Lesson Title: Architectural Visual Communications – Visual Techniques for Cordilleran Students
College Level: 2nd year College
Institution/Location: University of Cordilleras, Baguio City
Lesson Duration: 4 sessions, 2 hours per session
Analysis of Learners:
The group of learners consists of College Student taking up BS Architecture , ages 18-23 years old. There are 20 students in the class. Learners with diverse backgrounds and learner needs. This course has a pre-requisite on Creative arts. All have a basic knowledge of the arts, as well as a basic understanding of technology. They have a previous course with the same type of learning. Learners have good standing on previous art courses ranging from good to excellent. Activities includes visual, auditory and kinesthetic as well as materials to be used. Every group shall be heterogeneous. For the entire course, these groups shall stay, provided that there are no requests for changes. Learning references includes hands-on learning, pair exercise discussion and group exercises.
Standards and Objectives
After completing the 4-week session:
- The student be able to Create an original art of work using the different visual techniques
- The student will be able to differentiate different visual techniques.
- The student will be able to understand how visual techniques influence ethnic identity.
- The student will be able to develop a new artistic perception in cultural forms in our country.
Strategies, Methods, Media, and Materials
Thorough review of various strategies, methods, media and materials by Instructional designer in order to address 21st century learners and to have that meaningful educational experience and achieve learning objectives. Training materials were also reviewed by Indigenous /Cultural Authorities of the said University.
Strategies: This course is applicable for a face-to-face setting because the activities embedded will help the learner. Learner-centered approach is being used in facilitating learning to allow students to have an active role in their own learning. Learner-centered approach guarantees the best learning experience and quality education for the Architecture students. Social learning (Bandura)- People learn from another through observation, imitation and modelling. And finally, Constructivist wherein a student construct own knowledge of the world based on individual experiences and internal knowledge.
Methods: Instructor and Instructional designer carefully design curriculum and assessments aligned to the objectives. The curriculum, learning activities and assessments should be learner-centered, collaborative and experiential learning approaches.
Media: Instructor will utilize Architectural and Design book, whiteboards, Technological media such Sketchpad, laptop, ipad with drawing pen, reali, and DLP.
Materials: Major reference of learning materials will be based on Architectural books. Teachers way of conveying the topic is through PowerPoint Presentation.
Utilizing Technology, Media, and Materials
Review Materials
After analyzing student’s demographics. The teacher will utilize internet for the research, planning, designing and organizing of the course content on how to incorporate technology, media and materials.
Prepare the materials
All Learning materials such as PowerPoint presentation, YouTube videos/clippings, still pictures, artwork pictures and the like will be saved on a Hard drive. Soft copies on print outs and handouts are also saved just incase there’s need to print additional handouts. Other materials include:
- Print outs of Different art visual techniques from famous local artist
- Handouts of different visual techniques used as a guide
- Handbook -List of Reliable internet sites regarding visual techniques, local and international artist
Materials to be prepared by student are: Drawing board, sketch pad, pens, colored pens, water color, Mechanical pencil, modelling scapel, scale ruler, cutting mat.
Prepare the learning environment:
The learning environment is positive, purposeful, and inclusive and conducive for learning. Learning takes place in an air-conditioned and well-lit classroom, with drawing tables and designated spaces for group work and independent work. The front portion of room has a high platform, high enough so student be able to see the teacher from afar. Teacher will be using computer connected to internet and printer. DLP/Projector should be readily available for PowerPoint presentation. Work tables are arranged into 4 groups for collaborative work. But students have the freedom to choose different areas during individual works. There will also be available architectural/art books available for the class.
Prepare the learners:
For a kickstart activity, The teacher first introduces him/herself, then prompts all students to do the same with the addition of their preconceptions of what is visual technique and what the course will be about. This will serve as a knowledge check or pre-assessment to adjust their teaching approach based on their current knowledge of the course. Learners are encouraged to ask questions for further understanding. The Teachers will also run through to the students the course map or training plan for the whole session. This means that objectives, planned assessments and possible activities throughout the course should be discussed, so students know what is expected of them
Requiring Learner Participation
When there is interaction between teacher and student, the topic will be more interesting because they can share their knowledge in different aspect. The more learner participation / interaction they have the more answers you will get from the questions being raised. So, to sum up, it will increase their intellectual ability. actively engage your student
Provide learning experience:
On the first session, the teacher will discuss about different Visual techniques used by famous artist in the Philippines. The teacher will be presenting various art works through PowerPoint presentation. Teacher will be giving a handout on the day’s topic to guide and easier to recall and retain what they learn. The teacher will also play the song “Tatsulok” by Bamboo. The instructor will be giving a task on what does Tatsulok and suppress freedom mean to them. The task of every students to make an artwork related to that question. Students can use digital or traditional way of presenting their artwork. At the end of the session, the student will vote for the top 3 art work of the day. The artwork with the most votes will be awarded with “heart work of the week”. This will serve as motivation for them on their exemplary work and will make better on their next task. After the awarding, an open forum shall also be done to have a big group sharing of thoughts and ideas about what was discussed on this session.
The second session will be a brief discussion about the cultural items from teacher on the proper technique of visual techniques using pen and ink, water color and poster. This time the instructor will use YouTube videos (eg. Bul-ul, furnitures, handwoven bags, jewelries, center pieces, etc.) and reali items (eg different tapis from ethnic groups in Cordillera where they can touch or see the actual items). The task for this session can be with a classmate. One classmate will serve as a model and the other will do the artwork making use of the available instructional materials brought by the instructor. They are also tasked to make a research on proper way of presenting this cultural item in a traditional way. They can go outside of the classroom to have an original concept. After the task, all their art works will be displayed on the board. Other student will have a chance to critique the artwork of another group. The teacher will invite a Humanities Professor to evaluate the art work and one group will be chosen as the heart work of the week At the end of the session, instructor can also use entrance and exit slips as a means of recap of the student’s takeaways, possible questions, and what they’re looking forward to learning from the session.
Collaborative activities/ On the 3rd session, The students will be assembled into 4 groups with 5 members each. Students will visit Bencab or Museo Kordilyera- UP Baguio Ethnographic Museum. Their task on the 4th session is to make an original artwork using in any mixed media (e.g. photography, colored pens, air dry clay, oilcloth, pseudo 3d-art, assemblage). from any ethnic group and present it to the class through oral presentation with the use of different technological media. They will be given 15- minute presentation to discuss their artwork, they can either create a brief history on how they come up with the art work, what is their inspiration or influencers in making the artwork.
Evaluation and Revision
Evaluation is an important component to help teachers as well as the students in achieving the learning goals. John Dewey’s theory of Learning by Doing is applied although out the course, some example of the learning activities are oral presentation, speaking, listening, discovery of new ideas, duplicating an artwork which can be in a form of formative assessment
For Capstone Activity- the student should be able to reflect on this essay question on “how can they preserve the Cordilleran identity as 21st century learners” this can be done through essay and creative graphical representation making use of the different visual techniques presented by instructor from previous sessions. This will serve as a formative assessment to student.
A rubric on Self and Peer assessment form for all member of each group are required to fill up at the end of the course. Through collaborative learning, they are able to express their thoughts, opinions, and experiences that help one another to develop their teaching strategies.
A teacher evaluation form will be given to all students through goggle form. This is a feedback from the students if the course met the learning objectives, assessment of tool/media, and teaching-learning methods are effective. The result will be thoroughly analyzed and will help determine if the course materials, strategies and learning needs for the improvement of the course.
Giving and receiving feedback is important for instructional and non-instructional strategies to achieve the instructional design’s goals.
Evaluation Rubric
| Criteria | Strongly Agree | Neutral | Strongly Disagree |
| 1. Learning objectives and outcomes addresses student needs | |||
| 2. Activities promotes active participation of every learner/student | |||
| 3. Assessment tools used are aligned on the learning objectives | |||
| 4. Topics are up-to-date and relevant to the course/ topic | |||
| 5. Learning resources and material are readily available | |||
| 6. Different technology are utilized throughout the course | |||
| 7. Learning activities are engaging and motivating | |||
| 8. Instructional Materials and activities provide opportunities for learners to apply the knowledge and skills learned | |||
| 9. Various assessment tools is evident on the course 10. Comments or suggestion on how this course can be further improved? _______________________________________________________________________________ |
References:
Dale, E. (1946). The “Cone of experience” (Chap 4). In Audio-visual methods in teaching, 37-52. New York: Dryden Press. Available at Dale Audio Visual Methods in Teaching.
Duhaney, D. C. (2000). Technology and the educational process: Transforming classroom activities. In International Journal of Instructional Media, 27(1), 67 – 72. Available at Technology and the Educational Process.
Onasanya, SA PhD, Selection and Utilization of Instructional Media for Effective Practice Teaching. Available at Principles in Selecting Traditional Materials.
Marie Paz's Journey 