YOUR NAME: Allyson Uttendorfer

EXPLORING LONG ISLAND - Link to site
YOUR SCHOOL: HHH HS East
YOUR SUBJECT OR GRADE: Secondary Art

YOUR EMAIL ADDRESS: auttendorfer@hhh.k12.ny.us


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Allyson & Shawn





A. Place your informal response to the Web 2.0 Safety Article here:

The article, Cyber Savvy: Supporting Safe and Responsible Internet Use by Nancy Willard, highlights several important issues that need to be addressed during this web 2.0 revolution. As a computer teacher, I know that I do not emphasize safety enough. I use the student/ parent internet agreement form, that is standard for all of the high school students in our district to gain access to the internet, as my standard form on safety and a way to inform the parents. I was thinking about creating my own safety agreement to review with students. This will include art content in terms of my video/ computer graphics students. As freedom of expression is essential with film and video, it is important for my students to develop concepts and language that are age appropriate, without restricting their creativity. This has been tested class in terms of importing inappropriate songs and interviews into files. I am trying to discover a way to prevent this and maintain positive class behavior. The key components that were discussed seemed to narrow in on the important ‘Big Ideas’, but seemed like a foundation for further discussion by individual school districts. For example, I do not think the administrators want us to waste their time reporting the accidental display of pornography. As long as it was an accident, I feel that it is a closed issue. Educating parents was the final point that Willard made and I completely agree.





B. Post the URL or embed your presentation on the new web2.0 tool you have discovered for possible use with a field trip here:

I explored DoppelMe.com and Mutapic.com as well as made two movies using Animoto.com.



Polaroid Digital Camers RoHs

Model # - CAA - 03040S




Gabcast! Heckscher Museum of Art #1






C. Place your community resource information here making sure you include the following information:


Heckscher Museum of Art

2 Prime Ave, Huntington, NY 11743
631.351.3214
www.heckscher.org

Museum Hours
Tuesday through Friday
10 am - 5 pm
Saturday and Sunday
1 - 5 pm
First Friday of each month
open until 8:30 pm
Holiday Mondays
10 am - 5 pm

Admission Fees
Huntington Resident
$6.00 Adults
$4.00 Seniors (62 years)
$4.00 Students (10 and over)
FREE Children (under 10)
FREE Museum Members
Non-Resident
$8.00 Adults
$6.00 Seniors (62 years)
$5.00 Students (10 and over)
FREE Children (under 10)
FREE Museum Members

Mission
The Heckscher Museum of Art has a long history of providing the highest caliber cultural, artistic, and educational programming for residents of Long Island and beyond. In order to continue to maintain our role as an important community resource for the enjoyment of thousands of annual visitors, young and old, we need your help.

The Heckscher Museum of Art represents a commitment to a better quality of life for our region. The Museum is a rarity in America, a regional museum with an outstanding collection, an exceptional schedule of exhibitions, and a diverse array of educational offerings. Important artists such as Picasso, Braque, Jacob Lawrence, Man Ray, and Ansel Adams have been the focus of special exhibitions. The Permanent Collection boasts examples of work by major figures such as Thomas Eakins, George Inness, Arthur Dove, and of course, George Grosz among many others.

EXHIBITION on View:

Michal Rovner: Video, Sculpture, Installation

June 28, 2008 - September 28, 2008

The dazzling video installations of the Israeli-American artist Michal Rovner project teeming masses of anonymous, little figures onto the walls of a room or large rocks. The figures appear to crawl over the flat planes and craggy surfaces, giving a sense of mass humanity and de-humanization, of a dynamic culture, and of man’s vulnerability and insignificance in a large society. These silhouetted figures strike an eerie balance between reality and an invented universe. Rovner is like a scientist looking at the world through a microscope; indeed, some of her pieces resemble Petri dishes

Various adjectives, sometimes contradictory, come to mind to describe the imagery created: haunting, lonely, poetic, graceful, minimalist, busy, and, above all, mesmerizing. Michal Rovner’s art transcends genres. Her work involves photography, video, sculpture, installations, light, motion, three dimensions, and two dimensions.

In an interview with the British Broadcasting Corporation (BBC), Rovner explained her work [paraphrased here]:

I think I'm not presenting some kind of conclusion to people. Rather, I'm inviting them to come in and experience something, which hopefully would present some questions to them about their own viewpoint or their own stand. It's something that has to do with humanity that is displayed, and the whole question of when is order less humanistic than you would like it to be, or when this order threatens humanity or to what degree you would like to participate in that. I'm not an illustrator.

In that same interview, Rovner explained the role of ambiguity in her work:

It is ambiguous to the degree that it is not giving specific details or conclusions or directions of how one should read it…. All I'm offering is another look at something, another viewpoint. But that thing is not just anything, it is very specific, and carefully chosen, it is very worked out. I'm very specific in my work, which appears to be very non-specific.

Rovner is a mid-career artist who has achieved much-deserved attention on an international scale. She has represented Israel in the Venice Biennale—a highly acclaimed presentation—and she had a retrospective in 2002 at the Whitney Museum of American Art. In addition, her art has been exhibited at The Museum of Modern Art and the Tate Gallery, among many other institutions. Rovner’s work is in the collections of The Museum of Modern Art, Metropolitan Museum of Art, Guggenheim Museum, Whitney Museum of American Art, Los Angeles County Museum of Art, and the San Francisco Museum of Modern Art.


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D. Discuss here why you would visit this resource site/museum with your students. Defend or justify both the financial and time expense of such a trip. Include the visit's connection to State standards for both curriculum area and technology (you may use ISTE standards for technology). Be specific in defining exact standards that will be addressed.


This is an excellent site to visit with students of all ages. They feature artwork from their permanent collection that highlights 19th century American Art. This can be tied into a variety of curricula. The museum also hosts several traveling exhibitions each year which vary from topics such as To Infinity and Beyond: Art & Math and Ansel Adams and Edwin Land: Art, Science and Invention.
These exhibitions will attract different audiences but unite themes through art. Field trips experiences (School Discovery Program) are 1.5 hours and include a guided tour and age appropriate exhibition related activity. The activity reinforces one important aspect from the show. The cost is $7.00 per student and is worth every minute. The Heckscher is close to home and exposes students to masterpieces that they can analyze and interpret up close and personal. Heckscher field trips address all of the New York State Learning Standards for the Arts and depending on the exhibition addresses some of the ISTE Technology Standards. The current exhibition features a video artist and photographer. This allows for the fusion of art and technology. ISTE standards 1 (Basic operations and concepts) & 3 (
technology productivity tools) are touched upon with this exhibition. Students will use technology tools to enhance learning, increase productivity, and promote creativity both during the field trip and on pre- and post-activities.

New York State Learning Standards for the Arts:

Standard 1:
Creating, performing and participating in the arts
Standard 2:
Knowing and using arts materials and resources
Standard 3:
Responding to and analyzing works of art 

Standard 4:
Understanding the cultural dimensions and contributions of the arts



E. Low Level Learner: Lesson 1

Goal: To explore alternative video and create a 30 second short using interactive media.

Pre- and Post-Activity Worksheet
Scoring Rubric
Exemplar - Animoto Video:








F. Intermediate Level Learner: Lesson 2

Goal: To research and explore the art of Michal Rovner and create an interactive video highlighting her artwork.

Pre-visit/ During/ Post- Activity Worksheet
Scoring Rubric
Voicethread: The Heckscher Museum of Art


How to use Voicethread.com




G. Advanced Level Learner: Lesson 3

Goal: To analyze and interpret the featured artist to create an video reflecting her unique style.

Pre-Visit/ During/ & Post-Visit Worksheet
Pre-Visit Trip Organizer - Link to Michal Rovner Wikispace
Scoring Rubric
Exemplar - Comic Life Storyboard
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H. Reflection

List here all the web 2.0 tools you have used in your three sets of assessment/assignments.
WHY did you select these tools for the specific assignments?
What are some of the challenges you might expect in terms of having your students use each of these tools?


This week I have explored:
Wikispaces
Voicethreads
Animoto
Doppelme
Mutapic
Gabcast
Youtube
Delicious

I have selected each of these tools because they allow for creativity and combine art and technology. As I was gearing this assignment to my video classes, I wanted to explore web 2.0 tools that students can use to create a video product, those include Animoto and Voicethread. The products from Doppelme and Mutapic could be used to enhance any one of the videos. Exploring Comic Life (or other comic sites) seemed to solve a problem that I have been experiencing with my video class. Students were intimidated to actually 'draw' storyboards as they felt they did not have formal training in drawing. I encourage my students to write out their storyboards, but they seemed lifeless. Creating a digital storyboard seems like the perfect solution. Students can use colored fonts, insert pictures and use text to layout and organize their films. There are always challenges when working with technology, so I expect to be flexible and as organized as possible. I plan to create screen casts (if they do not exist already) featuring step-by-step instructions on how to use some of these tools, this should alleviate some questions and assist those students that might have missed my formal introduction to the tool