Week 7 Museum Exhibit

Research information and time

                                                                                                                                         

Reminders

Introduction: 

In the social studies class that I observed, I saw the teacher encourage students to incorporate their artistic skills and creativity into a museum exhibit project as their final assessment of Roman, Egyptian, Greek, and Islamic cultures and beliefs. I observed the students collaborating with each other, and many of the student objectives were reflected in their work. As Thacker (2019) explained, “A graphic is instrumental, through which a student uses it as a resource for finding facts. Students can also learn to analyze it, decipher implied meanings in the graphic, and infer the intentions of the creator. They can also evaluate their own responses to the graphic and their position on its topic.” The students applied the knowledge they gained from previous lessons, such as the regional locations of various cultures using maps and worked in small groups to create their Art Museum Exhibit.

Group Roles

 Project Details and Learning Goal: Students will work in small groups of no more than four to complete an art exhibit project based on one of the cultures they have studied. Choices: Egypt, Rome, Mesopotamia, Greece, and Islamic governments and religious beliefs.                            

Project information

                                                                        

 Evaluation Criteria:

 Collaboration: Did all students work together? 

Task Completion: Were all tasks completed as listed?

 Creativity: Did the exhibit creatively incorporate elements of religion, beliefs, and government, reflecting the students' understanding?

 Evidence: Was the evidence supported by sources? 

                            Group Contribution: Was each group member’s work                                                 showcased in the exhibit?

 

QSSA (Question, Stem, Signal, Share, Assess):

 Question: The art and culture of ____ influenced how we live by ____.

 Stem: One interesting fact is ____. In our research, we learned ____.

Framework 

 Signal: As shown in our project ____. Share: We decided to use ____ because ____. 

Assess: Other student groups will fill out a form on what they learned and what they found interesting. 

Steps to Complete the Project: 

Research: Students will research the origins and beliefs of their chosen culture or religion, focusing on the arts and cultural significance. They will use technology, books, and other online resources to gather information. 

Discussion: Students will work together in small groups to discuss ideas for the exhibit and how to incorporate those ideas into their art projects.

 Creation: Using poster boards and art supplies (students may bring their own supplies if desired), they will design their exhibits. Examples of exhibit ideas include art, writings, myths, and architecture. 

Presentation: Students will present their exhibits during an art walk for other classes, using the QSSA approach to share their insights. Other student groups will fill out a form on what they learned and what they found interesting. 

Visual Examples 

Incorporating the C3 Framework: During this activity, I recognized the teacher incorporating the C3 Framework of the four dimensions to form an Inquiry Arc: Including "Developing questions and planning inquiries Applying disciplinary concepts and tools Evaluating sources and using evidence Communicating conclusions and taking informed action The teacher effectively used Dimension 3: Evaluating Sources and Using Evidence (Social Studies Dimension 3: Evaluating Sources and Using Evidence, n.d.), guiding students to gather, analyze, and evaluate relevant information in order to create a meaningful exhibit that reflects their understanding of the cultures and beliefs they researched." 

 Works Cited: 

     Thacker, E., Stoddard, J., & VanHover, S. (n.d.). Reading, Analyzing, and Creating Informational Graphics in the Elementary Classroom [Review of Reading, Analyzing, and Creating Informational Graphics in the Elementary Classroom]. 

    National Council for Social Studies. https://www.socialstudies.org/social-studies-and-young-learner/31/4/reading-analyzing-and-creating-informational-graphics-0 Social Studies Dimension 3: Evaluating Sources and Using Evidence. (n.d.). AVID Open Access. https://avidopenaccess.org/resource/dimension-3-evaluating-sources-and-using-evidence/