Flipped Learning:
Flexible, Dynamic, Engaging
Flipped learning through the use of a web resource enables teachers to...
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Some of the benefits of flipped learning include:
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Flipping allows students to learn at their own pace
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Flipped learning is customized, active, and engaging
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Flipped lecture videos help student review to consolidate learning, such as for exams
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Flipped content can be richer through curation and continuous improvement
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Flipped content enables students to cater for diverse needs of students through differentiation to extend or enable students, catch students up who have missed sessions, etc
Flipped Learning examples:
Student Facing
Flipped Learning
Example
Grade 3/4 Self Portraits: (Source: Adapted from Prior, H, 2020)
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Welcome to Term 3!
What is a self Portrait?
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A self portrait is a portrait of an artist created by the artist themselves
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Think of it as a ‘selfie’
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A self portrait could be a painting, drawing, photograph, sculpture etc.
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Historically artist’s would capture their portrait using a mirror to observe their reflection.
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Self Portraits often tell a story of an artist’s life, interests, experiences, beliefs etc.
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By embedding the Google Slide/PowerPoint into the website, students can access and work at their own pace. The teacher can update the document and know that the website is automatically updated too, working smarter, not harder.
Action Figures (Source: Adapted from Blackford, P 2019)
Welcome to the unit where we will be looking at ourselves...In ACTION
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Listen to the following songs...
Pair & Share with the person sitting next to you:
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How does it makes you feel?
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Do you want to move or relax?
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Get up out of your seat and allow your body to move as you listen again.
Did you notice particular movements?
Do these songs inspire you to move in particular ways?
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Have a think about other times you are using movement, for example do you play a sport? or are you in a dance class? Share with your partner.
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Futurism is an art period that aimed to capture in art the dynamism and energy of the modern world.
Have a look at the work of Futurist Artists:
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Umberto Boccioni
Unique Forms of Continuity in Space (1913, cast 1972)
Tate
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Giacomo Balla Abstract Speed - The Car has Passed
1913
Silently examine carefully selected art images.
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What's going on in this picture?
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What do you see?
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What can you hear?
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What can you smell?
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What can you feel/touch?
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What can you taste?
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Can you tell me more about...?
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What do you see that makes you say that?
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What more can we find?
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When you are looking at an artwork:
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Look carefully at the image
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Talk about what you observe (there are some questions to help you on the right)
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What can you see in the artwork that makes you say this? (Back up your ideas with evidence)
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What do others on your table think? (Listen and consider the views of others/Discuss many possible interpretations)
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Now that you have heard what others think, has this added to your ideas about the artworks? (Construct meaning together)
Teacher Tip:
Listen carefully to each comment
Paraphrase student responses demonstrating language use
Point to features described in the artwork throughout the discussion
Remain neutral
Facilitate student discussions
Encourage scaffolding of observations and interpretations
Validate individual views
Link related ideas and points of agreement/disagreement
Reinforce a range of ideas
(Source: https://www.ucc.ie/en/vts/about/)
Artist: Julian Opie Image Source: National Gallery of Victoria
​Watch sections of these videos to demonstrate ways to draw a figure in action. They provide good examples of focusing on shapes to begin then how to manipulate the shapes into action poses.
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Working in pairs pose for each other to do quick sketches of a figure in action.
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You may like to use the digital camera to take photos to help with your drawings too.
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Try to capture a number of different sketches in different poses
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You can use sports equipment to demonstrate action and show dynamic action in your sketches
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Remember to focus on the larger features of shape and action rather than details of clothing or facial features.
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Reflect:
We will now go on a gallery walk to look at each other’s work.
If you see something that looks awesome, amazing, etc make sure you tell the artist that you appreciate their work. Try to include "art language" - so rather than "Your drawings are cool" you could say "I think the use of lines to show movement work well to show that the basketballer was jumping high in your work"
Have a think about ways that you can incorporate what you have seen in the work of others to improve your drawings.
For next class, bring images of people in action, such as footballer or basketball cards, dancers, performances etc.
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*The unit then goes on to explore Futurism, Drawing, Sculpture, etc