"The power of technology lies in the ability to merge it with the curriculum and create unique learning opportunities. When students can take a digital picture of an arrangement of objects from nature and then create an abstract rendition of it or superimpose a pattern on top of it, they learn content in the art and mathematics curricula. "
The power of technology lies in the ability to merge it with the curriculum and create unique learning opportunities. When students can take a digital picture of an arrangement of objects from nature and then create an abstract rendition of it or superimpose a pattern on top of it, they learn content in the art and mathematics curricula. The opportunity to view an artist’s works on the Internet teaches art more effectively than trying to pass around a single book on that artist. That feeling of discovery students experience is more powerful than having material merely presented. They can proceed at their own pace and linger over the pictures that hold a special appeal for them.
The theory of multiple intelligences (MI) allows teachers to tap into the strengths of each student and to develop capabilities in novel ways. By weaving together technology, MI, and curriculum, we help students work in their own “magical learning environment” and accomplish the objectives of science and art units. Technology, by its very nature, uses and enhances the multiple intelligences. Bodily-kinesthetic skills are needed to use a keyboard and mouse; logical intelligence is needed for sequencing the steps in a program; and a visual-spatial sense is needed to process the information on the computer screen. When students assist their neighbors in the computer lab or work in pairs, the interpersonal intelligence comes into play. They use intrapersonal skills when they work individually to alter an image they have previously created collaboratively.
This project was designed to teach the patterns and structures in nature along with symmetry, contrast, balance, and shape in art.
Lesson Plans