Develop, Explore, Experience: Virtual Reality for All Students
Participate and share : Poster
In this poster session, creators will dive into storytelling, modeling and designing to build a virtual reality experience. Get ready to rethink traditional artistic techniques for students in any content area by transforming the learning process and empowering them to represent their identities in a new media.
|Audience:||Teachers, Principals/head teachers, Technology coordinators/facilitators|
|Attendee devices:||Devices not needed|
|Topic:||Augmented, mixed & virtual reality|
|Subject area:||Not applicable, STEM/STEAM|
|ISTE Standards:||For Educators:
The purpose of this poster session is to teach educators how to leverage virtual reality technologies to teach students about art. Educators will understand how to plan, execute and assess student understanding of space and perspective to create art and how a viewer interacts with art.
Challenges with this project included:
Learning how to create with this medium.
Time (scheduling) and access and pacing (how to fit into curriculum)
Tech intervention- HTC Vive Pro-The HTC Vive is a virtual reality headset developed by HTC and Valve Corporation. The headset uses "room scale" tracking technology, allowing the user to move in 3D space and use motion-tracked handheld controllers to interact with the environment. Tilt Brush- Tilt Brush lets you paint in 3D space with virtual reality. Google Blocks- Blocks is a new, free VR app from Google designed to make it easy for people to make a 3D objects quickly by manipulating a small number of geometric shapes.
Lesson Plans- Storytelling and Art
As a class we look at different works of art that tell a story. Some have an obvious story, others we have seen for years but never knew the artists meaning.
Writing a story: Students write a short story independently.
Storyboarding- Once the story has been written student will create a storyboard to represent the story visually. They create at least 8 scenes to tell the story.
Picking the visual elements- student decided on only 3 elements that can represent the story. They sketch those out with more detail outside of the story board.
Choosing one image to execute- now students will narrow down the image that most succinctly represents their story visually. Then they draw that image from 3 different views on paper. One from the front, side and top/back. This helps to start to get them thinking about how in Tilt Brush they can now work on all sides of a drawing not just one like on paper. Thinking about how we will interact with the specific piece( walk though it, enter into it, walk under or around it)
Playing in tilt brush and google blocks- Students are encouraged to play in both programs and learn how the programs work. Just for about 5 minutes to experiment.
Give them a challenge- students are then given a challenge to make something specific in each application. In Tilt Brush they make a flower in a pot. In Google Blocks students are asked to make their “dream house”.
Demoing more tools and specifics- The teacher demonstrates more advanced techniques.
Creating the project- Students then go in and start to draw their project.