Hi everyone, my name is James Pisaturo and I live in the Rochester NY. area. For the past six years, I have been teaching k-5 elementary art in a school district just south of Saratoga Springs.
I graduated from SUNY Brockport with my undergrad degree in Arts for Children and after received my teacher certification at Buffalo State College for k-12 Art education.
My partner Heidi and I have two young children; my son Quivari is 2 and my daughter Viva Ray is 10 months old. We have a 5 year old great dane named Frida, named after the artist Frida Kahlo.
In my spare time I enjoy playing guitar, creating art, hiking and playing disc golf. One interesting thing about me is that while living in Buffalo NY. I was a commissioned artist. I also lived on a sculpture park for 9 months and was the artist in residence while living at the park. I love the arts
My Topic and Purpose
Throughout my educational experience, I have noticed that most of the professional development that is being offered does not apply or relate to the subject matter I work in; it’s mostly based in ELA or Math. So, I thought that this platform would be a great way to offer guidance and definition to a specific art movement that can be easily used into a cross curriculum format within the general education setting.
The topic for my unit is based on the Pop Art movement of the 50’s. The purpose of the unit and mini lessons are to familiarize staff about Pop Art and provide them with the knowledge to create an avenue of cross curriculum lesson ideas. There are many art forms or styles that I could have picked from to illustrate my goals and objectives, but the Pop Art movement really supports thee ideas in a fun way. This style of artwork seems to be able to connect with just about all subject matters. The ideas associated with Pop Art seem to reflect the social changes that were occurring and the new ideas that were evolving within the cultural landscape during that time period.
Goals: To provide a foundation of knowledge about Pop Art and illustrate examples of how this subject relates to other disciplines.
-Students will define and identify specific characteristics associated with the Pop Art movement.
-Students will evaluate the art works by Andy Warhol and create a digital collage based on the subject matter and philosophy used by this artist.
-Students will analyze the art works by George Segal and relate it to a subject matter within a cross-curriculum realm of learning.
Task Analysis and Curriculum Mapping
Design: The unit will be set up in an asynchronous platform and will be broken down into three mini lessons. Each mini lesson will have an assessment associated with that topic at the end of that section. The instruction will begin by having the students fill out a questionnaire from Survey Monkey, relating to the information that we will be covering throughout the mini lessons. This will create a baseline assessment of the material before the instruction occurs. Knowing this pre-assessment of learners prior knowledge helps designers and instructors produce relevant materials that are aimed at a level that is challenging and yet attainable for the learners (Larson & Lockee, 2013, p. 134). At the end of the lesson, the same questionnaire will be administered. Using this tool of learning the prerequisites of students and creating a baseline of previous knowledge allows for teachers to reflect on content and adjust delivery of content to help in providing positive learning experience to all.
This overall unit of Pop Art will be broken down into three mini lessons. The following are the individual mini lessons, with descriptions of the task analysis and assessment strategies used within each model.
1: What is Pop Art? – This portion of the mini lesson is created to set the foundation about the facts relating to the Pop Art movement. This interaction with the material is reflective of specific characteristics noted in lower register in Bloom’s Taxonomy; recall, explain, describe, recognize. I feel that it is important to set the proper foundation in order to provide good footing for scaffolding to build upon.
Assessment: At the end of this mini lesson, students will be taking a multiple choice formal assessment on Survey Monkey about the information that was being presented. This practice of aligned outcomes, along with style of assessments, support the instructivist ideas associated with cognitive outcomes of remember and understand.
2: Andy Warhol –During this section, the students will take their knowledge from the first mini lesson and build upon their experiences by learning about an artist from the Pop Art movement. Students will become familiar with Andy Warhol and the strong effects that this artist played on the popularity for this art style. Students will use the information from the content portion of the mini lesson and create a collage that describes Andy Warhol’s subject matter or philosophy about the process of creating art. Throughout this mini lesson, students will utilize the thinking levels associated with creating, understanding, applying, and analyzing as they move towards the end result of creating their collage. I feel this activity falls along the lines of a constructivist approach; a task is set and the learner constructs tangible objects in a public environment, benefitting from the feedback from their peers, instructors, and/or public (Larson &Lockee, 2013, p. 68). Within this constructivist approach individuals and groups learn how by constructing meaning, knowledge, and artifacts with content (Larson & Lockee, 2013, p. 95).
Assessment – The assessment at the end of this mini lesson involves having the students to create a collage that describes the style and philosophy of Andy Warhol. The collage needs to have a response supporting how or why it speaks to Andy Warhol and his work. Rubric will be included.
3: George Segal – This last mini lesson will be introducing another Pop artist named George Segal. Throughout the content portion of this mini lesson, students will become familiar with Segal’s work through interaction with topics and exploration of the events and movements of those times. Individuals learn by making connections to external content (Larson & Lockee, 2013, p. 95) Students are going to analyze a few pieces of artwork, build upon the knowledge of that artwork, than connect and interpret their knowledge to fit the artwork into other disciplines.
The pedagogical approach of a connectivist style of learners describes the process of building current and flexible connections between information sources, contacts, and resources to apply to real problems. The actions of connecting Segal’s pieces of art to other subjects become the characteristic that support the flexibility of this connectivist approach.
Assessment: At the end of this mini lesson a written assessment will be given to show possible connection between Segal’s art work and other disciplines in education. The assessment is made up of several open ended questions. Students will have to interpret, compare, contrast, select, and support their position while describing their use of Segal’s work in other learning arenas. Rubric will in included.
References and Resources
Larson, M. B. and Lockee, B. B. (2013). StreamlinedID: A practical guide to instructional design. New York: NY: Routledge.