Great Moments in Art is a calendar that uses Google Calendar to create a calendar of artist birthdays and other moments in art history. Since Google Calendar is linked to Google Maps including the artists' place of birth in the event listing will create a link to a map. Information about the artist appears in the description field. Google Calendar users may use the "copy to my calendar" feature to add the event to their calendar.
Saturday, April 25, 2009
Saturday, August 02, 2008
iTunesU
This is a short video with info on what is available at iTunesU. Info on how to use it is also available.http://tinyurl.com/6r6vxk
Saturday, March 17, 2007
Poetry In Motion
I just posted a page from my NAEA session Poetry In Motion
http://www.olejarz.com/arted/digitalvideo/poetryinmotion07.html
Volunteers from the session were given lines from a poem to dramatize. The dramatizations were videotaped and transferred to iMovie. I demonstrated the process of editing the video and adding graphics, titles and credits. A QuickTime video of the performance is posted on the web.
http://www.olejarz.com/arted/digitalvideo/poetryinmotion07.html
Volunteers from the session were given lines from a poem to dramatize. The dramatizations were videotaped and transferred to iMovie. I demonstrated the process of editing the video and adding graphics, titles and credits. A QuickTime video of the performance is posted on the web.
Monday, January 01, 2007
DigitalHarold - E.A.T. - Education Art Technology
Unfortunately, been too busy to write but wanted to post the statement that I came up with about education and technology.
Using technology to demonstrate teaching and learning is the best way for educators to prove that they are using technology to enhance teaching and learning.
Using technology to demonstrate teaching and learning is the best way for educators to prove that they are using technology to enhance teaching and learning.
Sunday, July 23, 2006
Charles Sheeler @ NGA
Last weekend I went to Washington DC. One of the shows that I saw was Charles Sheeler: Across Media. It was at the National Gallery of Art. The show runs from May 7th to August 27, 2006. The Sheeler show was especially interesting because it explored the relationship between Sheeler’s photography and his graphic work and paintings. Photography played a very critical role in Sheeler’s work. Interestingly enough, Sheeler’s dealer Edith Halpert, felt that his painting was much more important than his photography. She wanted to downplay the role that photography took in Sheeler’s paintings because, she feared, that if people knew about the photogaphs his paintings and graphic work would’t be taken seriously.
Sheeler studied at the School of Industrial Art in Philadelphia from 1900 to 1902. He then studied at the Pennsylvania Academy of Fine Arts. In 1909 he went to Paris and was exposed to Picasso and other European modernists. So Sheeler really started out as a painter. Sheeler go into photography around 1910 as a way to support his painting. He became friendly with the photographers Morton Schamberg and Paul Strand. In 1917 Sheeler and Morton Schamberg rented house in the Doylestown, Pennsylvania.
Some of the photographs that Sheeler took in Doylestown were then turn into drawings and paintings. The Upstairs of 1938 and Interior with Stove of 1932 are examples of Sheeler’s painting and graphic works that are based on his photographs..
Something that I had not known and all was that around 1920 Paul Strand and Charles Sheeler made a movie called Manhatta. The 11 minute film was shown in London in 1927 and the was lost until the 1950s. The film is shown inthe exhibition. The movie starts out with a scene of people coming off the Staten Island Ferry and landing on Manhattan Island. Many of the images in the movie are reminiscent of photos that Sheeler and Strand had taken. The movie takes its title from a poem by Walt Whitman of the same name. Lines from the poem are used as caption for many of the scenes in the film.
The most remarkable work in the show is the Sheeler’s painting The Artist Looks at Nature from 1943. It is owned by the Art Institue of Chicago. The painting shows Sheeler sitting at an easel working on a drawing that is based on one of Sheeler’s photographs. As the brochure for the exhibition explains “The painting can be understood as autobiographical and records how his explorations across various media defined and complicated his artistic identity.”
Thursday, July 13, 2006
No Family Left Behind Law
This is from Michael Winerip's NYT's column of July 12, 2006
"We need a No Family Left Behind Law. This would measure economic
growth of families and punish politicians in charge of states with
poor economic growth for minority families.
FOR example, in Ohio, black families earn only 62 percent of white
household income, one of the biggest disparities nationally. So every
year, under No Family Left Behind, Ohio would be expected to close
that income gap. If it failed to make adequate yearly progress for
black families' wealth, the governor and legislators would be judged
failing, and after five years, could be removed from office. This way
public schools wouldn't be the only institutions singled out for
failing poor children.
And if states succeeded in closing the economic gap, test scores would
be expected to rise, giving politicians and teachers a chance to
celebrate together."
I think that this is an idea that most teachers can get behind!
"We need a No Family Left Behind Law. This would measure economic
growth of families and punish politicians in charge of states with
poor economic growth for minority families.
FOR example, in Ohio, black families earn only 62 percent of white
household income, one of the biggest disparities nationally. So every
year, under No Family Left Behind, Ohio would be expected to close
that income gap. If it failed to make adequate yearly progress for
black families' wealth, the governor and legislators would be judged
failing, and after five years, could be removed from office. This way
public schools wouldn't be the only institutions singled out for
failing poor children.
And if states succeeded in closing the economic gap, test scores would
be expected to rise, giving politicians and teachers a chance to
celebrate together."
I think that this is an idea that most teachers can get behind!
Wednesday, July 12, 2006
NECC, 2006 - Random Thoughts
The Read/Write Web, also referred to as Web 2.0, was a big part of the conference. Many sessions dealt with wikis, blogs and podcasts as easy ways for teachers and especially students to contribute content to the web. As Will Richardson put it, “A society of authors.” This was also said about the web not too long ago. The difference is that learning html or Dreamweaver requires lots of time while setting up a blog or a wiki on one of the many sites that offer them is relatively easy.
Many people were blogging the conference. I sat next to someone in one session who was typing right into her blog . She said everyone in her district who is at NECC is blogging the conference. This is one great way to create a district resource that teachers who did not attend the conference can use. Also, teachers who attended the conference have a blog to refer back if they forget something.
During one session the person sitting in front of me was looking at my blog during the session. I tapped her on the shoulder and said hello. Small world. In another session, I met a person who had emailed me about my blog the day before. The great thing about NECC is that the people who are using technology are at NECC using technology. There were laptops everywhere and the entire conference site offered free wifi access.
Some people were saying that educators should not take away the tools that kids are using at home when the come to school. The tools that they were referring to are cell phones, blogs and myspace pages. I believe it was Will Richardson who compared a myspace page to a beer commercial. He pointed out that there was the same amount of commercialism and sexual innuendo in the beer commercial as in the myspace page. The important thing is to teach students how to use these tools for educational purposes and publish responsibly.
In the exhibits area I was impressed by www.schoolweblockers.com. This company offers a web based file storage system for students and teachers. For about $1.00 per user in a school each student gets 100Mb of storage and teachers get 1Gb of storage. Students and teachers can take files that they are working on at school and upload them to the schoolweblockers.com server. When they get home the files can be downloaded to their home computer. This is a great way to give students and teachers the opportunity to store, access and transfer files at school or at home.
Answers.com had a booth at NECC and their website, http://www.answers.com/, is a useful research tool for k-12 students.
Many people were blogging the conference. I sat next to someone in one session who was typing right into her blog . She said everyone in her district who is at NECC is blogging the conference. This is one great way to create a district resource that teachers who did not attend the conference can use. Also, teachers who attended the conference have a blog to refer back if they forget something.
During one session the person sitting in front of me was looking at my blog during the session. I tapped her on the shoulder and said hello. Small world. In another session, I met a person who had emailed me about my blog the day before. The great thing about NECC is that the people who are using technology are at NECC using technology. There were laptops everywhere and the entire conference site offered free wifi access.
Some people were saying that educators should not take away the tools that kids are using at home when the come to school. The tools that they were referring to are cell phones, blogs and myspace pages. I believe it was Will Richardson who compared a myspace page to a beer commercial. He pointed out that there was the same amount of commercialism and sexual innuendo in the beer commercial as in the myspace page. The important thing is to teach students how to use these tools for educational purposes and publish responsibly.
In the exhibits area I was impressed by www.schoolweblockers.com. This company offers a web based file storage system for students and teachers. For about $1.00 per user in a school each student gets 100Mb of storage and teachers get 1Gb of storage. Students and teachers can take files that they are working on at school and upload them to the schoolweblockers.com server. When they get home the files can be downloaded to their home computer. This is a great way to give students and teachers the opportunity to store, access and transfer files at school or at home.
Answers.com had a booth at NECC and their website, http://www.answers.com/, is a useful research tool for k-12 students.
NECC, 2006 - Podcasting
How We Created Our Education and Technology Podcast Series
Richard A. Smith University of Houston-Clear Lake
Caroline M. Crawford University of Houston-Clear Lake
Smith defined a podcast as an old thing a radio broadcast with the difference being that the broadcast is distributed over the Internet. The history of radio and education goes back. In the 1920s – 40s instructional radio was the new thing. In 1930s there was even an instructional radio program to teach gymnastics.
Creating a podcast has more to do with creative ability rather than technical ability. Podcasts help students focus on written and spoken language. It is important to have students write it first. Check out this elementary school website WillowWeb - http://www.mpsomaha.org/willow/radio/index.html
Ideas for podcasts include:
News and sports program and other types of reports
Posting announcements and recording lectures but he is not too keen on recording lectures.
Presenters have a show called Education and Technology Today
Show has 3 formats:
Discussion between hosts
Hosts interview a guest
Guest serves as a third host/discussant
Their early podcasts were a bit slow, wordy and stilted.
They tried vodcast – video added to podcast but that added too much work so they stopped doing it. If you have a production crew it makes it more possible. They use an old laptop to record and edit their audio.
A headset is important to create a podcast. Omni-directional microphones record too much background noise. He recommends Audacity. Open source and converts audio to mp3.
Acting and speaking slowly is good. It is important to rehearse. Pay attention to the quality of your voice. Focus on speaking clearly, slowly and distinctly. Reading questions sounds stilted so be familiar with the questions if you are doing an interview and let the guest know the questions in advance.
Keep in mind that radio and TV productions have set the bar high for podcasting. Listen to radio shows like those on NPR to get an idea of how to do a show.
They recommended a limit of about 20 minutes for a podcast.
Web site considerations:
Web page identifies the people involved in the podcast and links to iTunes and ipodder. Need to set up a RSS file so that people can subscribe to it.
Education Podcast Network, http://epnweb.org/, is a good resource. David Warlick set up this site.
Richard A. Smith University of Houston-Clear Lake
Caroline M. Crawford University of Houston-Clear Lake
Smith defined a podcast as an old thing a radio broadcast with the difference being that the broadcast is distributed over the Internet. The history of radio and education goes back. In the 1920s – 40s instructional radio was the new thing. In 1930s there was even an instructional radio program to teach gymnastics.
Creating a podcast has more to do with creative ability rather than technical ability. Podcasts help students focus on written and spoken language. It is important to have students write it first. Check out this elementary school website WillowWeb - http://www.mpsomaha.org/willow/radio/index.html
Ideas for podcasts include:
News and sports program and other types of reports
Posting announcements and recording lectures but he is not too keen on recording lectures.
Presenters have a show called Education and Technology Today
Show has 3 formats:
Discussion between hosts
Hosts interview a guest
Guest serves as a third host/discussant
Their early podcasts were a bit slow, wordy and stilted.
They tried vodcast – video added to podcast but that added too much work so they stopped doing it. If you have a production crew it makes it more possible. They use an old laptop to record and edit their audio.
A headset is important to create a podcast. Omni-directional microphones record too much background noise. He recommends Audacity. Open source and converts audio to mp3.
Acting and speaking slowly is good. It is important to rehearse. Pay attention to the quality of your voice. Focus on speaking clearly, slowly and distinctly. Reading questions sounds stilted so be familiar with the questions if you are doing an interview and let the guest know the questions in advance.
Keep in mind that radio and TV productions have set the bar high for podcasting. Listen to radio shows like those on NPR to get an idea of how to do a show.
They recommended a limit of about 20 minutes for a podcast.
Web site considerations:
Web page identifies the people involved in the podcast and links to iTunes and ipodder. Need to set up a RSS file so that people can subscribe to it.
Education Podcast Network, http://epnweb.org/, is a good resource. David Warlick set up this site.
NECC, 2006 - One Laptop Per Child
It was exciting to hear Negroponte talk about his One Laptop Per Child Program. I have been a fan of his and really enjoyed his book Being Digital.
Negroponte started by talking about Papert and programming and how it develops thinking skills. The act of debugging a program was key to learning about learning. Debugging programs got kids interested in thinking about how to fix what they did wrong. Negroponte thought that teaches kids applications like MS Word or Excel was not teaching kids how to think. He said it was a false notion that learning how to use MS Word or Excel well help them get a job. Technology is not about teaching it is about learning.
3 BASIC PRINCIPALS
1. Use technology to learn learning not to learn something
2. Teaching is one, but not the only way to achieve something
3. Leverage children themselves – bring the children into the equation so they are doing more teaching and learning on their own.
Negroponte stated that Costa Rica is the poster child for success in technology education. He felt that telecommunications is not the problem, there are lots of ways to get online. The problem is laptops. One Laptop Per Child is the equivalent of the cost of a few airplanes. This is not about laptops it is about learning.
Sales marketing and distribution is 50% of the cost of a laptop. The display costs 25%. 75% of the rest of a laptop’s cost is used to support bloated programs. He feels that commercial programs have too many features that slow things down.
Their laptop operates at 2 watts so that a crank can generate enough power to run the laptop. Commercial laptops may use up to 40 watts.
$100 laptop is Open Source. Kids will do the maintenance. Peripherals include cheap servers, DVD drives and more will be made available. A global satellite provider will provide the Internet connectivity.
In October the program should be launched in several countries, Brazil, Nigeria, Thailand and Argentina with other places discussing it. Launching globally is very important. Nigeria is the primary test site because the environment is most challenging, heat, dust and lack of power.
Go to Wiki.laptop.org for any feedback to Negroponte about the program.
Negroponte started by talking about Papert and programming and how it develops thinking skills. The act of debugging a program was key to learning about learning. Debugging programs got kids interested in thinking about how to fix what they did wrong. Negroponte thought that teaches kids applications like MS Word or Excel was not teaching kids how to think. He said it was a false notion that learning how to use MS Word or Excel well help them get a job. Technology is not about teaching it is about learning.
3 BASIC PRINCIPALS
1. Use technology to learn learning not to learn something
2. Teaching is one, but not the only way to achieve something
3. Leverage children themselves – bring the children into the equation so they are doing more teaching and learning on their own.
Negroponte stated that Costa Rica is the poster child for success in technology education. He felt that telecommunications is not the problem, there are lots of ways to get online. The problem is laptops. One Laptop Per Child is the equivalent of the cost of a few airplanes. This is not about laptops it is about learning.
Sales marketing and distribution is 50% of the cost of a laptop. The display costs 25%. 75% of the rest of a laptop’s cost is used to support bloated programs. He feels that commercial programs have too many features that slow things down.
Their laptop operates at 2 watts so that a crank can generate enough power to run the laptop. Commercial laptops may use up to 40 watts.
$100 laptop is Open Source. Kids will do the maintenance. Peripherals include cheap servers, DVD drives and more will be made available. A global satellite provider will provide the Internet connectivity.
In October the program should be launched in several countries, Brazil, Nigeria, Thailand and Argentina with other places discussing it. Launching globally is very important. Nigeria is the primary test site because the environment is most challenging, heat, dust and lack of power.
Go to Wiki.laptop.org for any feedback to Negroponte about the program.
Tuesday, July 11, 2006
NECC, 2006 California Streaming
California Streaming: A Golden Model for Rich Media Delivery!
Julie Drake, Central California Educational Technology Consortium with Laurie Maclin, John Magneson, Laura Smith and Steve Woods
California Streaming was my favorite session title at NECC. The session showcased a very exciting project – the creation of a statewide resource of streaming multi-media projects. Presently about 13 counties are participating in the project. Their website, http://californiastreaming.org/, offers California educators an opportunity to join and download lots of free resources but, some resources on the site require a fee. This sounds like unitedstreaming.com or other websites that provide media but there is an important difference here. Educators who are members of the group can upload their students’ projects or their own presentations. They hope that this participation by students and teachers will help them develop resources specifically focused on CA needs and standards.
California Streaming has set up an organized structure for searching viewing and sharing the work of students and teachers. The presenters pointed out that the projects on their site are great for learning and appeal to a variety of learning styles and are made by students.
California Streaming provides a safe environment for teachers to post digital media projects and to preserve and make available exemplary student projects. In effect, the more students and teachers contribute to the project the more they will have. This service is a non-commercial alternative for streaming and downloading multimedia.
Several student projects were showcased during the session and ideas about how teachers and students from across the state may collaborate on projects were also presented.
The model provided by this project should be used by other states to develop educational resources. Large and small school districts alike could also work together to share and develop classroom resources creating their own “wikipedia” of resources.
Julie Drake, Central California Educational Technology Consortium with Laurie Maclin, John Magneson, Laura Smith and Steve Woods
California Streaming was my favorite session title at NECC. The session showcased a very exciting project – the creation of a statewide resource of streaming multi-media projects. Presently about 13 counties are participating in the project. Their website, http://californiastreaming.org/, offers California educators an opportunity to join and download lots of free resources but, some resources on the site require a fee. This sounds like unitedstreaming.com or other websites that provide media but there is an important difference here. Educators who are members of the group can upload their students’ projects or their own presentations. They hope that this participation by students and teachers will help them develop resources specifically focused on CA needs and standards.
California Streaming has set up an organized structure for searching viewing and sharing the work of students and teachers. The presenters pointed out that the projects on their site are great for learning and appeal to a variety of learning styles and are made by students.
California Streaming provides a safe environment for teachers to post digital media projects and to preserve and make available exemplary student projects. In effect, the more students and teachers contribute to the project the more they will have. This service is a non-commercial alternative for streaming and downloading multimedia.
Several student projects were showcased during the session and ideas about how teachers and students from across the state may collaborate on projects were also presented.
The model provided by this project should be used by other states to develop educational resources. Large and small school districts alike could also work together to share and develop classroom resources creating their own “wikipedia” of resources.
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