Month: October 2020

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Virtual Field Trip: Guggenheim Museum Edition

The Covid-19 global pandemic has put quite a damper on our ability to feed our need for travel and curiosity. Many schools have decided to not include any field trips on their school calendars. As a result, teachers and administrators have come up with creative ways to still give students a similar experience.

Enter virtual field trips. While these adventures will not be the exact experience that students would be used to, they can provide a pretty great alternative. A big thank you goes out to the many museums making their websites more interactive. Students can now enter a world of endless intrigue.

For a break from the monotony of textbook schoolwork this week, I took a trip to the Guggenheim Museum in New York City. The best part, I did this without ever leaving my couch.

Taking this virtual field trip was bittersweet. When I was in junior high school I was supposed to go on a field trip to the Guggenheim. On the morning of the trip, I got up very early and was soon on my way to school. As I sat there on the bus eager with anticipation, I started to not feel so well. Before I knew it, I was calling my parents and on my way back home. To say I was disappointed would be an understatement.

If only there were virtual field trips back then, I could have gotten to experience some of what I was missing out on while I laid home in bed. This is part of the ways schools are adapting to the new restrictions by trying to stay home and avoiding crowds. Museums offering these types of online collections allow for a great way to diversify learning and include those who may not be able to attend.

One of the best features of the virtual field trip was being able to navigate through the online collection based on whatever it is that you are looking for. There are options to search through the 1,700 works via different search features including by artist, medium, dates, movement, special collection, and venue.

The Guggenheim Museum itself is part architectural wonder/ part home to thousands of works of art. Even though the online collection gives just a small taste of what is available to see in person, it has a little bit of everything. I was able to see Vincent van Gogh’s Mountains at Saint. Remy, Claude Monet’s The Palazzo Ducale, Seen from San Giorgio Maggiore, and Edgar Degas’ Dancer Moving Forward.

Monet, Claude. The Palazzo Ducale, Seen from San Giorgio Maggiore. (1908) oil on canvas. Soloman R. Guggenheim Museum. New York.

The building itself is a work of art, designed by architect Frank Lloyd Wright. The following image is from the interior of the building. I loved being able to explore some of the history behind how the building came to be, as well as some information about the architect himself.

In addition to the visual aspects of the virtual field-trip, several teaching materials are available to access right from the Guggenheim Museum website. Another option is for teachers to schedule a one hour Virtual Tour where students will be asked open-ended questions by museum staff. To make the experience a little bit more like walking into the museum, a welcome guide is also available to download.

For parents looking for something for their kids to do at home to encourage their creative thinking, the Guggenheim offers family and kids programs for a fee.

One special feature of exploring this museum from home is the ability to access their blog. There is so much great content available to read ranging from posts about artists to different things about the museum itself.

Have you ever taken a virtual field trip? If you have please leave some suggestions for new places to discover in the comments section. I cannot wait to see where my virtual sailboat takes me next!

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Bonjour Subtitles

This week’s post takes a small detour away from the traditional tools we have been discussing recently regarding education. As an immersive approach to learning about various cultures, I was tasked with watching a TV show in a language and culture I was unfamiliar with. The silver lining- it could have English subtitles.

The purpose of this specific assignment makes a lot of sense. What better way to understand another culture than by actually watching people in it? It would not nearly be the same as if you were reading about the culture in a book or listening to someone talk about it. To understand the dynamic, you need to see how the people from that culture actually live. Watching shows or movies in another language has also proven very effective for helping people learn another language.

After some digging and scouring through reviews, I decided to watch “Dix Pour Cent” In the United States it is on Netflix and is alternatively named “Call My Agent!”

It is a French television show based in Paris. The characters work in a talent agency and much of the show takes place discussing the ins and outs of their work.

If you asked me a week ago to watch something with subtitles, I might have looked the other way. Now, I think I love it and want to learn more. The bad part, making room in my schedule for binge-watching a new show. I have so far watched the first two episodes and I am hooked.

The focus on the characters’ work lives makes sense because that is where they spend so much of their time. Much like professional jobs in the U.S., this is a familiar concept. Having such goal-driven and hardworking employees is what most companies strive to employ.

Getting to and from work is done in many forms. Some characters have scooters, while others may ride bikes. There are also plenty of cars lining the streets. I see many people in my town riding bikes, but do not see many scooters on the streets. This is something new for me to witness. I also do not live in a city so it is interesting to see the dynamic of having cafes and shops lining the streets. We tend to have strip malls and stand-alone restaurants and stores.

At the office, the employees are all dressed very professionally, wearing suits and dresses. This is a similar comparison to professional attire in American culture. Some of the assistants are not as put together, likely from being too busy running around making sure they are getting done what is asked of them by the agents.

This is another nod to how much the people in the office value their work and getting the job done. Many of them have done whatever it took to either keep a client or to negotiate a deal. This involves many lunch meetings which looked a little different than what I am used to. Many times in the United States, lunch happens in a rushed manner with takeout. From the depiction in the show, it seems as if lunches can be much longer, taking place in restaurants and cafes.

There are French staples like macaroons and bread on the tables.

In the scenes where the agents took clients to lunch, there was always wine present. This is not typical of daytime meetings in the United States. It would likely be frowned upon to drink while at lunch for work, and then to return to the office. In French culture, drinking wine during the day is much more accepted.

Coffee is another very common food/ beverage item depicted in this show. This is also very common in the United States. I am a very big coffee drinker, so in that case, I think I could fit right in. The only difference is that the cups of coffee are much smaller. In the U.S. we are very focused on things being large, and cups of coffee are included in that mindset. In this Paris setting, the cups are quite small.

For the most part during the series so far, the weather in Paris is quite dreary. It always seems to be cloudy and cold. They have not specified what time of year it is yet, but from what I have heard about France, this is typical in the Fall. It must not be too cold just yet because Cecile (a character who is an actress in the show) is seen tending to her beautiful garden. Her house must be located a bit outside of the downtown area of the city because she has a vast backyard area. Of the other characters, one rents an apartment while another owns a studio apartment. This is a good depiction of the range of socioeconomic status even among agents within the same office. It is important to note that the currency used in France is the euro, which is worth less than the U.S. dollar.

In the first episode, it was important for Cecile to get a part in an American movie. When her first agent does not come through, the other agent uses a shady approach through politics to get her the part in the film. It had to do with filming permits for the team in the U.S. to film in France. I would hope that this is not standard in politics, but like things that happen in the U.S., this may be the case.

A major difference I noticed in this television show compared to ones in the United States, is the manner and tone in which the coworkers talk to one another. In many of the scenes, a disagreement begins with stern talking and then progresses to yelling. This is not typical of the professional workplace norms that I have witnessed. A disagreement would typically take place in a calm respectful manner. This behavior is regarded as normal by the other agents and no one seems to intervene. I would love to learn more to see if this behavior is standard in this line of work and if it is different in other professions. The entertainment industry is very cutthroat in the United States and from the show, it seems very similar in France.

This new approach to watching a television show has opened my eyes to French Culture. I would implore others to branch out and watch a show that is not in their native language. Not only can this be a great cultural learning experience, but you may also be able to learn a word or two in another language.

If you have some spare time try to swim your way through the vast number of shows you can watch to help broaden your cultural horizons.

Please share any recommendations you have for other exciting foreign-language shows or films in the comments section below!

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Communication Matters

It is something we all do but in many different ways. Like many other species, we as humans have an innate need to communicate with others. This can come in many forms and that is what makes us such unique beings. Making sure everyone is included is a big part of ensuring effective communication.

If you have read my other blog, you might remember that I am an aspiring art teacher, but I hold a bachelor’s degree in Communication. You could say that it is my first baby that needs to start making room for a sibling. For a long time, I have had a soft spot for this in all aspects of my life. I have always wanted to know as much as I can and then share that information with others. More importantly, I have loved talking to people and learning from them.

This brings me to what it means for my future mini artists. I have come to learn that one of the biggest factors in a successful classroom is communication. It is the first step in making sure your students feel safe and can then begin learning the hard stuff. I hope that my background will help me navigate the new tools I am learning about through Microsoft.

I love the different ways Microsoft has thought through these tools that all teachers should be using. If you have not already checked out the book “Sail the 7 Cs with Microsoft Education,” by Becky Keene and Kathi Kersznowski, there are great stories of teachers using these Microsoft tools in many different ways. Some of the standouts that I will be sure to use include Immersive Reader, Translator, and Forms.

Immersive Reader has quite the reach across the board when it comes to its usage, but the best part is that it is free to use. It is also now embedded in many Microsoft programs to make its use seamless for students working. It can be used to help students communicate who might be dyslexic, have hearing or visual impairments, or who speak different languages. This can include permanent, temporary, and situational disabilities. Something as simple as forgetting your glasses can be where Immersive Reader can help.

Some of the features include:

  • Syllabification
  • Picture Dictionary
  • Translation
  • Text Spacing
  • Font Selection
  • Read Aloud

Microsoft Translator is the next tool that can be helpful in a variety of classroom applications as well as real-world situations. As its most basic function, it bridges the gap in communication between different languages. For some schools, finding translation services can be very difficult. The use of Microsoft Translator can help in these situations.

Some uses include:

  • Translation
  • Captioning
  • Live transcription
  • Backchannel chatrooms
  • Conversations in real-time (via the mobile app)

Microsoft Forms is one of the most intriguing tools that I have learned about from “Sail the 7 Cs with Microsoft Education” book. This tool can be something used for both formative assessments as well as summative assessments. Both are crucial in communicating information.

Formative assessments determine what a student already knows and allows a teacher to build the lessons around that. Summative assessments help the teacher assess what the student has learned from a lesson. Forms can be used in a variety of formats that can address the needs of all types of learners.

For the summative approach, teachers can create forms that have the students answer a series of questions that change order depending on how the student responds. This helps those who need an extra refresher on the subject get some more information. It also allows students the chance to think about why they may have selected a response.

Regarding formative assessments, the teacher can create forms that include multiple-choice, true/false, short answers, or even a text box where students can post links. Allowing for a variety of answers gives students different ways to communicate what they know.

Microsoft Forms can be used in less formal ways as well. Students can use forms to answer questions that have to do with how they are feeling. I love this idea to use in the classroom because it allows students an opportunity to privately share how they might be feeling. Some students may not otherwise want to communicate these feelings if the approach was more public.

These Microsoft Tools can be great additions to the teacher toolkit. We need to work on spreading the word so more people can benefit from these tools in both the classroom and everyday life. Communicating about helpful tools that can increase effective communication is quite the mouthful, but it is so important to share what we know. I think I have some conch shells lying around to help us get started!

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Sustainable Development Goals and CSR

One of the biggest life lessons people can be taught is that each person makes up one small part of the world. Individually we can do small things to make big changes, but together we can do great things.

This is the mindset behind Sustainable Development Goals (also known as the Global Goals). By everyone doing their part, we can begin to make progress towards sustaining the world for generations to come. Someone who is educated on the impact we have on the world on an individual level, can go on to help companies with Corporate Social Responsibility (also known as CSR) on a much larger capacity.

On either scale this involves three guiding facets:

  1. Social
  2. Economic
  3. Environmental

These cannot be sustained individually and are thus interdependent.

Everyone needs to learn about these goals even at a young age. The sooner we start adapting to changing how we live, the better chance we have at achieving these goals by 2030. This is the date that was agreed upon when the new Global Goals were outlined in 2015. It is a large undertaking, but we can make it happen.

Teachers around the globe are taking on the task of sharing the message of these goals with their students. The World’s Largest Lesson was created with this goal in mind. This is a place that has endless resources to help teach why we need to all do our part. The lessons include animated films developed by Ken Robinson that are captivating for children. The films include celebrities that the children will recognize and this helps to keep their attention.

Some of the other great resources include books, games, sticker packs, and comics developed to align with the Global Goals. They are definitely worth checking out whether you use them in a classroom setting or even with your own children at home. I know my son was extremely interested to learn more after watching the animated films by Ken Robinson, so we went looking for more!

  1. “Frieda and the Sustainable Development Goals” – (click the link to read the story)
  2. “Go Goals” – (printable format available at this link)
  3. SDG Pandas – (downloadable stickers for use in WhatsApp)
  4. Freerice – (play the game to have each correct answer equal a real life financial contribution to World Food Programme)

These are just a few of the fun things I have found that can be great tools to use. Anyone can use these and they don’t cost a thing. The purpose is to help spread the mission of the Global Goals.

Keep in mind that while there are guiding principles, the manner, place, and time for teaching the lessons can be whatever works for the group. This can involve assemblies at schools or simply putting up Global Goals posters around the school. Children can also take what they learn back to their homes and discuss ideas of what they can do to help as a family. The more people we get talking about this, the more we can accomplish.

Although the goals are not ranked in any particular order, some of the goals may be more relevant to different parts of the world. When we can communicate this, we can better allocate resources where needed. These problems can range from extreme poverty and access to education, to gender equality.

A good portion of the activities for the Global Goals can be done on smaller individual levels, but we should take into account that on a larger scale, some companies have been adopting their own global goals for some time. In that realm of the world, this is referred to as Corporate Social Responsibility.

When I was earning my first degree in Communication from Virginia Tech, this concept was something that hit me pretty strong. It is the mindset that businesses should be looking at more than their bottom line and instead spend time making choices that have a positive impact on the world. In the Public Relations world, this meant trying to fit campaigns to your brand. If it did not seem like the effort was a genuine undertaking, the actions might be lost on consumers. It has to be sincere and not just a publicity stunt done for good press. It should be seamless.

A few example of companies who continue doing their part include:

Starbucks Coffee – (click to link to read about Starbucks Social Impact)

Lego – (click the link to read all about their Sustainability initiative)

Ben & Jerry’s – (link provides a long history of some of the campaigns that have been done over the years)

This is important to note when discussing sustainable development because the students who are learning about the Global Goals now will eventually be entering the workforce. If they understand what it takes to become more globally aware citizens, they can bring these ideas with them into their new careers. They will have had experience being creative in finding ways to contribute. Globally aware children will have designed pledges or actions that can help make sure we are taking society, the economy, and the environment into account equally.

An interesting activity to go alongside the traditional lessons for the Global Goals could be to have students find and analyze what activities corporations and businesses are doing to help achieve these goals. It could also be a stepping stone to getting involved. They might have programs already in place that students can participate in.

This is just another example of how we might seem like little fish in a big ocean, but we can still help foster positive change.

What can you do to help us reach the Global Goals by 2030?

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Global Educator Toolbox: Google Drawings

Educators have a wide variety of tools available to help foster learning for all individuals. In the book, “The Global Educator” by Julie Lindsay, this vast and ever-changing toolbox is discussed. Of the tools listed, the one that intrigued me the most was the Google Drawings tool in the Google App Suite.

Most Google users are aware of standard tools like Google Docs and Google Slides. Many do not know of the drawing tool that is a bit hidden within Google Drive. As an aspiring art teacher, this had me wanting to know more. I had never taken notice of this in all the times I have gone into my own Google account.

The tool itself can mostly be used to make visuals that will aid a document or lesson. This can be anything from a basic data chart and Venn diagram to a more complicated flow chart. This is not the only use for the educator tool. It can be used to create unique art as well. A lot of people will tell you that art cannot be taught online. With this tool, the option to do that is possible.

In researching exactly how much you could do within this tool, I came across a graphic designer by the name of Joshua Pomeroy. He did an experiment creating art using Google Drawings. What came out of it was a series of portraits that look like they were made in some other design software. He has since posted tutorial videos on YouTube detailing how we was able to create the artwork. While not exactly what the tool was designed for, it is quite amazing to see what can be accomplished.

It is important to note that the beauty of creativity is that you can find new ways to use these basic tools. By accepting this ability yourself as an educator, you can then teach your students to think outside the box. I like that this tool gives you this option.

For use in an art classroom, this tool could be a lot of fun. For younger students, educators could teach them how to manipulate basic shapes to make something creative. This will give them an introduction to working with basic shapes on a digital platform. For more advanced students the lessons could be focused on creating more complicated artwork. This can include using the scribble function as well as focusing more on composition.

In a more traditional sense, it would be useful to use Google Drawings when you need to add a quick graphic to a slide within a lesson. For these types of situations, there is no need to use fancy design software. A chart made using Google Drawings versus one made in an expensive program will serve the same purpose.

What is the greatest benefit of this tool for educators? It does not cost a thing to use. It is automatically available to use within your Google Drive. This makes it much more accessible for educators and students that may be from areas with limited resources.

I am very excited to try this out when I finally get into my own art classroom. This is just another example of the great tools you can find deep-sea fishing in the ocean of technology! Leave me a comment if you have any experience or creative tips for using Google Drawings!