SED 464 Signature Assignment

Mr. Christopher Smudde

Grant Proposal for Artistic Expression Showcase
Ashley Griffith
3 December 2015

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School Environment Narrative
Mountain Trail Middle School is home to just shy of 850 seventh and eight
graders across Paradise Valley. According to their mission statement, Mountain Trail
Middle School strives to provide students with a rewarding and comprehensive
educational experience that prepares them for success in high school. Mountain Trail
Middle School belongs to the Paradise Valley Unified School District, servicing 30
elementary schools, 7 middle schools, and 5 high schools. All of these combined,
Paradise Valley Unified School District is made up of 32,000 students and 3,800 teachers.
Within the district, 59% of students are Caucasian, 30% are Hispanic, 3.6% are Asian,
3% are African American, leaving the remaining 1.2% listed as other ethnicities. At
Mountain Trail Middle School, 632 students are listed as Caucasian, 120 students are
listed as Hispanic, 44 students are listed as African American, 47 students are listed as
Asian, and 5 students are listed as Native American. Within the surrounding area, the
average annual household income is roughly between $55,000 and $57,000.
Looking more specifically at classroom environment, this narrative will hone in
on Mrs. Tomczyks eighth grade classes. In her first block, she has 21 students. Her first
block consists of college prep students, while her second block contains 30 Honors
students. Her last block of the day is a second class of college prep students, filling up 27
seats in her classroom. The dynamic in these three classes is vastly different.
Evaluation of Existing Technology
The students at Mountain Trail Middle School have a few technological resources
that benefit their educational needs. For starters, each teacher is given a MacBook Air
specifically for academic resources. Recently, Mountain Trail began to pilot an

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interactive learning website called Study Sync. Study Sync abides by all the Common
Core standards, while also implementing a unit-by-unit calendar that is cohesive to the
districts curriculum. Within the website, there is access to hundreds of lessons across all
the subject areasmath, science, language arts, history and so on. Study Sync allows
teachers to peruse the site for lessons pertaining to the part of the curriculum they are
currently teaching. For example, eighth grade English teacher Whittney Tomczyk
recently began a unit on characterization, plot structure, and authors purpose within Ray
Bradburys Fahrenheit 451. Using Study Sync, Tomczyk has access to hundreds of lesson
plans and activities for students to participate in. She is able to give her students
assessments to test for comprehension through Study Sync, as well as create interactive
online debates called Blasts.
Within the Blasts, students are prompted with a timed essay question to assess
their comprehension of the novel. After they have completed their essay question,
students must then go on to rate and constructively comment on another classmates post.
This feature on Study Sync promotes growth in students essay writing abilities. They are
also able to observe their peers work, allowing them to see what they can improve upon
in their own work.
All of these exercises are completed on the students Google Chrome laptops that
the school has provided for every classroom. The availability to such technology allows
for more interactive lessons, like the one mentioned above. The laptops are also
beneficial to students that do not have access to computers at home. Both seventh and
eighth grade English teachers have opted to use the laptops for their end of unit
assessments. The teachers will upload the assessment to Google Drive and share it with

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each of their students individually. Whittney Tomczyk noted that she has noticed a
substantial improvement in test taking performance when they switched from paper tests
to online tests, as she believes it reduces test-taking anxiety.
Analysis of New Resources
Although the students at Mountain Trail are provided with the technological tools
to enhance their learning experience, the variety of which they utilize the technology is
lacking. Even with access to Google Chrome laptops, the extent to which the students
capitalize on this technology is greatly stunted. With the immense amount of learning
opportunities that the laptops provide, they are mainly used for Study Sync and
Accelerated Reading tests. Although Study Sync has proved to enhance students learning
experiences through the implementation of certain interactive lessons, it does not reach
all realms of learning styles. For example, a student who is not proficient in essay
writing, but is exemplary in multiple-choice questions, may not perform well on the
timed discussion prompts. Even though it may help them fine-tune their essay writing
abilities, it does not accommodate their learning styles.
Introduction to New Technology
It is crucial for Mountain Trail to broaden the scope of how they utilize the
laptops. In order to accommodate most, if not all, students learning styles, Mountain
Trail Middle School would benefit by welcoming the idea of incorporating a set of video
camerasaccompanied by a video editing software, into their classrooms. By
implementing a set of video cameras with video editing software, various opportunities
for various creative, technology integrated projects would be possible for the students.
Simply limiting their computer use to writing essays and short answer questions is not

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only a disservice to the students, but it is not an entirely effective way to test
comprehension. Although they already have computers at their disposal, they are not
utilized for creativity and various technology infused assignments as they could be. A set
of video cameras for the classroom would not only allow the students to take a creative
approach to assignments, but it also caters to multiple learning styles as well.
More specifically, the incorporation of this technology would be extremely
beneficial for the multimedia project I am assigning to my classes. The students are
required to research a controversial topic that exists within the school and formulate a
position that challenges the topic of their choosing. After choosing and researching the
topic of their choice, students will then move onto the multimedia component of the
assignment where they are required to film a visual representation of their chosen topic.
The students will be allowed to determine how they want to express their visual
representation (i.e.: slam poetry, dramatic monologue, a skit, a song, a dance, etc.). By
allowing students to record a video and edit their projects, we will be able to see a larger
variety of creative expression outside of essay writing and PowerPoint presentations.
At the end the end of the unit, students will write a 2-3 page written research
summation that includes what their chosen topic is, the position they took on challenging
their topic, and research that backs up their position (a minimum of 2 sources).
Although Mountain Trail Middle School has access to technology that many
schools do not, there are still many other resources they can implement to enhance
student-learning opportunities. It is important that educators not only adapt to the
constantly changing technology, but also tailor it so that it fits their students needs. If
educators only provide the bare minimum, it is stunting the students educational growth.

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Infusing technology in a way that makes students excited to learn is how students will
begin to excel in their education.
Introduction
As eighth graders, students learn a lot regarding the concept of voice through
persuasive and argumentative writing. However, I feel as though students are not
necessarily taught how much power their voices and opinions truly possess. I also believe
that because we teach students to express their opinions about certain topics through
writing essays, they are not exposed to the other various ways of challenging social
constructs.
Demonstrating to students they there are various creative ways to express
disagreement will enable them to be significantly more well rounded when taking a stand
on a particular issue. It will also teach them to recognize forms of social protest outside
of writing essay.
A large component of this project is for students to consider and answer the
following question: how does art provoke social change? For this project, students will
research various forms of art, and how it is used to critique social constructs. Some
modern, thought provoking forms of art that students will be exposed to are propaganda
posters, advertisements, public service announcements, and various advertising
campaigns such as the Ray Bans Never Hide series. By delving deeper into these art
forms that critique social constructs, students will learn that there are various ways to
express their opinions on a vast array of social issues. They will also research and
identify issues within their school that they find controversial. Using the knowledge they
have gained about challenging social issues through our classroom lectures, they will be

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able to effectively and intellectually take a stand and challenge a school issue that they
disagree with.
Throughout the course of this unit, students will complete a written and a
multimedia component for this project. The written piece will come at the end of the
assignment, and will be a reflective essay and research summation of what they found
over the course of the unit. Their essay must be written in MLA format with a minimum
of 3 sources that back up their position on their chosen issue. The multimedia component
is a visual presentation that references their position on their chosen controversial school
issue. The multimedia component is not a PowerPoint presentation. For the visual
component, students may perform a skit, a song, a dance, or any creative form of their
expression that challenges the social issue that they have chosen. At the end of this unit,
students will present their video to the class. Their written piece, however, will not be
shared with the entire class.
Applicant Biography
Ashley Griffith graduated from the Mary Lou Fulton Teachers College at Arizona
State University with the class of 2017 with a Bachelors degree in Secondary Education.
She has been teaching for six years at Mountain Trail Middle School in Phoenix, Arizona.
She is currently in the process of getting her Masters degree in Administration, and hopes
to have a hand in creating school curriculum. Ashley has also been an advisor for
Mountain Trails Associated Student Body (Student Government) class for 3 years.
Ashley welcomes new ways to incorporate diverse learning strategies, and loves helping
students recognize and achieve their full potential.

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Project Narrative
Essential Questions, Learning Goals, and Outcomes
This Project Based Learning assignment will challenge students to delve deeper
into the following questions: How does art provoke social change? How does art
challenge social injustices? By posing these questions, students will research various
controversial issues and determineas well as analyze, how art played a pivotal role in
challenging certain controversial issues. The main goal is for students to realize that art is
not just an aesthetic pleasure, but rather that it has the ability to serve as a catalyst to
challenge social injustices. By participating in this project, students will also become
familiar with what is classified as art. Art does not have to be a painting hanging on a
gallery wall, it can be anything that evokes emotion: songs, dances, paintings, skits,
monologues, public service announcements, and many other creative outlets. The goal is
for students to understand that if they are passionate about an issue, they can use their
creative expression to be the voice that provokes social change.
Project Breakdown
To begin, students will be presented with a list of topics that are present within the
school policy and student handbook that they may choose from. If they feel that they do
not identify or feel passionate about any of the given topics, they may generate a topic of
their own. However, if the opt to choose their own topic, they must receive teacher
approval before they begin delving into any research. The presented topics include but
are not limited to: school uniforms, cell phone and technology use in class, school start
times, punishment policies for bullying, etc. Obviously, there are many other topics at
their at their disposal.

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Once they have chosen a topic, they will begin conducting research to familiarize
themselves with the topic that they have chosen. The goal is for students to have enough
background knowledge on their topics before they begin working on the creative aspect
of the assignment. In addition to becoming familiar with their topics, students must then
explore ways that art could play any role in challenging their chosen issue. They will
need to gather specific research, as it is required and crucial element to the reflective
essay at the end of the project.
After students have chosen a topic and have done enough research to familiarize
themselves with their topic, they will move onto the creative portion of the assignment.
They may choose whatever creative outlet they would like, as long as it is school
appropriate. They have the options to do a poem, a video skit, a song, a dance, or
whatever creative outlet they feel best encompasses a provocation to challenge their
topic.
Real World Connections
Students will draw connections to their controversial topic and the real world by
completing their own form of creative expression. As the essential questions asks: how
does art challenge social injustices? In order to encompass the research on the their
chosen topic, and how art can act as a catalyst for change, students will channel their
creative abilities to challenge their chosen school-wide injustice. For example, students
may write and record themselves reading a poem they wrote about school uniforms, or
they may create a video skit about their schools bullying policy, and what changes they
would make to it. The options for creativity are endless, and completely up to the

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students discretion. Of course, just like when choosing their topics, they way the choose
to express their opposition of their chosen social issue must be school appropriate.
Community Engagement
Students will have the opportunity to perform the multimedia component of their
project at an art festival held in the schools multipurpose room. If they so desire,
students may invite family members, friends, or teachers to watch them show their
artistic expression. The objective for having the artistic expression showcase is to raise
awareness about controversial issues that exist within their campus. By having students
participate in this assignment, they are raising awareness on school policies that they
deem controversial by channeling their creativity.
If students do not want to perform or play their video live, they must participate in
planning the art festival to receive full credit for this project. This can be anything from
creating invitations, advertising brochures and posters, and working closely with me to
create an itinerary for the evening. Obviously, they will not be forced to perform their
creative talent if they do not feel comfortable. However, it is pertinent that they have
some hand in the art festival.
Reflections and Need for Technology
At the end of the project, students must write a two-page summary on what they
learned from this assignment. They must answer the essential question, as well as give
insightful feedback on how they learned how to use the arts to be the voice of change. As
they wrap up this project, they must sum up what they have learned and what skills they
have gained by completing this project (i.e. public speaking, making real world
connections, etc). The required technology for this project is the Windows Movie Maker

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video editing software and camcorders. Through this software, students will be able to
edit their video clips and piece them together to make one final video that they turn into
me at the end of the unit. There will also be five camcorders available to the students to
use if they so desire. However, it is important to note that students already have webcam
on their Chrome Books, as well as phones that they can record their videos on. It is up to
them to be accountable and creative with their existing resources, as well as the resources
that are provided for them.
There will be a weeklong period dedicated for students to film portions of their
videos. This will allow them enough time to get their videos recorded, and begin the
process of editing their videos through Windows Movie Maker, which is already installed
on their computers. Should the students wish to check out a camcorder, they must
document it on the camcorder sign out sheet and return it by the end of the period. In
addition, students must upload ALL of their videos to a folder on their Chrome Books to
keep all of their recorded materials organized in one place. If they record their videos
using a camcorder, students must take the footage they have filmed from the camcorders
memory card and store it on the computer so they can have access to it later. There should
be no footage on the camcorders by the time they return it back into me at the end of the
class periodall footage must be downloaded to their Chrome Books. It is the students
responsibility to ensure that all of their recorded footage is on their computers before they
turn it in at the end of the class period. If any of their footage is deleted or lost and has
not been stored on their computer, it is up to them to rerecord their lost footage.

Standards that are incorporated in this project include:

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Common Core Standards
(8.RI.7) Evaluate the advantages and disadvantages of using different mediums (e.g.,
print or digital text, video, multimedia) to present a particular topic or idea.
(8.RI.8) Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient; recognize
when irrelevant evidence is introduced.
(8.W.1) Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence
logically.
b. Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and
supports the argument presented.
ISTE Standards for Students
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues

Formative and Summative Assessments

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In order to ensure that students comprehend each component of this project,
students will be assessed in the following ways:
Formative Assessments

One multiple-choice quiz that tests their knowledge on argumentative and

persuasive essay components (based on lecture information).

One quick write that asks students to define art in their own words, and explain

how they think it can be used to challenge a social issue.

One multiple-choice quiz that tests their comprehension with Windows Movie
Maker.
o Before students jump into the multimedia component of this project, there
will be a day dedicated to familiarizing students with the editing software
that they will be using for the duration of this unit.

Summative Assessments
There will be two formal assessments at the end of this project: their multimedia
presentation of their social issue and their reflective research summation at the end of the
unit.

Multimedia Assessment: The students multimedia presentation will be graded

on a rubric that includes the following:
1. Content Knowledge: Is the content in their multimedia presentation
reflective of what they learned over the course of the unit?
2. Analysis: Did they effectively analyze and explain the purpose for why
they are challenging their particular topic?
3. Creativity: Does their project incorporate their own creative flare?
4. Planning: Did their presentation demonstrate a level of planning and
organization?

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5. Conventions: Did they effectively use the technology (video, audio, etc.)
to enhance their performance and communicate their position on their

chosen topic?
Written Assessment: The written component will be graded on a rubric that
includes the following:
1. Topic and Research Summation: Did the student successfully summarize
all components of their project?
2. Grammar & Mechanics: Was their project free of/include minimal
grammar/mechanical errors? Was it easy to read?

Sustaining the Project

This project will occur every year, and will use the same technology. It is my hope
that over the course of the following years, the artistic expression showcase will grow in
popularity and expand beyond the boarders of our school. With diligent participation and
enthusiasm from my students, I hope that in the following years, this project will reach
members of our community.

Budget Table
Item and Quantity
(5) Nikon Coolpix L340
20.2 Mp Digital Camera Black (26484)

Individual Item Cost

$99.99
+ 8.10 (tax)
Free Shipping

Item Cost
$540.45

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(5) Target 2-Year
Replacement Plan
(4) Lexar 16GB Full HDVideo SDHC Memory Card
(5) Nikon Black Digital
SLR Camera Bag with
Instructional DVD 9793
(1) GE 6 Outlet Power Strip

$7.00

$35.00

$9.99
+ .81 (tax)
Free Shipping
$34.99
+ 2.83 (tax)
Free Shipping
$8.29
+ .67
Free Shipping

$54.00

$189.10
$8.96
Total Cost: $827.51

Narrative
The Nikon Coolpix cameras will be available for students to use if they do not
wish to use the webcam on their computers, or the recording feature on their phones.
Each camera will be labeled with a number 1-5. If they choose to check out a camera,
they must list the number of the camera, the date, and the class period they are in on the
Camera Sign-Out Sheet. The 2-Year warranty plan protects the cameras from any damage
that may occur. The memory cards are for the students to place into their cameras so they
can store their footage. The students must download all of their footage from their
memory cards onto their computers and clear the memory cards before returning the
cameras so that the next group of students has enough storage for their footage. The
camera bags will be used for the cameras safe keeping. All of the cameras will be
secured in the camera bag, and stowed and locked in the classroom supply cabinet.
Finally, the power strip will be used for the students to charge the cameras before and
after use.

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Appendix
Supplemental Material
Works Referenced

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Paradise Valley, Arizona (AZ): School demographics, annual household income, studentto-teacher ratio data (2002). Retrieved from: http://www.pvschools.net/domain/59
Inquiry Based Lesson Plan
Subject: English

ges of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
xamine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
l-chosen facts, definitions, concrete details, quotations, or other information and examples.
s into presentations to clarify information, strengthen claims and evidence, and add interest.

on making
ms and significant questions for investigation.
erspectives to explore alternative solutions.

ing of persuasive and argumentative devices by listing and identifying the elements of persuasive and argumentative essays.

complex):
sive devices.
ative/persuasive devices in given examples.
say

Materials/Technology Resources to be Used:

Projector

ing, and make RELEVENT to real life)

What do they accomplish?

gumentative & persuasive essays have in common? How are they different?

Student Will:
Take notes
Brainstorm the possible school-wide topics to argue.
o Why is this issue important to you?
o If you could implement change, whom would

n the blank notes from the lecture/presentation.

utlined description of persuasive and argumentative essays.

ops

orkshop with students that need the extra guidance.

f their brainstormed ideas.

Students Will:
o Brainstorm possible argumentative/persuasive
o Pass their brainstorming topics around for pee

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Student Will:
Take peer feedback.
Begin to think about what topic they might want to ch

conference with me to see how I can help them research a topic that is of interest to them.

project.

t.