Project:

[an error occurred while processing this directive]

INVITATION

How can we help students recognize the beauty of art within their own communities? How do we motivate them to take an active role in developing an appreciation for art and the process by which art is created? How can we teach students to look at different art styles and integrate this understanding in their own artwork? How can we move them toward recognizing the importance of sharing creative art with their community?

TASKS

In groups, students study different forms of art and create a QuickTime virtual reality panorama of artwork in their community. Groups then link their virtual panoramas together with the other groups for a community artwork tour. Once students have developed panoramas of art they have studied and researched, they create their own artwork and add a QuickTime virtual reality tour of student work to the original community tour.

TOOLS

Computers; the Internet.

AppleWorks; Inspiration; Kid Pix Studio Deluxe; PageMill; Netscape Composer; Photoshop LE or Photoshop Elements; QuickTime VR Authoring Studio.

Digital camera (optional); tripod (optional).

iMovie (optional).

INTERACTIONS

Students meet as a class to discuss with the teacher different forms of art. The students are then divided into groups, with each group responsible for finding different forms of art. Students work in the community to observe and collect data on community artwork. Students then meet with the Map Developers group to create a virtual tour of the artwork in their community. Students work individually and with the teacher to create their own artwork, shoot footage using a digital camera, and create a QuickTime virtual reality panorama or object tour of their own artwork. The Map Developers group creates a "student art room" link to the community VR tour and each student then adds his/her created VR spot to the student art room.

STANDARDS

To identify the curriculum standards for your state that correlate to this student project, select the state in the popup menu below and then click the Go button.

View Detailed Standards in

SITUATIONS

Students work in the classroom, in the computer lab, and in the community. The teacher needs to schedule times to meet with the students outside of class or schedule field trips during the day to visit the artwork in the community. This project is an opportunity for parents to help students by visiting the artwork with them and using a digital camera to take panoramic shots. This project should take approximately three to four weeks to complete.

ASSESSMENT

The teacher assesses students based on artwork and the development of the art VR panorama. A rubric developed before students begin the assignment will allow them to understand the expectations for the project and encourage them to set personal goals. The teacher may consider writing a rubric with a point value assigned, reflecting a letter grade or percent students would have to obtain in order to receive a particular grade. The students may then consider setting a goal and deciding what point value they would like to attain.

One of the primary powers of art for young children is to allow artistic development to depict the feelings of the artist. During this project, students will make personal connections with works of art that express their own feelings. This connection may be revealed in the art they choose for the QuickTime VR tour or expressed in the art they develop themselves. The students will be introduced to basic art concepts such as foreground, middle ground, background, abstract, representational, and pop and to selected elements and principles of art, such as line, shape, color, space, and rhythm. Students will study the ways that artists use these principles to express mood and meaning in works of art, and how artists express emotions and feelings in their creations.

Phase 1: Artwork jeopardy

Create a slideshow in MovieWorks and introduce students to different genres of art along with different artists. Once students begin to understand the different genres, create another presentation that has neither the genre nor artist labeled. This presentation should be shown in a computer lab or in a situation where each student or pair of students has access to an iBook. During the second slideshow, students can use the iBook to work from an AppleWorks database to categorize the artwork they see. A database template should be created prior to the project with fields such as "Type of artwork," "Artists," "Genre," (Impressionist, Realist, Abstract), "Rational for classification," and others. Students attempt to classify the artwork and compare their choices with the actual answers.

Phase 2: Divide and conquer

Divide students into the following groups: the Impressionist group, the Abstract group, the Sculptures group, and the Pop Art group. A subgroup of students called the Map Developers will create the overall Virtual Art Museum tour. Students should research, study, and develop QuickTime virtual reality panoramas as it relates to their groups' genre.

Phase 3: I'd like an iBook to go please

Schedule several days to take student groups out into the community to observe and research the artwork found there. If available, students can take digital cameras, tripods, and levels. If digital cameras are not available, students can use 35 mm cameras and the images can later be scanned for virtual reality construction. Encourage students' families to get involved in this phase by participating in the field trip. If students have access to iBook computers, use this opportunity to take the portable computers out into the field for research, note-taking, and classification of observed art into AppleWorks databases.

Phase 4: Assembly required

Following the research and development phases, students return to the classroom and meet as a class and with the Map Development group. As a community, students must plan and organize the overall tour before each group begins stitching their photographs. Using Inspiration, students can work collaboratively to visualize what the overall virtual tour will look like. Students need to decide if they want their VR tour to encompass "hot spots" areas within the panoramas that "link" to another VR panorama. For example, if users are looking at a piece of artwork in a museum and move the pointer to right, should they be able to click on a hot spot to go to another VR panorama? If students decide this is what they want, direct them to set their images correctly before they begin to stitch their photographs. For more information concerning hot spots and VR tours, see the Apple QuickTime VR Authoring Studio user's manual.

Phase 5: My name is Picasso

Students now decide what type of genre they want their own artwork to represent. Will it be student impressionism? Abstract? Andy Warhol's version of Pop Art? Sculptures? Digital Photography? Students should feel free to use many software programs for this phase, including Photoshop Elements, Photoshop LE, AppleWorks, Kid Pix Studio Deluxe, mPOWER, and HyperStudio. Once students have created their artwork, they then create a QuickTime VR panorama of all of the student artwork together. Work with the students to decide how this would best be done to fit in with their overall VR tour. Do students want to hang all of the artwork in a room and create a 360-degree panorama of the entire area? Do students want to take photographs of the artwork and stitch the photographs together for a virtual reality collage?

Phase 6: Let the world see

Students should feel compelled to share their artwork and community art with the rest of the world. During this phase, work with the students and the school Web master to use PageMill or Netscape Composer to post the tour on the Internet. Students should consider adding links from their tour to other famous virtual art communities and museums.

PREPARATION

Create a slideshow in MovieWorks representing many different forms of art and include the genre and the artists. Create a second slideshow to express different forms of art without naming the type of art or the artist.

Prepare a database in AppleWorks for students to use for classification.

Prepare students to use the software necessary in developing this project.

Schedule field trips with parent sponsors to local museums.

Check to ensure all of the iBook computers are charged and ready to go.

Meet with your school's Web master to check on the amount of space available on the school's Web site.

Review the QuickTime VR Authoring Studio electronic user's manual to ensure you have the necessary hardware and software to complete this project.

OPTIONS AND EXTENSION ACTIVITIES

Utilize the Internet to do collaborate art projects with students from other schools across the globe. See the Apple Learning Interchange Web site to find partner schools.

Create a student/parent project and add it to the school's Web site.

Host an art show displaying the students' artwork.

Create a desktop movie of the art show using iMovie, including interviews with the artists.

Create a CD of the entire tour and give one to each student.

Submit student work to local, state, and national art and multimedia contests.