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IPad in the Classroom

New York State SUNY Oneonta
Karen Schramm
EDUC: 587 On-line
November 22, 2015

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Introduction
Cultural awareness is an important topic within classes to allow students to gain better
understanding of peoples differences, similarity, gaining respect for others. Through researching
about the Aboriginal culture observing then creating, art students will gain a better understanding
and acceptance of other cultures. Students will explore the culture using technology within their
art lessons, allowing students to hone on skills needed to be 21st century learners. This lesson
allows students to express their creative interruption of an Aboriginal dot painting. Students will
use the iPad and the application Art Studio to create their work of art within the art classroom.
They will work independently on their work of art, when finished students will share work for a
class critique. Working on the iPad to create a digital painting allows students to express their
creative drive in different medium.
Teachers need to meet the different learning styles of their students, the use of an iPad could
be one answer to these needs. Allowing students to create a work of art using technology gives
students the opportunity to express their creative drive in different medium. Using an iPad may
inspire a student who is reluctant to use traditional medium. It may also encourage students who
have tactical issues to engage in this expressive means. This lesson brings together the need of
your students and goals of 21st century learning strategies.

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Students Lesson Plan:

KEMP Model Example:
Lesson 5: Have students create a work of art inspired by the Aboriginal art form using Art Studio
Application on the iPad. The following lesson was designed using the Kemp model.
(3 days @ 40minutes)

Instructional
Problems

The instruction problem addresses student cultural awareness of the

Aboriginal cultural by creating their own painting using Art studio on
an I-Pad.
Learner
Grade: Sixth
Characteristics: Age Range: 10-11 year olds
Learner Skills: Creation of art work inspired by Aboriginal culture,
Students have knowledge of : (1) Storytelling; (2) Art Terminology; (3)
Computer Skills; (4) Symbolism
Task Analysis: Students will: (1) create an original piece of work inspired by the
Aboriginal culture; (2) discuss works of art using visual art
terminology.
Through research students will: (1) Identify important cultural aspects
related to community, art, and symbolism; (2) Student will create an
original piece of work.
Instructional
Objectives

Visual Arts:
Standard 1Creating, Performing, and Participating in the Arts
understand and use the elements and principles of art (line, color,
texture, shape) in order to communicate their ideas (c)
Standard 2Knowing and Using Arts Materials and Resources
know about some cultural institutions (museums and galleries) and
community opportunities (art festivals) for looking at original art and
talking to visiting artists, to increase their understanding of art (c)
Standard 4Understanding the Cultural Dimensions and Contributions
of the Arts

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Technology:
Student:
2. Communication and collaboration
d. Contribute to project teams to produce original works or
solve problems
3. Research and information fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically
use information from variety of sources and media
4. Critical thinking, problem solving, and decision making
b. Plan and manage activities to develop a solution or complete
a project
5. Digital citizenship
b. Exhibit a positive attitude toward using technology that
supports collaboration, learning, and productivity
6. Technology operations and concepts
a. Understand and use technology systems
Sequencing
Content

Day 1:
1. Students will brainstorm ideas to use in the creation of their art
Work. (10minutes)
2. Students will obtain an I-Pad from COW. (5minutes)
3. Students will open the Art Studio app and start a new project, using
their images from their brainstorming session. (20 minutes)
4. Students will save art work using their name and classroom as file
name. (2minute)
5. Students will return I-Pad to Cow, as they line up for dismissal. (3
minutes)
Day 2:

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1. Students will obtain I-Pad from COW. (2minutes)

2. Students will open Art Studio app, and then open their file, named
with students name and classroom (3minutes)
3. Students will continue to work on their project, save work as
working and at end of class. (33 minutes)
4. Students will return I-Pad to COW. (2minutes)
Day 3:
1. Students will obtain an I-Pad from COW. (2minutes)
2. Students will open Art Studio app, and then open their file, named
with students name and classroom (3minutes)
3. Students will continue to work on their project, save work as
working. (10 minutes)
4. Students will print work. As students finish printing the class will
students will critique peers works of art. (23 minutes)

Instructional
Strategies

5. Students will return I-Pad to COW when finished printing. (2

minutes)
*Students will be able to understand and use technologies.
*Students will be able to create a work of art inspired by the Aboriginal
culture.
*Students will increase their cultural understanding through research of
the Aboriginal people and their contributions of the arts.
*Students who need assistance will receive peer support followed by
teacher support as needed.
* Students with IEP targets will be followed.

Designing the
Message:

Now that students have researched the Aboriginal culture having a

better understanding of Dreaming, they will create their own work of
art. This work will be inspired by the Aboriginals Dot Painting.
Students will tell a story using Dot Painting after they have
brainstormed some symbols.

Instructional

Computers/ I-Pads, Principle of Design/ Elements of Art (digital or

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Delivery/

hardcopy handout) Printers, Paper, Aboriginal Symbols (digital or hard

Materials:

copy handout)

Evaluation

Summative through observation and questioning of students.

Instruments:

Formative see rubric attached

Planning: Reverse use of COW (computers on wheels) for continuum
of project.
Revising: If internet connection fails all information will be save to a
file on desk top/ USB, which can be viewed on Smart Board.
Evaluation: Formative as student work check for understanding of app
use and technique. Summative: Rubric for Dot Painting on iPad.
Management: Time management is essential keeping students on track
as computers will be reversed for this lesson.

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Appendix:
Rubric for Digital Painting.

Student Name: ________________________________________

4
CATEGORY
Design/Compositio Student applies
design principles
n
(such as unity,
contrast, balance,
movement,
Paint is applied in a
Capturing A
manner very
Style/Artist
consistent with the
technique or artist
being studied.
Class time was used
Time/Effort
wisely. Much time
and effort went into
the planning and
design of the mask.
Student can
Planning and
describe in detail at
Explanation
any point during the
painting process
how s/he envisions

3
Student applies
design principles
(such as unity,
contrast, balance,
movement,
Paint is applied in a
manner that is
reasonably
consistent with the
technique or artist
Class time was used
wisely. Student
could have put in
more time and
effort at home.
Student can
somewhat describe
how s/he envisions
the final product
and can describe

2
Student tries to
apply design
principles (such as
unity, contrast,
balance,
An attempt has
been made to apply
paint in a manner
that is consistent
with the technique
Class time was not
always used wisely,
but student did do
some additional
work at home.
Student can
describe how s/he
envisions the final
product but finds it
difficult to describe

Score
1
The student does
not appear to be
able to apply most
design principles to
his/her own work.
No attempt has
been made to apply
paint in a manner
that is consistent
with the technique
Class time was not
used wisely and the
student put in no
additional effort.
Student has thought
very little about the
project. Is present
but is not invested
in the product.

Date Created: November 21, 2015

Rubric created on Rubistar:

http://rubistar.4teachers.org/index.php?screen=DownloadRubric&module=Rubistar&rubric_id=2585004&