TF Digital Tech Literacy: 04/20 - 04/22 (HYBRID): Personal Data Visualization Art Project

Introduction

Digital Literacy Class: We are going to learn about so many incredible ways to be creative, collaborative, and to communicate. We will focus on computer skills and applications. Some topics you already know about, and you will know better, and other topics and applications will be new to you! Either way, we will work together to find the ones you are able to use best. This class consists of Project-Based-Learning. You will be given plenty of time to learn the skills and applications that you will use for a lifetime. I hope you enjoy the material we will cover. - Mr. S

Tuesday, April 20, 2021

04/20 - 04/22 (HYBRID): Personal Data Visualization Art Project

"Designer Giorgia Lupi wants to change the way we think about data — far from being cold facts and numbers, it can be warm and often flawed. Follow her step-by-step instructions to generate a data-driven perspective on the person you know best: you."

- Freitas, J., & About the authorJames Freitas is a writer from Massachusetts. (2017, October 02). How to draw your own selfie - using your personal data. Retrieved April 20, 2021, from https://ideas.ted.com/how-to-draw-your-own-selfie-using-your-personal-data/

The following project will help you understand how data can be used to create visualizations that help others understand it more easily. Many examples exist in our world, and many careers are increasingly relying on these types of visualizations to make sense of the vast amounts of data that are generated by almost everything we do. From our shopping and personal habits, to the large amounts of data created by almost every field of study, it is sometimes easy to become "lost" in the numbers and stacks of random tables that the data is organized into.

"Remember that data, like us, is imperfect. “It’s time to leave behind any presumption of absolute control and universal truth,” says Lupi. Since we get our data from humans; it’s riddled with human error and tainted by biases. We should embrace these imperfections, just as we embrace imperfections in ourselves and others. These portraits are only the start of forming a new relationship with your data. Once you feel more connected to it, you’ll see it differently. We must treat data “as the beginning of the conversation,” Lupi says, “and not the end.”" - IDEAS.TED.COM (article references above)

Please spend some time tomorrow (ASYNCH WEDNESDAY) watching the following video about this project:

https://www.ted.com/talks/giorgia_lupi_how_we_can_find_ourselves_in_data

Assignment #1 (❗️): Students will create an original art piece using skills and tools (SKETCH.IO) from the last lesson. Students will open the following Data Selfie Digital Art Project Google Slides (Click Here) and follow all the directions to complete their personal data portrait. Once completed students will need to upload their final project to their Google Drive and SHARE it with Mr. S (harvey.scribner@techfreire.org) for credit. Students should also post this project to the main page of their Student Digital Portfolio (Quarter 1 Project).

Learning Objectives

After this lesson students will be able to:

define digital art
discuss the history of digital art
explain how digital art is used today
create some basic examples of digital art

Curriculum Standards

CCSS.ELA-Literacy.RH.11-12.4

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-Literacy.RH.11-12.5

Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

CCSS.ELA-Literacy.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

Materials

Computers with Internet Access and Sketchpad.IO or similar application
A photo of digital art

REFERENCES

https://study.com/academy/lesson/digital-art-lesson-plan.html

https://sites.google.com/a/greenvilleschools.us/millerdigitalarts/art-1

https://www.ted.com/talks/giorgia_lupi_how_we_can_find_ourselves_in_data

https://ideas.ted.com/how-to-draw-your-own-selfie-using-your-personal-data/

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Overall Academic Class Standards

SELF-ASSESSMENTS

Student Self-Assessments refer to training students to evaluate themselves, and their work, for the purpose of improving outcomes. To become capable evaluators of their work, students must have:

- a clear target (goal)

- the opportunity to help create definitions of the quality of work.

- the opportunity to correct, or self-adjust, their work before turning it in.

Students are also prompted to reflect and evaluate strengths, weaknesses, and areas of improvement. These skills will allow for planning, improvement, goal-setting, and reflection. Emphasis will be placed on integration of previous learning across the school curriculum.

ISTE 2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others:

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information:

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

General Computer-Based / Project Based Classroom Standards Met:

PA Common Core 8.5.6-8G: Integrate visual information (e.G. charts, graphs, maps, video, etc.) with other information in print or digital format.

ISTE 3.3A: Students plan and employ effective research strategies to locate information, and other resources, for intellectual and other pursuits.

ISTE 3.3D: Students build knowledge by actively exploring real world issues and problems, developing ideas, and pursuing answers and solutions.

CSTA Collaboration 1: Apply productivity/multimedia tools, and peripherals, to a group collaboration and support learning throughout the curriculum.

CSTA CPP1: Use advanced tools to create digital artifacts.

PA CEW Standards Met

PA 13.1.8A Career Awareness and Preparation

Relate careers to individual interest, abilities, and aptitudes.

PA 13.1.8G Create an individualized career plan including, but not limited to Assessments, Career Goals, individual interests and abilities, and Training/Education requirements.

TF Digital Tech Literacy