Part 1:
Preparing to Use ICT in Teaching
a.
Aims and Objectives
The
teacher's aim, for the sake of this case study, is to devise an
art historical timeline that introduces learners to the main movements
in art history and provides them with visual references to well
known major works of art. In this case the learners are Year 10
pupils in a mixed gender comprehensive school and the work relates
to a current GCSE unit. As we meet the teacher, she has previous
knowledge of art history from her B.Ed degree, and is confident
of her underlying knowledge. The pupils have never experienced
such a wide art historical range but have looked at individual
artists over the last year.
Specifically,
the teacher wants the pupils at this point of their learning to
gain an overview of art history rather than detailed knowledge.
The pupils need to:
- Identify
major art movements between 1880 and 1980
- Distinguish
between the different movements
- Identify
key individuals and practitioners
- Identify
the main themes from the movements
- Comment,
to a limited extent, on comparisons between movements
Questions
for Consideration
- How
do you currently deal with this or any other similar project
in the classroom?
- Do
you use pictures, cartoon images or video to illustrate points,
and how do you manage the use of these?
- What
are the main problems encountered by pupils when they work with
any art movements never before encountered?
Keep
a short record of your responses to these questions for discussion
with your mentor.
 b.
Deciding Whether to Use ICT
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