Online Facilitation Plan

By: Colleen DiNunno

ET 631

Timeframe: Six-week online workshop

Initiative Description: This online workshop is designed for students in 7th and 8th grade. The purpose is to increase
skills and student engagement in Art. Throughout this course, students will learn about and experiment with specific
materials and conclude with a final product each week. This six-week course will utilize online tools and encourage
students to develop new ways to communicate and collaborate. Asynchronous modules will provide students the
opportunity to explore and complete independent work on their own time, while synchronous modules will include
discussions facilitated by instructor, but carried out by students. By participating in an online summer art workshop,
students will have the opportunity to experiment and explore more independently in the face-to-face setting.
(In order to participate in this workshop, students must sign up and pay a lab fee to cover materials expenses.)

Workshop Objectives
• Learners will independently foster creative abilities, self- expression, self-confidence, and self-discipline.
• Learners will understand how to appropriately navigate their own learning experience through a series of practice
activities.
• Learners will know how to develop ideas through experimenting and selecting appropriate resources, media,
materials, techniques, and processes.
• Learners will be skilled at developing and refining artistic work for online presentation.
• Learners will learn the steps and language of critiquing a work of art.
• Learners will apply skills and concepts to a final product.
*By the end of this workshop, students will create a portfolio that demonstrates their skills in comprehension and creativity
with each material, as well as a final product that reflects their learning from this course.
 
 
 The Color Shop  

Module   Objectives   Content/Resources Needed   Activities/Assessments  

Week 1: 1. Participants will Course Syllabus that has overview of Reading/Viewing

Color Theory understand the course Read the course syllabus
Asynchronous course content
and expectations. Article that explains what color theory Read this article about Color Theory
is (includes text and images)
Read the Symbolism of Color
2. Participants will Article about the symbolism of color
demonstrate their Download this PDF from MensaForKids.org and complete the
knowledge of Facilitator will group students activities along the way
color theory. randomly using group randomizer
Review and become familiar with these terms on Quizlet
Weekly class Padlet Reflecting
3. Participants will Access the Padlet and answer the following questions: (10
develop a sense Word Cloud generating tool: Wordle, points)
of community PollEverywhere • What did you learn about color?
through a • What do you still have questions about?
Voicethread for introduction • What is your favorite color? Why?
collaborative
activity.
Completed Example Displaying
In your assigned group for the week, create a word cloud about
Forum posts on LMS Color Theory: you may use Wordle, PollEverywhere, or any
4. Participants will
apply their other resources you find. Please share to the forum post. (5
points)
knowledge of Doing
color theory and Part 1: Access the Voicethread, answer the following questions (
create a 5 points)
sketchbook page • Your name
that reflects new • What is your favorite art material?
learning. • What you are most excited to learn in this workshop?
• What is your favorite color?

Part 2: In your sketchbook, create a color wheel of your own. Be

sure to label and incorporate important vocabulary terms. Here
is an example of a completed sketchbook page. Post image of
your completed product in the “Color Wheel Forum”.
(15 points)
 Week 2: 1. Participants will Article about the history of colored Reading/Viewing
Colored Pencil explore the pencils. Read this article about this history of colored pencils
Asynchronous history of colored  
pencils and a Youtube tutorial that contains a variety Watch this tutorial (Follow along in your sketchbook and take
variety of of techniques using colored pencil. notes on the techniques you see)
techniques that  
can be applied Vocabulary Sheet Review these vocabulary terms (these will be helpful when you
using the   complete the Nearpod in this modules Reflecting section)
material. Nearpod presentation with activities
for students to complete Reflecting
Access the Nearpod and complete all activities (10 points)
2. Participants will Facilitator will group students
demonstrate their randomly using group randomizer Displaying
knowledge on a Create a collaborative visual board that demonstrates your
collaborative Forum post on LMS learning for this module. Include terms, pictures, artwork, etc.
board. You may use any tool you feel works best for your group:
Worksheet for students provided in Infographic, Google Doc, Padlet, etc. (5 points)
course materials for students
3. Participants will Doing
continue to In your course materials you were provided with the following
develop a sense worksheet. Glue it into you sketchbook, complete and upload an
of community image of the finished product in this modules forum post. Be
through a sure to follow the directions carefully. (10 points)
collaborative
activity. Here is an example of a completed worksheet:

4. Participants will
put learned skills
and concepts into
practice.
 Week 3: 1. Participants will Article about the history of watercolor. Reading/Viewing
Watercolor explore the   Read this article about this history of watercolor
Asynchronous history of Tutorial about a variety of techniques.
watercolor and a   Watch this video on Youtube. (In your sketchbook, take any
variety of Class Padlet notes about the history of watercolor, techniques you liked, or
techniques that   things you had questions about)
can be applied Accessible class Google Slide
using the Reflecting
  Access the Padlet and answer the following questions: (10
material.
Forum posts on LMS points)
• Share what you learned about watercolor.
Exemplar of watercolor techniques
2. Participants will • What techniques do you want to try?
demonstrate their • Do you have any questions about how to do any of these
knowledge on a techniques?
collaborative Read what your classmates are also sharing
 board. Displaying
Research artists that use watercolor. Find 2 works of art, and
3. Participants will identify the possible techniques the artist used. Share on
conduct research Google Slides
to find artwork (5 points)
and analyze it.
Doing
4. Participants will Choose 8 watercolor techniques to practice (either from the
put learned skills video, or research and experiment with some of your own)
and concepts into In your sketchbook, create a watercolor and techniques page
practice. and upload an image of the finished product in this modules
forum post
(20 points)

Week 4: 1. Participants will History of painting article Reading/Viewing

Painting explore the   Read the History of Painting
Asynchronous history of How to wiki with text/images
painting.   Looks through this Wiki about paint mixing. (Take notes in your
 Painting by period website with sketchbook on how to color mix)
2. Participants will text/images
examine artwork Look through Painting by Periods
and determine Weekly class Padlet Reflecting
what inspires Access the Padlet and answer the following questions: (10
them. Accessible class Google Slide points)
  • What style/period of painting do you like the most? Why?
3. Participants will Exemplars of color challenge • What comes to mind when you the word ‘paint’?
explore periods of Displaying
painting and Find a famous painter that inspires you. Once you’ve found an
specific artists. artist, create your own slide on the Google Slide. Include the
name of the artist, where they were from, the time period they
4. Participants will were an artist, and what inspired you about that particular artist.
use a limited color (10 points)
palette to create Doing
an array of colors. The Color Challenge: Using only Primary colors (Red, Yellow,
Blue), Black and White. Create 50+ colors in your sketchbook.
5. Participants will You may NOT repeat colors. Organize the colors in a way that
identify color- best represents you as an artist. (20 points)
mixing formulas.
 Week 5: 1. Participants will Zoom Synchronous Learning Session
Apply/Collaborat engage in (This session with be at the beginning of Week 5 to ensure
e reflective practice. Question starters for discussion participants have plenty of time to develop ideas and have time
Synchronous   to create)
Assignment criteria Learners will participate in a synchronous session using Zoom.
2. Participants will   During this session, students will be placed into “break out
consider topics Rubric for final project rooms” to discuss their strengths/weaknesses from this course,
that influence an   and potential ideas for a final project. As the facilitator, I will
artist. rotate around to each group’s discussions. After the breakout
sessions, students will come back together as a whole group
and share if they have any questions/comments.
3. Participants will  
continue to build Possible Discussion Starters:
a sense of • Of the 4 art material modules, which material do you feel
community and most confident in using?
collaborate in an • What inner and outer factors influence how we express
online setting. ourselves artistically?
• What inspires you?
• How can artwork communicate meaning?
 4. Participants will • What steps go into the art making process?
brainstorm ideas • What do certain colors represent?
for a cultivating
project. Cultivating Assignment:
Students will do a reflective self-assessment to evaluate which
module/material they were most successful in using. They will
then create a work of art that represents the topic of this
workshop “Color”. The assignment is open-ended to promote
critical and creative thinking. Subject matter and material are at
the discretion of the learner. (100 points)

Week 6: 1. Participants will Youtube video on etiquette Reading/Viewing

Apply/Critique analyze to   Watch the etiquette of the art critique
effective and Article about the importance of art
appropriate ways critiques Read The Importance of Critique
for engaging in an  
art critique. Article with tips on how to “survive” an Read How to Survive and Art Critique
art critique
  Read What to Include in Your Artist Statement for tips
2. Participants will Article on what the artist should
refine work for include in an artist statement Reflecting
online   Access Flipgrid and present your work in an artist statement
presentation. Flipgrid for students to access and format. Address the following questions: (20 points)
share their artist statement/conduct • Why did you make it?
critique • What does your artwork represent?
3. Participants will   • What inspired you?
evaluate their Send a special thanks to participants! • How did you make it?
work and the • What does you artwork mean to you?
work of others.
Displaying
For this week, there is no “displaying” activity.

Complete your project (100 points)

 Record your artist statement on Flipgrid. (30 points)

Doing
Access Flipgrid and critique two classmates work. Be sure to
address the following: (10 points each)
• Lead with a compliment
• Ask a question about the artwork or artist
• What’s an element the artist could consider in the future?
• End with a compliment