Initially, I would model the blogging process with the students on critical thinking skills, appropriate responses, etc... as well as blogging guidelines pertaining to spelling & fact checking and have a clear rubric for grading. In reading an article in the Art Education Journal, the author states, "To encourage students to continue to blog, take time in class to look at student blogs and discuss the responses and comments in class. As the instructor, be sure to comment on your students' blogs and model good responses and comments to reinforce quality blogging within your online community" (Miller & Williams, 2013). One of the goals would be to have well thought responses and avoiding the "YES" I like the piece, or "NO" I don't like the piece.
At first they may pair up in groups of 2 or 3, but eventually be on their own. I think this would be a powerful way for the students to collaborate and discuss pieces of art. I see this as the students bouncing ideas off each other about what they see in the painting to why did the artist create it and the meaning behind the piece. Will Richardson states as cited by learning specialist Fernette and Brock Eide's research shows that blogs can
- Promote critical thinking and analytic thinking
- Be a powerful promoter of creative, intuitive, and associated thinking
- Promote analogical thinking
- Powerful medium for increasing access and exposure to quality information
- Combine the best of solitary reflection and social interaction (Eide Neurolearning Blog, 2005)
I think that these points fit in perfectly to what I'd be having the students do. I'm excited for the fact that in their final part of the criticism of judgement, they might come to the same conclusion that it is a good piece of art but might not like the piece personally and they could reflect on this fact.
The two ISTE standards for teacher met by using blog are: (1) Facilitate and inspire students learning and creativity. Once blog is created, teacher would model the whole process by promoting, supporting, and modeling creative and innovative thinking and inventiveness. Promoting students reflection using collaborative tools to reveal and clarify students understanding and thinking, planning, and creative process. Finally model collaboration knowledge construction by engaging in learning with students and peers in face to face and virtual environments. (4) Promote and model digital citizenship and responsibility. Teacher would promote and model digital etiquette and responsible social use of technology and information.
Additionally, the two ISTE standards met by student through blogging and how they are met are: (2) Communication and collaboration, students will communicate information and ideas effectively to multiple audiences using a variety of media and formats. (5) Digital Citizenship, students will exhibit a positive attitude towards using technology that supports collaboration, learning, and productivity. Again, blogging can be a very powerful tool that allows students to use critical thinking and collaboration along with developing others such skills.
References
Eide Neurolearning Blog. (2005, March 2). Brain of the blogger. Retrieved September 25, 2005, from http://eideneurolearningblog.blogspot.com/2005/03/brain-of-blogger.html.
International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016
International Society for Technology in Education (ISTE). (2016). Standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers
Richardson, W. (2010). Blogs, Wikis, Podcasts and other Powerful Tools for Classrooms (3rd ed.). Thousand Oaks, CA: Corwin.
