I’m continuing to collaborate with amazing art teacher Dorsey Sammataro in AP Studio Art and now with her extended period Introduction to Art class along with her fellow Fine Arts teacher Donna Jones. Dorsey and I began this mini-collaboration last week with a brief conversation and meeting about the new unit on graffiti and public art that is culminating in the students participating in a Free Art Friday drop in October at Atlanta’s Beltline. She then shared the unit planning guide (a Google Document) with me; we did a great deal of virtual collaboration at the end of the week and over the weekend using the commenting feature as well as the chat tool—it was wonderful to be able to brainstorm and have conversations about the content and plan the write-around using Google Docs. I love the ease of sharing and collaborating in Google Docs plus the fact you can export the file with the comments in an easily readable format if you are like me and sometimes need a hard copy in front of you (see below).
To build prior knowledge, the students have watched some videos, read a few articles, (see this page in LibGuides for the background “texts“) and engaged in class discussion around these “texts” with Ms. Sammataro and Ms. Jones; I also did the readings and viewings over the weekend to be up to speed on the content. I then attended the mini-lecture/conversation about the history of graffiti with both classes yesterday (they meet for a 90 minute block daily); this terrific presentation provided students to come up to the board and interact with the slides as well as opportunities to participate in class discussion. Not only did I learn many new and interesting facts about graffiti, but I also live Tweeted the session with the hashtag #hoochart and then pulled them together into a Storify story (also embedded in the LibGuide). Dorsey and I then finalized the write-around questions and discussion prompts; we also incorporated two great prompts suggested by my Norcross High colleague Dan Byrne, who once taught Art History courses! The prompts included:
Today both classes arrived at the beginning of 4th period; our library assistants helped me set up the tables, butcher paper with prompts, and Sharpies needed for the activity. Once students were seated, I then reviewed the protocols for our write-around:
As always, we encouraged followed these basic protocols:
- Move about organically during the first pass at each table and prompt
- Write quietly and channel their conversation energy onto the paper
- Respond with text, graphics, sketches, and hashtags
- Use the second and third passes around each table to respond to their peers
- Visit each table as long as needed; we did not specify a required time or order to move about
- Students could choose to initial their work or not
- For this particular activity, we encouraged students to use their sketchbooks if needed (many had taken notes in these)
Students composed for roughly 30 minutes; the trajectory of the conversation was consistent with what I’ve seen for nearly two years now in doing the written conversations with a build-up of energy. I was very impressed by how quickly these students, mostly 9th graders, jumped into the activity. Several visitors, including one of our assistant principals, our visiting instructional technology coach, and a parent volunteer were impressed that every student was participating and engaged.
Vine Video: Writing Around in Action
We then asked students to self-organized into small groups of 4, and I reviewed the See-Think-Wonder structure for the groups to process their thinking and responses to the ideas and thinking of the write-around as well as the content of the last few days. For roughly 15 minutes, groups used large post-it notes to record their small group collaboration:
Vine Video: See-Think-Wonder in action:
Dorsey then added a really fabulous twist to our large group share since we had over 40 students participating and about 10 small groups. Students hung their post-it note responses on the wall, and we then groups could either volunteer to come up to the gallery and present their ideas or we nudged groups to volunteer. Some groups had a spokesperson come up to the gallery and be the spokesperson; other groups came up together as a team and shared. Students were very supportive of each other during these mini-presentations and shared some incredibly thoughtful observations, insights/understandings, and wonderings/questions:
Vine Video: Gallery Walk Share in Action
You can see the depth of their thinking in the slideshow below with the photos of their work. They now are moving onto developing their ideas for an original piece of art they will create for the Free Art Friday field trip drop in a few weeks in October. I’ll be participating in this great day of authentic learning and fun, so look for a future post live from “in the wild” as we move forward with the unit!
Rock on y’all!! Rock ON!
Thanks Shawn!!!! This is truly one of the most interesting collaborative partnerships in my library career!
So happy I was subbing on a day when you were doing this lesson! It was fabulous! I don’t think I’ve ever seen a class that large (and their teachers) 100% engrossed in a lesson before!
We could not have done it without your help! I am so happy you were there to see it—it is such a simple concept but so powerful once you experience and see it, isn’t it? Thank you for all the help and encouragement! I hope you get to see another one before the semester is out!