Attend
Exhibit
An Instagram Museum Project for High School Artists: @TheArtClassMuseum |
Participate and share : Poster
Nahyelie Burn Paola Medina MAXIMO CANCINO GOMEZ
In this session, we’ll share the Instagram gallery project we created with K-12 art students. We'll discuss the strategic use of social media as a classroom tool, the importance of giving students agency as young artists from day one, and the role of the teacher as curator.
| Audience: | Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators |
| Skill level: | Beginner |
| Attendee devices: | Devices useful |
| Attendee device specification: | Smartphone: Android, iOS, Windows |
| Participant accounts, software and other materials: | * Instagram app downloaded in their devices or opened as a website. |
| Topic: | Creativity & curation tools |
| Grade level: | PK-12 |
| Subject area: | Language arts, Performing/visual arts |
| ISTE Standards: | For Educators: Learner
|
Objectives (participant outcomes)
*Understand the advantages of including Instagram as a learning and sharing platform inside and outside of our classrooms.
*Introduce the idea of the educator as an art curator that gives students' artworks a narrative that says as much about the class as it says about the educator's learning experience as well.
*Show how The Art Class Museum is operated and how it could be replicated in other learning environments.
*Demonstrate the potential of Instagram's creative tools like reels, stories and IGTVs.
Educational challenge/situation
*The educational challenge this project responded to was the invisibility of the students exercises and projects. In times of online classes, the amazing artworks that the students were creating during Art class were completely invisible except for the artist who made them and the teacher who received and grade them. One of the most important methodologies in Art School is dialogue and collective feedback, so The Art Class Museum was a way of compensating the silence and isolation; offering a very visible and playful platform for these great pieces of art to exist; at the same time, opening the classroom for many others to take a look and get inspired.
Technology intervention
*The use of Instagram as a social media platform that allows the possibility of using it as a digital art gallery.
Evidence of success
This project has already been working for 7 months now and has shown great results so far:
*The general enthusiasm shown by the class.
*The connections some students made with viewers outside of their classrooms and even outside their city.
*The horizontal learning experience it allowed for students to have, consuming and supporting their classmates' works.
*The great feedback we've received form the art community that the teacher has shown the project to and the educators community that are part of the followers of the project as well.
*The fact that former students are still following and interacting with the Instagram page, long after they've graduated, shows that it was an actually meaningful learning experience that they still want to be part of, even after they finished school.
The presentation is proposed as a virtual snapshot, which consists on 20-minute micropresentation presented consecutively with a 5-minute question-and-answer period. Two snapshots are combined into an unmoderated 45-minute session in webinar format. Considering the 45 minute time lapse, the outline would be:
* 5 minute introduction of the presenter and brief explanation of the project.
* 10 minute explanation of the 2 roles: the student as the artist and the teacher as the curator.
* 5 minute talk on the importance of social media for Gen Z student's education and artistic/personal growth.
* 10 minute dive into @TheArtClassMuseum instagram profile to see the design, functioning and results of the project. // The audience will navigate through the website too in their own devices so they can interact with the page.
* 10 minute micro-activity for the audience "Make a creative Instagram Story" // Device-based activity using their smartphones and the Instagram app.
* 5 minute question and answer period.
ARTICLES
* "Millennials are Spending More on Art Thanks to Social Media" (Park West Gallery, 2019): https://medium.com/@parkwestgallery/millennials-are-spending-more-on-art-thanks-to-social-media-b86e7d57ae21
* "Using Instagram as a Teaching & Research Tool: Tips, Resources, & Best Practices" ( Ai Addyson-Zhang, 2017): https://medium.com/@aiaddysonzhang/using-instagram-as-a-teaching-research-tool-tips-resources-best-practices-8f1e2ae7bc20
* "Using Instagram to connect with the social media generation" (Christie Novak, 2020): https://www.thetaxadviser.com/issues/2020/nov/instagram-generation-z-students.html
* Thinking about Art Thinking (Luis Camnitzer, 2015): https://www.e-flux.com/journal/65/336660/thinking-about-art-thinking/
* Art teaching as fraud (Luis Camnitzer, 2012): http://esferapublica.org/nfblog/la-ensenanza-del-arte-como-fraude/
BOOK
* "Teacher as Curator: Formative Assessment and Arts-Based Strategies" (Lisa Donovan & Sarah Anderberg, 2020)
Mexican visual artist and art educator, Paola Medina, holds a Bachelor of Arts degree from the University of the Américas Puebla, graduating with a Summa Cum Laude mention. Her projects have been included in multiple collective and solo exhibitions throughout México since 2017. Besides being present in the emerging contemporary art scene, she has been researching and working in the art education field since 2020, both tutoring young artists and undergrad students with their artistic practice and working as a high school art teacher in Prepa Anáhuac Mérida, where she has developed the project she's presenting at ISTE: The Art Class Museum.
Engineer in Biotechnology and Geography, Ecology, Health Sciences and Lab Teacher at "Prepa Anáhuac Mérida" High School.
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