Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised June 12, 2011.

Instructional Activity
Etc 547
Christine Diehl



Title/Topic:

Virtual Museum

Grade/Level:

9
th
Grade
Related Content
Standards/Objectives:

Strand 2: Relate
Concept 1: Artworlds
The student will describe the role that art plays in culture and
how it reflects, records, and interacts with history in various
times, places, and traditions.
Performance Objective 205: Make connections between art
and other curricular areas (e.g., clay production relates to
science, contextual information relates to social studies).

Strand 2: Relate
Concept: 4 Meanings and Purpose
Performance Objective 203: Use contextual information to
investigate and interpret meanings and purposes in artworks
from the viewpoint of the culture in which it was made.
Related Technology
Standards/Objectives:

Strand 1: Creativity and Innovation
Concept 4: Original Works
Use technology to create original works in innovative ways.
Performance Objective 2: Use digital collaborative tools to
synthesize information, produce original works, and express
ideas.

Strand 3: Research and Information Literacy
Concept 2: Processing
Locate, organize, analyze, evaluate, synthesize and ethically use
information from a variety of sources and media.
Performance Objective 4 : Synthesize research information to
create new understanding and innovative solutions.

Web 2.0 & Instructional
Communication Tool:
Web 2.0 Tool: Padlet
Padlet works wells as a virtual bulletin board. It creates a
collaborative work environment where not only the individual
groups within the class can present their work, but also where
the whole class starts to see the larger groups efforts come
together (Mostmans, L. Vleugels, C., & Bannier, S., 2012). The
teacher also sees how the learners begin to interact with the
work of their peers (Tsiatsos, T., Andreas, K., & Pomportsis,
Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised June 12, 2011.
2010).
Web 2.0 Tool: Prezi
Prezi allows for dynamic presentation the represents spatial
thinking rather than the lineal learning. Students can arrange
concepts and information in visually meaningful perspectives,
which is fitting to the content of the lesson (Beyers, R. N.,
2009).
Instructional Communication Tool: Celly
Celly allows for a mobile learning environment. Communication
between students and teachers is only the start. The teacher can
communicate performance with parents. The students can
communicate with each other in a monitored mobile learning
environment, which is important for modern learning (El-
Hussein, M.O.M., & Cronje, J.C., 2010).

Instructional Activity:

This lesson takes on multiple forms of group and collaborative
learning projects leading to the culmination of a virtual class art
museum. Each step leads to meaningful artifacts that the
students create as part of their group allowing for internal
integration of the meaning and relevance of art in their personal
lives (Beyers, R.N., 2009). The Web 2.0 tools enhance the
classs ability to interact with a large variety of artists and
movements. Students begin with receiving instruction through
Celly, which allows for a safe and monitored mobile
communications between the teachers, students and parents.
They use either the school or home digital devices to complete
internet research and assignments. The variety of methods in
which to interact supports the collaborative nature of the activity
(Tsiatsos, T., Andreas, K., & Pomportsis, 2010).


Part I. Portrait Timeline
1. Each student group is randomly assigned, via Celly text
messaging, an artistic movement from which they will
work.
2. Each student within the group will research the time
period to find a portrait, a landscape/cityscape, or a still
life. Each group must have at least one example of each
type of artwork for their respective movements.
3. The group will then draft a 300-word introduction to
briefly describe their art movement using information
from each students research.
4. Theyll choose one of the images theyve discovered to
post with the description of their art movement on the
classs Padlet site, where the students post will create an
art movement timeline. Theyll do this by placing their
Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised June 12, 2011.
posts in the proper order according to the years in which
the movement occurred (Beyers, R.N., 2009).
Part II. Group Portrait
5. Describe that portraits in each art movement have
different particular styles and purposes.
6. Students should discuss the characteristics of portraits in
their given art movement.
7. The students will work together to create a group or self-
portrait in the style of their assigned art movement.
8. The artwork must translate important concepts from the
movement making them relevant to their own portraits.
Part III. Virtual Museums
9. The students will use Prezi to create a virtual museum
dedicated to their art movement. It should include at
least the three works (portrait, landscape/cityscape, still
life).
10. The students should use their self-portrait in their virtual
museum.
11. Students will text/post their Prezi url to the class through
Celly. The links are also then available to parents to see
the students work.
12. The students must review and comment on at least three
of their classmates museums on the Prezi website.
Classroom Management
Strategies:
The classroom management in this activity is based upon group
learning that is supported through Web 2.0 tools and mobile
learning theories (Mostmans, L. Vleugels, C., & Bannier, S.,
2012; El-Hussein, M.O.M., & Cronje, J.C., 2010.) and
modalities appropriate for educating digital natives (Beyers, R.
N., 2009). Students are divided into small groups and given
research assignments and goals for final artifacts that they will
create. They determine as a group how they will accomplish
those goals and are supported with digital learning tools. In this
framework, students are supported by their own experiences and
within their peer group. This allows the teacher to spend time
providing support and education where it is most needed
(Beyers, R.N., 2009). The collaboratively created digital
artifacts provide a means for the students to teach each other
both within their groups and beyond them (Mostmans, L.
Vleugels, C., & Bannier, S., 2012).

Support for Diverse
Learners:
This instructional activity is set up with diverse learners in mind.
Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised June 12, 2011.
By building on constructivist theories and Beyers (2009) five
dimensions for teaching digital natives, the instructor allows
each student group to excel. When students are allowed to take
control of their learning, educators are free to assist those who
require additional instructions and support (Beyers, R.N. 2009).
Students that present weaknesses in the group are supported also
by the strengths of their group mates. The activity allows the
instructor to be flexible with assignments and use high-
technologies that support those with different learning abilities
(Kurtts, S., Dobbins, N. & Takemae, N., 2012).
Resources &
Troubleshooting:

Hardware
Computers
Tablets
Cell phones

Search Engine
www.google.com
Web 2.0 Tools
http://prezi.com/ - online presentation
http://padlet.com/ - interactive blog/wall
http://cel.ly/ - online/mobile social networking

References:
Beyers, R. N. (2009). A five dimensional model for educating
the net generation. Educational Technology & Society,
12(4), 218-227.
El-Hussein, M. O., & Cronje, J. C. (2010). Defining mobile
learning in the higher education landscape. Educational
Technology & Society, 13 (3), 12-21.
Kurtts, S., Dobbins, N. & Takemae, N. (2010). Using assistive
technology to meet divers learner needs. Library Media
Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised June 12, 2011.

This Lesson Plan Template was adapted from the template provided by Dr. Stephen Mills in Using the Internet for Active
Teaching and Learning (2006, p. 13-14) and TaskStream (http://www/taskstream.com).

Connections, 30 (4), 22-24.
Mostmans, L. Vleugels, C., & Bannier, S. (2012). Raise your
hands or hand-on? The role of computer-supported
collaborative learning in stimulating intercreativity in
education. Educational Technology & Society, 15(4),
104-113.
Tsiatsos, T., Andreask, K., & Pomportsis, A. (2010). Evaluation
framework for collaborative educational virtual
environments. Educational Technology & Society, 13(2),
65-77.