In the past two weeks, students across the nation discussed whether they can enjoy a piece of artwork, from music to paintings, produced by an artist who leads a controversial life in our #DoNowArtist post. We asked students Can you still appreciate a work of art even if you don’t like the artist as a person? Should we continue to celebrate art by people who do bad things? Can you separate the art from the artist? Should you?
Most students entering the workforce will be expected to have media production skills. From Facebook to YouTube, most industries will require job applicants to have at least some basic skill set with online multimedia platforms. In social studies, English language arts, and journalism classrooms, simple media production activities are a dynamic way for students to become fluent in these technical 21st Century skills, while representing their work through creative, innovative projects.
As science educators, we know how important critical thinking and new technology skills are in the scientific community. The ability to question and make sense of the world around us is a skill we value highly in the scientific world. We recognize that if our students are going to become the next scientific innovators and responsible citizens, they need, skills to gather and evaluate data, make informed decisions, and communicate their ideas to others.
Nearly every student who is in school today will enter the workforce needing skills in media production. From social media to YouTube videos, many industries will require a knowledge of how to leverage online platforms. In the arts classroom, media production is a dynamic way for students to gain these technical skills, while also practicing aesthetic valuing, design thinking, communication, and creative writing. All of these skills can be cultivated through the use of media-making projects. For this reason, student media-making projects are an excellent way to introduce these 21st century proficiencies.
Science media projects that enhance student learning and engagement offer limitless possibilities for creativity in learning subject matter. Below are just a few reasons to incorporate media making projects into the science curriculum: Technology is engaging! Media projects give students the opportunity to connect to real life to concepts learned in class. Students develop relevant […]
Today, science demands sophisticated skills not generally taught as part of standard science curricula. Ideally, science instructional strategies teach a body of knowledge and cultivate other abilities required for the practice of science. For example the scientific community values collaboration and teamwork, critical and focused observation, the use of technology for data collection, evaluation of […]