Mini-Grant Application for School Year 2021-2022

Submitted by: Gena Ezzi Email: 193388@hcps.net Grade Level: 3-5 Subject: Art, Science, Mathematics
Co-Applicant: Email: Grade level: Subject:

School: Muller Elementary Type: Public Grade Levels:K-5 County:Hillsborough

Approx. Enrollment: 540 Number of teachers:35

School Address:

13615 N 22nd St.
Tampa, Florida 33613

Phone: (813) 558-1355 Principal:Melanie Bottini Email: melanie.bottini@hcps.net

Facebook: Muller Elementary Magnet Staff - https://www.faceb
Twitter: #MullerMagnet , #HCPSArtEd , #haeafl , @HillsboroughSch

Project Title: Engineering and Design
Project Dates: January 2021-April 2021 Grade Levels:

Focus Area(s) :Art- Science- Mathematics - Engineering

Abstract:
I am proposing to integrate science, technology, engineering and art together for a unit to teach children about design, physics and hopefully spark the next generation of engineers and designers. Students will be engulfed in an Architecture and Design unit in their weekly art class, along with enriching these ideas during their Art Elective times to understand more about real world physics. Students will begin by designing basic blueprints on graphing paper in art, and then turn those ideas into bridges sculpted and engineered from popsicle sticks with a weight competition, and further testing their new knowledge to the highest degree of design with a SimplePhysics ap that allows students to design everything from treehouses to wheels. Within the ap students may then test their design to see if it really works. Students are able to discover problems, identify and fix them in their digital blueprints, allowing them to theorize, problem solve and not just have an idea, but actually see if that design and idea will work in the real world.

Proposal:

How is your project innovative?   (25 points)
I have been an educator for 10 years and have been an art enthusiast since childhood. In all my years of teaching and loving art, I have never seen or had students be able to test their artwork with architecture designs that will allow them to see whether they have built or created a realistic structure. Students have always loved learning architecture, designing their dream rooms, treehouses or cars on paper, but to push that idea further would be a first in an elementary art room, especially at a Title 1 school. Seeing how your personal choices and designs will overall impact the physical structure will open a new world view for these students. Learning that art, science, mathematics and technology all work together in order to get an idea of a design, to a real-world situation will assist these students in a new, or innovative, thought process. It is every teacher's dream to help spark innovative thinking, spirit and cultivate a love for learning. This lesson will allow just that and will be able to be modified and adapted for years to come.

How will it fit into your curriculum (include standards)? (10 points)
Some of the curriculum standards that will be met are: VA.5.F.1: Creating, interpreting, and responding in the arts stimulates the imagination and encourage innovation and creative risk-taking. VA.5.F.2: Careers in and related to the arts significantly and positively impact local and global economies. VA.5.S.1.2: Use media, technology, and other resources to inspire personal art-making decisions. I will link this Engineering unit to my “Experimenting with Art” unit in which students test color mixing, different recycled art pieces and learn that Science and Art go hand in hand. To further this curriculum afterwards in my Art Year, I will end the year with “Careers in Art” and we can discuss future and past artists that have made careers in more than just traditional art.

How will it encourage long-lasting change in your classroom, school or community? (20 points)
My classroom is pretty much void of student technology. We do not have devices in the Art Room because at a Title 1 school, it is simply not within the means or budget. I currently prerecord every one of my lessons and tutorials on OneDrive so that I can play and replay for students that are absent, might work slower, or anything along those lines. Having the addition that students could log in from their table stations and work in groups would help them take leadership over their own learning and pacing. I could easily adapt my lessons for individual students, without having to put it on for the entire classroom. Besides having an impact on my classroom and my basic, everyday lessons, it will allow students to work in teams, cooperate and have experience that they could potentially have in the work force. With the application SimplePhysics, which is the focus of this grant, it will also help children test real world theories and ideas, something that is very costly in real life. It can help them understand how to push the boundaries of an idea or design which can be extremely helpful for future careers, especially designers and engineers. In the community I will be able to have the students upload their own personal artwork into a Portfolio that they can share with their families and friends all around the world. At our school, a lot of our Title 1 kiddos rarely get to share their artwork, but with the use of ArtSonia, students could upload their own artwork that then can be viewed from any smart phone or device. Being able to share and have others experience your art is one way to fuel the fire and passion of being an artist, so involving the community is an amazing way to have others experience your pieces and to get feedback from families and friends.

How will technology be utilized?  (20 points)
Technology will be utilized by not only just using “apps” but being able to communicate with the community, help students find their voices and opinions for artwork. Generally, we just get to play through these amazing apps and do not take them any further, but in the art room, children can experiment with these ideas and then push it even further with the use of technology. They can scan their original artwork and create digital blueprints to study architecture. Students can upload their personal artwork, change, alter it and get live feedback from the community or their peers. They can use them for a basis to start a love for photography, composition and how there are more than just paper and pencil artforms. I want my students to use this technology in an innovative way to further their passion for art and realize that it can lead to a very sustainable to lucrative career if they feed into this passion.

What evidence will you collect to show student gain?   (10 points)
Student gains will easily be collected through a NearPod app in which I can automatically assess students privately during lessons and instruction. I know this only shows their academic growth with this additional technology, but I also want to collect evidence of their gains to work with others and I can track this by their levels of interaction with the community and how they respond to feedback, suggestions and even criticisms to enhance their artwork and passions. I can definitely assess their growth and gains from the SimplyPhysics app to see if they were able to design and create a working structure, whatever their passion may be.

How will participants share your project results with the community?  (15 points)
The community will be involved throughout the steps in not only just the student's artwork with suggestions and criticism, but also through our social media outlets like Twitter and Facebook. Parents will be able to involve family members that might not be nearby, students will be able to celebrate with each other by commenting and liking on the safety and security of their Padlet Gallery walls. Hopefully, if safety allows, we will be able to host our yearly Magnet Mania and Steam Night that students can showcase their findings, artwork, and experiments to the community in two different after school events for friends and family. If these in person events do not take place, I will record and Zoom students' progress for our safe, school, online platform for parents to experience. I am very much looking forward to involving the community and seeing our students grow throughout the year, regardless of the pandemic.

Budget:

I, Gena Ezzi, certify that the application is complete and final, AND I verify that I have received permission to apply for these funds from Melanie Bottini,the Principal of Muller Elementary and any other individuals required by my school district.

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