Artifact+4

Ideal Classroom

This Ideal Classroom Project can be downloaded in PDF format.





Overview My ideal teaching situation would be at a Visual Arts College. My students would preferably be studying Cinema and Photography as I did in college. I created my ideal classroom based on the concept that I would be teaching multiple subject matters in the same space. Ideally I would have access to things like a Media Center, A collaboration room for group discussions, a creative space where students can feel comfortable to show their work and have it respectfully and constructively critiqued by the other students, a photography darkroom and studio, and editing suites for both video/film and photography. Because I would expect all of the above to be available in a visual arts school, I included them in my classroom, just to accommodate my ideal.

Technology Technologies that I feel would be necessary in this classroom are mostly visual in nature and promote visual learning. Things like, projectors, SmartBoards, film and video cameras, technologically current computers and editing suites would be essential. Ideally, my classroom would be equipped with wireless connectivity between all computers, (laptops, editing suites), projectors, and SmartBoards in order to create a seamless environment for students to see what each other are doing and offer constructive critique throughout the creative process.

**Evidence to support the technology** In a quantitative study that found a positive effect of supplemental digital video on student achievement, the researchers first identified particular state standards being addressed by all schools in the study, then selected video content and created assessment items specifically aligned with those standards. The effect size (.66) was greater than is typically found in more general meta-analyses of computer-enhanced instruction (Boster et al., 2002) (Boster et al., 2004).

In a qualitative analysis of nine case studies of schools where technology as used to conduct inquiry-based learning, (Means & Olson, 1997) described the role of teachers as "curriculum developers." Technology integration involved teachers in rethinking and reshaping their curriculum.

Alignment of project or lesson content with state content standards is an important first step to infusing technology with curricula. A survey of 465 teachers in California resulted in 92% affirming that the first step in infusing technology into the curriculum is having information about the specific content of a program or use of an application that aligns with state-adopted curriculum standards. A number of the respondents indicated that an online resource that profiles electronic learning resources with the specific skills in knowledge areas that align with content standards would help them select programs that will facilitate curriculum integration with technology (Cradler & Beuthel, 2001).

Boster, F. J., Meyer, G. S., Roberto, A. J., & Inge, C. C. (2002). A report on the effect of the unitedstreaming(TM) application on educational performance. Cometrika, Inc., Baseline Research, LLC., & Longwood University. Boster, F. J., Meyer, G. S., Roberto, A. J., Lindsey, L., Smith, R., Strom, R., & Inge, C. C. (2004, September). A report on the effect of the unitedstreaming(TM) application on educational performance: The 2004 Los Angeles Unified School District mathematics evaluation. Cometrika, Inc., Baseline Research, LLC, & Longwood University. Retrieved November 28, 2005 from: [| http://unitedlearning.com/streaming/evaluation.cfm?id=315].

Cradler, J., & Beuthel, R. (2000). Technology information resource needs assessment. Prepared for the Stanislaus County Office of Education and the California Learning Resource Network (CLRN). San Mateo, CA: Educational Support Systems. Means, B., & Olson, K. (1997). Technology and education reform. Office of Educational Research and Improvement, Contract No. RP91-172010. Washington, DC: U.S. Department of Education. Retrieved February 3, 2003, from [| http://www.ed.gov/pubs/SER/Technology/title.html].

Furniture Because the technology needed in this classroom would dramatically affect the school’s carbon footprint and have a negative environmental impact, my plan is to accommodate with environmentally friendly furniture to counter the effects of the technology. Things like a bamboo conference table, Steelcase nodes, which are partially made from recycled plastics, and other environmentally conscious products would help offset the impact of the technology.

**Evidence to support the furniture** Although some school and university administrators have jumped right on board at the idea of specifying green furniture, others are reluctant. They think that it will cost too much or just isn't necessary. However, furniture and furnishings are a source of volatile organic compound (VOC) emissions in schools, and controlling the sources of the VOCs is one of the most effective ways of improving indoor air quality.

Fifty percent of all schools have indoor air quality concerns, which can lead to illness, increased asthma and allergy attacks, absences, productivity loss, poor student performance, adverse employee/ student relationships with school administration and negative publicity, says Marilyn Black, founder of the GREENGUARD Environmental Institute (GEI).

A typical school can have anywhere from 200 to 1,000 different volatile organic compounds (VOCs) in the air at a given time. These VOCs originate primarily from furnishings, indoor activities and cleaning processes, and include known toxins and irritants such as formaldehyde, acetaldehyde, toluene and limonene.

A foolproof way education administrators can ensure they are selecting sustainable furniture products with low VOC emissions is by choosing products certified by independent sources, such as GEI. More than 90 percent of all manufacturers with GREENGUARD-certified products seek the Children & Schools standard, according to GEI.

The effort put into specifying green education furniture can result in better student health and green building certification for a facility.

American School & University, March 2009 < [|www.ASUMAG.com]

Learning Styles There are various learning styles that this classroom can cater to, but my primary concern is for the students who are visual learners. Based on reading in class, it is said that the majority of learners are visual learners, and because my class would be catered to students in the realm of visual arts, the visual elements in class are vital. Incorporating the Smart Board into each area of instruction offers multiple opportunities for students to not only see what the other students are doing, but also to visually interest them in what possibilities there are for their own creative exploits. Obviously, accommodations for other learning styles and for students with special needs would also incorporated into this classroom in several ways. All areas of study would be open, flexible, mobile and interchangeable to accommodate any special needs layouts, furniture, or equipment.

Classroom Layout The focus of learning in this classroom is primarily visual arts. Theory would be incorporated, but the primary method of instruction will be via hands-on experimentation and collaboration with the other students. Students will be expected to have a basic understanding of computers and most visual arts. Most visual arts schools require portfolios for acceptance, so I think this would not be an issue.

**Environment** Bright, colorful, artistic, encourage creativity, Photos (large prints) laid out on an entire wall in a mosaic form.

**Color Scheme** Blues, Greens, Yellows

**Furniture** Student desks (Steelcase Nodes) Critique Couch Consultation table

**Technology** Smart boards Flat Screens hanging from ceilings and around the room Editing suites – photo & video Media Library area – audio, video, photos, archive

**Areas for instruction/Subject Matter of Study** Visual Arts Photography Video/Film production & editing Graphic Design

The classroom layout will be broken down into 6 main components

**The Lecture Area** **The Consultation Room** **The Critique Couch** **The Edit Suites** **The Media Center** **The Studio & Darkroom**

**The Lecture Area** Located in the center of the classroom, the lecture area will be a primarily mobile area. Using the Steelcase Nodes gives flexibility and mobility for the lecture portion. The front of the class will contain a smart board and a projector with laptop and DVD playability and access. The ceiling will have 4 flat screen monitors hanging down that will interact with what is being projected onto the whiteboard. Each node desk has room for laptops, which will be accessible to the projector via a wireless network. The laptops should be capable of being aired live on the projector and flat screen monitors for ease of displaying student works in progress.

**The Consultation Room** This room will be separated from the rest of the area by a glass partition that allows for a quieter work space and some privacy but is still visible from anywhere in the classroom for the instructor to observe. In this room will be a large oval table, with at least 12 chairs. This room will also house a flat screen monitor as well as an interactive white board/ smart board and projector. Wireless interconnectivity to the projector is vital. This space will primarily be used for group discussions, group meetings, project consultations, and other more private project screenings.

**The Critique Couch** The critique couch will be a small couch that seats at least 3 or 4 people. Surrounding the critique couch is a bunch of bean bag chairs. The couch and bean bag chairs are all directed toward a screening area where there is a projector and interactive whiteboard/ smart board. The purpose of this area is to create a comfortable discussion area for critical discussion about student projects, films we watch as a class, photography, lectures, book discussions, etc. This area is less formal and more relaxed to promote freer thinking and discussion of said topics.

**The Edit Suites** There will be 20 Edit Suites partitioned off to give individual privacy. Each partition will house a MacTable, Power Mac, Cinema Displays, Flat Screen playback monitor, Mini DV Capture Deck, VCR, SnoBall Microphone, Head Phones and various software for Video/Film & Photography editing.

**The Media Center** The Media center will be small and relatively informal. It will house 200+ Books pertaining to the visual arts. A DVD library of instructional films, a DVD library of cinematic films, (for review), a CD library of stock images, a CD library of stock audio and it will have locked cabinets that will house the following equipment: iPads – 20 32GB Still Cameras – 20 Digital FX Still Cameras – 10 Film Video Cameras – 20 HD Film Motion Cameras – 10 16mm Memory Sticks – 35 8GB Sandisk Extreme Mini DV Tape Supply Blank DVD Supply Blank CD Supply

**The Studio & Darkroom** The studio will be a small portion of the classroom partitioned off and laid out like a traditional camera studio. One wall will house various backdrops, fabric swatches, and paper backgrounds hanging from a display system. There will be a tracked lighting system that operated wirelessly and has several lighting options fitted with soft boxes and octa-boxes. The back of the studio area will have a rotating, light proof door that leads into the dark room. The dark room is a standard darkroom, housing equipment, chemicals, sinks, enlargers, drying racks, and paper cutters. Ideal Classroom Equipment & Technology Hardware Layout The Equipment & Technology Hardware layout will be broken down into 6 main components that match the classroom layout.

**The Lecture area** **The Consultation Room** **The Critique Couch** **The Edit Suites** **The Media Center** **The Studio & Darkroom**

**The Lecture Area** Smart board Projector Laptops on each desk (the laptops should be capable of being aired live on the projector and flat screen monitors for ease of displaying student works in progress.) DVD Players The ceiling will have flat screen monitors hanging down that will interact with what is being projected onto the whiteboard. Wireless network. **The Collaboration Room** Flat screen monitor Interactive white board/ smart board Projector Wireless interconnectivity to the projector is vital

**The Creative Couch** Projector Interactive whiteboard/ smart board. DVD Player Wireless interconnectivity to the projector **The Edit Suites** Power Mac Cinema Displays Flat Screen playback monitor Mini DV Capture Deck DVD PLayers SnoBall Microphone HeadPhones Various software for Video/Film & Photography editing.

**The Media Center** 200+ Books pertaining to the visual arts DVD library of instructional films DVD library of cinematic films (for review) CD library of stock images CD library of stock audio iPads – 20 32GB Still Cameras – 20 Digital FX Still Cameras – 10 Film Video Cameras – 20 HD Film Motion Cameras – 10 16mm Memory Sticks – 35 8GB Sandisk Extreme Mini DV Tape Supply, Blank DVD Supply, Blank CD Supply

**The Studio & Darkroom** Backdrops, fabric, and paper backgrounds hanging from a display system Tracked lighting system that operates wirelessly with several options Softboxes Octaboxes. Rotating, light proof door that leads into the dark room Miscellaneous Darkroom Equipment Chemicals Sinks Enlargers, Drying Racks