Teaching Nonfiction Texts and Incorporating Technology in High School Art: Strategies and Benefits

Introduction:

Teaching secondary school art can be a difficult undertaking, particularly when understudies are of various grades and capacities. Consolidating technology and nonfiction texts can assist understudies with creating decisive reasoning and insightful abilities. In this paper, I will give Mr. Stevens (Imaginary person) ideas on nonfiction texts he can use for his unit on theoretical craftsmanship, procedures he can use to show it, and ways of integrating innovation into teaching nonfiction texts.

Nonfiction Text:

One nonfiction text that Mr. Stevens can use for his unit on abstract art is "Abstract Art: 50 Years of Accomplishment from Kandinsky to Jackson Pollock" by Barbara Hess. The book gives a complete history of conceptual workmanship, following its starting points from the mid-twentieth 100 years to contemporary craftsmanship. The book incorporates lovely outlines and a top-to-bottom examination of unique craftsmanship developments, styles, and procedures. It additionally incorporates statements from specialists and pundits, making it a drawing-in and useful read for understudies.

Teaching Strategies:

KWL diagram, Mr. Stevens spoke about his experience and his appreciation for the nonfiction he chose for this room. As per Wondershare (2022), The KWL form is divided into three columns: "What I Know", "I Want To Know" and"How I Learned". Stevens may ask his students to write the first two lines before they start reading the text. This will help them remember what they already know about art and identify areas of interest or curiosity. As per Reading Rockets (2022), think-match-share strategies are another great way to get students to read nonfiction. After reading part of the text, Mr. Stevens may ask his students to discuss what they have learned. This will allow them to share their thoughts and ideas, ask questions and clarify any confusion. After the meeting, Mr. Stevens would be able to bring the class back together and several students may share their findings with the class. Finally, according to the reading (n.d.), content writing strategies, such as diagrams, can help students organize their thoughts and ideas about the text. Mr. Stevens can provide diagrams, such as the Venn diagram, with which students can compare and contrast diagrams. This will help students summarize key points and identify key ideas and concepts in nonfiction texts.

Incorporating Technology:

The use of technology in teaching nonfiction secondary texts can help motivate students and create a more interactive and effective learning experience. Mr. Stevens' incorporation of technology is through the use of interactive digital tools such as Google Slides or Padlet. He may ask his students to research a particular work of art in pairs or small groups and create a slide show or book with their findings. They can add images, videos, and other multimedia materials to make their presentations more effective and useful.

Using technology in non-fiction teaching, Mr. Stevens can provide students with interactive and engaging learning. Technology can help create a more dynamic and supportive classroom environment where students can explore and interact with a variety of information. It can also help develop important 21st-century skills such as digital literacy, collaboration, and critical thinking, which are essential to succeed in today’s world. In addition, technology can provide access to a variety of services and information that can help enhance learning and deepen understanding. Overall, using technology in non-fiction teaching can be a great way to increase student learning and engagement.

Student Benefits:

Integrating technology into non-fiction teaching has many benefits for students. One of the key benefits is that technology gives students access to a variety of digital services that complement their learning. These resources may include multimedia content such as videos, podcasts, and interactive simulations that can make abstract content more meaningful and meaningful. Students can also access online books that express different ideas and knowledge that may not be available in the school library (Twinkl, n.d.).

Another benefit of using technology in non-fiction teaching is that it can help students develop their digital literacy skills. In today's digital age, students need to be able to search for online resources, evaluate digital content, and collaborate with peers in online forums. Students develop these skills in a practical and engaging way by reading and analyzing nonfiction texts using digital tools. They can learn how to search for relevant information, evaluate the credibility of sources, and communicate their ideas effectively using digital platforms (Twinkl, n.d.).

In addition, the use of technology in non-fiction teaching can give students the opportunity to connect with experts and friends around the world. For example, students can participate in online discussions or webinars to engage in meaningful discussions with experts or other students with similar interests. This exposes them to different perspectives and cultures, thus broadening their horizons and creating an international experience (Twinkl, n.d.).

Conclusion:

As a result, incorporating nonfiction and technology into teaching abstract art can help students develop their imagination, creativity, and digital literacy. Mr. Stevens can use Barbara Hess's "Abstract Art: 50 Years of Success from Kandinsky to Jackson Pollock" as a nonfiction text and use a variety of teaching strategies to engage students. It can also integrate technology through video conferencing tools, digital resources, and online meetings. Potential benefits for students include access to resources, digital literacy, and international knowledge.

References:

Reading, C. (n.d.). How do you differentiate instruction and support for diverse learners using graphic organizers for reading? www.dhirubhai.net. Retrieved June 02, 2024,from https://www.dhirubhai.net/advice/0/how-do-you-differentiate-instruction-support-diverse

Reading Rockets. (2022, March 2). Think-Pair-Share https://www.readingrockets.org/classroom/classroom-strategies/think-pair-share#

Twinkl. (n.d.). Digital Literacy. Retrieved June 02, 2024, from https://www.twinkl.com/teaching-wiki/digital-literacy

Wondershare (2022). KWL chart – Effective teacher toolkit (with examples). Retrieved June 02, 2024, from https://www.edrawsoft.com/kwl-chart.html