Skip to main content

Gamify Art History!

Gamifying my classroom has been absolutely amazing. Giving students different learning targets and resources then allowing them to pick the skills to target each day has made class more fun and engaging not only for the kids but for me too. I wanted to bring that spirit and enthusiasm to art history, so I decided this year, I will end the school year with an NCAA style tournament. I created brackets with 32 different artists. I just listed 32 artists in a spreadsheet then hit "randomize range" and got 16 completely random matchups. Of course, I couldn't resist a few tweaks so Leonardo da Vinci's Mona Lisa is in the same bracket as Romero Britto's Mona Cat. I also put Lee Krasner up against Jackson Pollock in round 1. Other than that though, it was completely random. Apparently, Google is a willing accomplice in my playful matchups, as the random sort did put Lichtenstein against Monet allowing me to put different versions of water lilies head to head.

Here are my brackets for "Arts Madness"

After selecting all the artists/work for the matchups, I had to create the forms. I decided that it would help students get invested in the tournament if there were a prize for correctly predicting the outcome. I don't have time to have 550 students fill out brackets, so I made a simple Google form asking just for the student's full name, grade level, which they think will win and why. Since part of my goal is to get students critically analyzing works, I am rewarding the best arguments in favor of a particular artwork. At the end of the tournament, when I announce the winning art, I will look at the predictions students made. I will pick one winner from each grade level to get a custom printed t-shirt. The winners will be chosen based on who had the strongest explanation for why their predicted piece would win.

After setting the brackets, I made a form for the first round match ups. I decided it would be best for students to just vote on one matchup each week. I thought if I had every student weigh in on 16 matchups, it would become too cumbersome and too many would pick without giving it any real thought (sort of testing fatigue). I made 16 copies of the form and put different works in each copy. Then I made a QR code for each form so students can scan the QR code and weigh in on just one matchup then go about their day. Next week, I'll share the winners by displaying the bracket and have 8 forms for the round 2 matchups. Week 3 will be just four matchups, week 4 will be two matchups (our Final Four). Week five will be our championship and everyone in the school will vote on that final matchup. That will coincide perfectly so that week 6 (my final week of school) I can announce the winning art and give students their shirts at the awards ceremony we have at the end of every school year.

I'm super excited to start this new game and hopefully, it will get students hooked on evaluating and critiquing art.


Comments

Popular posts from this blog

Using Google Slides to Gamify Art

This is a video I made demonstrating how I use the Google Slides app to gasify my classroom. This is a sort of modified TAB (Teaching for Artistic Behaviors) setup. Most of the video demonstrates some of the things I have learned through trial and error as far as what makes for a good design, how to handle digital badges etc. One of the primary benefits of using this system, is students choose their challenges, and they are rewarded with digital badges as a recognition of their accomplishments. The whole system focuses on advancement and celebration of achievement fostering a more positive atmosphere in the classroom. Also, when students choose what they are doing, they are more engaged, and they are excited to share their work with peers. I prefer not to have stations for different media, but rather stations where students gather materials. Having all different media out on each table as students work makes for a bit more mess, but a lot more collaboration and students sparking each...

How to Make a Clay Maraca

My kindergarten students study Mexico as a part of their social studies curriculum. Early in the school year, we make pinch pots, and this video shows how we can build off the basic pinch pot project to make a maraca. It is a fun project that makes cross-curricular connections with both Social Studies and Music. Students learn about how a maraca produces sound, how to work with clay to prevent pieces from sticking together and they learn a bit of science (#STEAM) as we discuss what happens to clay and paper in the kiln. Students need to understand that clay will shrink by about 10% as it dries out but that the paper will burn causing smoke and that gasses will expand as they are heated. If the exterior is shrinking while gasses on the interior are trying to expand, it will cause the sculpture to blow up and that is why they need to poke a few holes in their maracas to allow smoke to vent out. Kindergarten students are able to handle about 90% of this project without much proble...

Post Impressionist Painting

I'm working with my second grade students to create Post-Impressionist landscape masterpieces. One thing that I find helpful is starting by looking at some work by artists like Monet, then working through some Post Impressionists like van Gogh and finally I like to end with Matisse. As we compare and contrast, by the time we get to Matisse, kids are noticing how Post-Impressionists tend to have wilder color that is less realistic than the Impressionists. Once, kids make this discovery by themselves, I like to pose the question of why artists would choose to paint with such wild colors. The natural response from a number of kids tends to be something like "to be creative" or "to make it pretty."While these answers have some truth to them, I then like to expand on kids knowledge base. One of the things I think is under appreciated about Impressionism and Post-Impressionism is the role of technology in influencing their work. The camera came about in the mid to l...