The students were working on their digital portfolios for the applications to Universities or other Art schools. I helped with the selection of images to be presented and also with editing the images in Photoshop, adjusting color, contrast and levels.
The students also had to write a brief introduction and a letter of motivation for the applications.
This was the lesson where I showed my teaching video from Espoo International School to my mentor Egle for evaluation. We discussed the video and how I could improve it from the point of view of teaching and pedagogical practice and also form the video presentation point of view.
I was happy with the comments and realized that I have to pay more attention and interact with student's questions. I have to ask for questions to be clarified, as quite often I may think about the question and the possible angles for the answer, instead of just asking the student to rephrase the quesiton if necessary.
In addition I was quite pleased with the work that my students did for the Community and Service project. It was a difficult project in many ways as I tried to link the theme with conceptual photography and the students did quite a lot of research on this topic. They had to understand the meaning of the metaphor in the visual context. This involved keeping a journal with drawings of initial ideas and coming up with the original theme too. Some of them looked at bullying, racism, what it means to be different etc.
The research part is assessed according to criteria A : Knowledge and Understanding in IB system which I have defined as following: Makes journal entries that clearly justify document ideas to develop through the process. Clearly identifies and evaluates how the decisions are connected to the production topic. Critically analyses the interrelationship between cultural, historical and social context and their impact on the images and ideas.
The group dynamic was better for some as they were able to delegate work among members and have a more cohesive interaction. Some had a more surface approach and I would like to challenge that in the future. Especially in terms of practical aspects of work, development of ideas and implementation of individual elements such as editing and composition.
This part of the project is assessed with criteria B: Application: Demonstrated highly proficient technical skill with evidence of appropriate experimentation and manipulation of various processes to reflect the production topic.
The group work is assessed with criterion D: Personal Engagement, defined as following: Has fulfilled the roles and responsibilities with outstanding commitment to group’s goals including being proactive in the support of others and accepting additional tasks as required.
Criterion C: Reflection and evaluation: Evaluation demonstrates consistent commitment to extend knowledge and justify decision making. The evaluation part was important as I gave clear questions in order to help students structure their presentations better. Those who have answered those questions and done the research part had a better overall result.
After the video analysis I have decided to mix the groups differently for the new video project. This has not been as difficult as I initially thought. Filming a drama performance requires a lot of patience and organisation from the groups and I look forward to see how will this develop in the next few weeks.
Some of my students work from the Community and Service project (EIS)
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