe musical concepts 1. Interpret and describe the mood of music Donna Hewetson, 2009

Overall Conclusion I believe the use of technology in this task certainly encouraged and supported the learning intentions. Students were actively engaged and able to sythesise their ideas and draw links between concepts and their application in different contexts. Keys for this are clear facilitation, questioning that promotes thinking and purposeful and thorough planning. It is clear that the use of technology needs to be trialed and reflection is paramount to creating effective lessons that scaffold students for success and iron out any technological issues. Donna Hewetson, 2009

References Atherton, J. (2005). Learning and Teaching: Bloom's taxonomy [On-line] UK: Retrieved from the World Wide Web 18 May, 2009 from http://www.learningandteaching.info/learning/bloomtax.htm Jonassen, D. H. (2003). Learning to solve problems with technology. Chapter 1: What is meaningful Learning? Upper Saddle River: Merrill Prentice Hall. Kellar, J (1987). Cited by Ann McGrath. 16 March 2009. Course Lecture; Producing and Integrating effective ICT resources into the classroom. Canterbury University Mishra, P., & Koehler, M.J. (2008) Introducing Technological Pedagogical Content Knowledge. Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24–28, 2008 Michigan State University Rate, N. (2002). Computers, children and clip art. Computers in New Zealand Schools, 14(2), 31-35. Roblyer, M. D. (2006). Integrating educational technology into teaching (Chapter 2: Foundations of effective technology integration models: Theory and Practice) (4th ed). Upper Saddle River, New Jersey: Prentice Hall, Inc. Sherman, T.M.,& Kurshan, B.L. (2005). Constructing learning: Using technology to support teaching for understanding. Learning and leading with technology, 32(2), 10 - 13. Sulla, N. (1999). Technology: To use or Infuse. The Technology Source, February Donna Hewetson, 2009

Planetary Exploration