1. Welcome and Framing (5 minutes)
Content: Brief introduction of presenter, teaching background, and project goals.
Engagement: Quick poll (via Mentimeter or show of hands) asking attendees how they currently integrate art or reflection into their teaching.
2. Why Art, Identity, and Technology? (10 minutes)
Content: Share the theoretical foundation
(self-reflection, identity, arts-based pedagogy, AI integration).
Engagement: Short think-pair-share: “How might art help students express identity in your subject area?”
3. Step-by-Step Project Walkthrough
(20 minutes)
Content: Four-session breakdown of the project: self-reflection, AI dialogue, museum connection, art redesign, and VR presentation in ArtSteps.
Engagement:
Provide attendees with sample student prompts.
Small-group activity: Each group adapts one project step for their own discipline
(e.g., literature, science, social studies).
4. Hands-On Lab: Designing Your Prototype (15 minutes)
Content: Attendees sketch a mini action plan to take home (outline, tools, student products).
Engagement: Device-based activity: Participants write one student prompt and one reflection question they would use, then share with peers.
5. Wrap-Up and Reflection (10 minutes)
Content: Revisit ISTE Standards and Transformational Learning Principles addressed in the project.
Engagement: Exit activity: Each attendee writes a one-sentence takeaway and shares it in pairs; a few share aloud.
Engagement Frequency & Tactics:
Peer-to-peer interaction: 3 times (think-pair-share, group adaptation, exit reflection).
Device-based activities: 2 times (polling, prompt-writing).
Hands-on planning: 1 dedicated block (prototype design).
Presenter-led examples: Interwoven throughout, with frequent pauses for questions.
Attendees will leave with a complete action plan to implement the project, including a four-session outline, sample student prompts, AI integration strategies, and a customizable rubric. They will also design their own prototype activity—connecting identity, art, and technology—that can be directly adapted to their teaching context.
Dewhurst, M. (2014). “Social justice art: A framework for activist art pedagogy”.
Harvard Education Press.
Greene, M. (1995). “Releasing the imagination: Essays on education, the arts,
and social change”. Jossey-Bass.
Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2007). “Studio thinking:
The real benefits of visual arts education”. Teachers College Press.
Mornell, A., Osborne, M. S., & Kageyama, N. (2025). “Motivation in learning and
performance in the arts and sports”. Frontiers in Psychology.
https://doi.org/10.3389/fpsyg.2025.1554109
Zaidi, R., Moura, G. C., & Cruz, F. R. (2025). “Critically engaged language and
literacy workshops as a disruptive pedagogy in plurilingual classrooms”. Reading
Research Quarterly. https://doi.org/10.1002/rrq.59
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