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Every Artwork Tells A Story

Participate and share

Participate and share : Poster

Sunday, November 29, 11:00 am–12:00 pm PST (Pacific Standard Time)

Patricio Perez Lamadrid  
Gustavo Caballero  
Andrea Alessio Robles  
Jeronimo Torrado  
Mariano Gonzalez Jiménez  

People's Choice winner. Learn from second-grade students about the power of art, storytelling and aesthetic education to develop empathy and respect for other cultures through their digital art gallery. Students developed Gardner’s multiple intelligences and ESL skills as they learned how our different contexts shape who we are.

Audience: Technology coordinators/facilitators, Principals/head teachers, Teachers
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Tablet: iOS
Topic: Storytelling/multimedia
Grade level: PK-2
Subject area: ESL, Performing/visual arts
ISTE Standards: For Students:
Empowered Learner
  • Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Creative Communicator
  • Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
Knowledge Constructor
  • Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
Additional detail: Student presentation

Proposal summary

Purpose & objective

Join this session to experience an authentic aesthetic experience through your senses, as you learn a creative way to develop Gardner’s Multiple Intelligences with technology, and an aesthetic approach to creating meaningful experiences where emotion is the main actor in the development of ESL skills.

The main purpose and objectives for this presentation are:

To share with the audience a Success Story in a 1:1 instructional program, including the challenges faced, and the final products.
To share how Multiple Intelligences Theory and Technology were implemented to enhance and leverage learning experiences anchored in emotions.
To share student creations that prompt beauty and good as they were developed through aesthetic education to enhance an aesthetic experience to expectators.
To share with the audience a creative way to use technology in the classroom designing learning experiences to build knowledge.

Content and Activities:
Students and their teachers will share with the audience their experience, strategies, and learning process. The audience will participate by listening and asking questions to broaden the perspective of the project. Also, by sharing ideas that leverage our experience and learning.
Time - each participant will be able to stay as long as they want in the stand, but, in general, they will take about 5-10 minutes to listen to how the project developed, the challenges faced, and to share ideas.

Supporting research

Barbe-Gall, F. (2018) How to talk to Children About Art. (2nd ed). UK Del Pozo, M. (2011). MI Theory in Action. (First Ed). Spain.
Eagleman, D. (2017). The Runaway Species: How Human Creativity Remakes the World. (First Ed) USA.
Gardner, H. (2006). Multiple intelligences: New horizons (Rev. ed.). USA
Gardner, H. (2011). The Unschooled Mind: How Children Think and How Schools Should Teach. (Rev. ed.). USA
Lincoln Center (2011). Entering the world of a work of Art: Imaginative Learning. Lincoln Center Institute, USA.

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Patricio Perez Lamadrid, Highlands International School
Gustavo Caballero, Highlands International School
Andrea Alessio Robles, Highlands International School.

Innovation and Technology for Early Childhood Education at Highlands International School México. BA in Pedagogy, MA in Neuropsychology. Universidad Panamericana, Mexico City. Apple Teacher Swift Playgrounds. Member of the Apple Professional Learning Community.

Jeronimo Torrado, Highlands International School Mexico
Mariano Gonzalez Jiménez, Highlands International School

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