We had the pleasure of sitting in on one of Kelly Hawkins’s lessons at Clevedon School and a treat it was. Kelly has kindly recorded her personal and professional tech journey for us:
My name is Kelly Hawkins and my colleague, Mark Anderson (@ICTEvangelist), brought Tim to my classroom to see me teach recently. Following on from the session where students were using iPads and I was using them and other technology, Tim asked me some questions. This post is my attempt to address those questions…
Firstly, having never written a Blog post before I feel the need to share a small part of my personal philosophy about Art and teaching. To me “Life is Art and Art is Life”. I am passionate about all things “Art and Design” in every form and media. I believe everyone has a right to be “visually literate” and have a vehicle to express themselves without prejudice. I am subject co-ordinator of Art at Clevedon and some will know me as @ClevedonArt on Twitter.
Acutely aware of the potential of technology in the Art and Design industry, I have long been an advocate of the iPad’s creative potential. However, for me, as a leader of teaching and learning I have always believed that the role of ICT in the classroom is to compliment teaching and learning and not detract from teaching and learning.
I have been privileged and excited to be part of the “iPads in Teaching & Learning” trial at Clevedon School. I have been using a set with a selection of KS3 and KS4 classes in a bid to unlock their potential in the Art Department.
Part of my role as a facilitator of Art Education is to spread awareness of other Artist’s work. I have developed a student led starter activity utilising Bloom’s question stems in order to develop visual literacy. (I would be happy to share this in depth if anybody has an interest). A group of Year 8 pupils were undertaking the task and deconstructing one of Hockney’s iPad works. You can imagine their amazement at the end of the activity when I revealed the work had been created on an iPad and not with paint on canvas, as the class had previously speculated. From this moment pupils were engaged with the trial. And if it is good enough for Hockney it is good enough for me!
The iPad enhanced this long established activity by allowing me to flip the driving seat back to the students. I projected the questions through AirPlay on the Apple TV using Keynote. Pupils, instead of looking at only one example of artist work (historically found by me), were able to study a series of images from the chosen artist using the specialised Google sideshow image search found on iPad; thus subjecting them to even more Art!
We have investigated numerous apps to support the understanding and experimentation with the 7 basic elements; line, tone, shape, pattern, texture, form, colour. The findings of which can be found on the iClevedon blog under iPads in Art.
The apps that can be used to facilitate the teaching and the required learning in Art are superb but for me, the pinnacle of my investigation so far has been the use of Apple TV. This has had a massive impact on Art pedagogy. For many years I have felt that we could utilise a visualiser in the department. At a cost on average of about £900, it would wipe out a large portion of the department budget; and it only serves one purpose, whereas an iPad is multifaceted. I found that teaching skills and techniques to a group whilst battling with large draughting tables has been, prior to Apple TV a logistical nightmare. Once you have Apple TV in your Art room you will not want to be without it. It allows you to use the iPad as a visualiser. I have been using AirPlay to project live, moving images onto a screen. A pupil is able to hold the device over the person’s hands demonstrating a technique and the pupils can watch on the screen. No need to waste time re-arranging furniture. No classroom management issues and high impact on learning. As a learner it is virtually impossible not to engage with the Apple TV as, as a society, we are used to “viewing”. I can instantly share good practice. Apps on the iPad too allow AirPlay to write notation on the live image and send screen shots to email recipients.
The impact of the technology on teaching and learning is that students have been even more engaged with their work and as a consequence, their learning and their progress. It has helped to get students to up their game and there has been a marked improvement in the quality of my students work, not because they are afraid I might share it, but because they want me to show their work on the screen. Naturally, it doesn’t have to be me seeking good practice, pupils can seek out good practice too and share their thoughts and opinions with the group.
Throughout the lesson I can collate still images on the camera roll to share in the “Rolling Gallery” critique through the Apple TV. I do this throughout the lesson.
I plan to get students to record my techniques that I have been projecting to form a YouTube channel as a resource of superb Art tips.
I also plan to make more use of the ‘Penultimate’ app. Previously I had been using it just as a whiteboard. I want pupils record their success criteria on this app. As the lesson progresses they can track individual progress by ticking and crossing. This will then be shared when appropriate via Apple TV & AirPlay. Where appropriate the student will add notation to demonstrate achievement of success criteria and set targets directly onto the virtual image. I use NAGs (negotiated assessment grids) with my pupils and so this will fit perfectly with my existing pedagogy but facilitate engagement in lesson further through use of the iPad.
iPad use in Art is multi-faceted and it is a great tool to use in many ways. It can be used as a research tool, a visualising tool, curation tool, drawing tool (some of the drawing apps are immense), an AfL tool, a collaborative tool, there are many many uses which all support learning. It would seem, like in Art, the only limitation is your imagination.
I am happy to share further findings if there is a desire.