Written and Multimodal documents are crucial to student’s learning; and thus, their social, emotional and cognitive development. While written texts are the traditional means of education and assist many students, scientific evidence reveals, “significant increases in learning can be accomplished through the informed use of visual and verbal multimodal learning‟ (Fadel, 2008, p. 12). In classrooms, creative use of various written and multimodal Ancient History texts enable students to create a detailed image, immerse themselves in history and understand content in depth, allowing them to learn in new and innovative ways. 'Cities of Vesuvius: Pompeii and Herculaneum' (Bradley, 2013), ‘The Iliad’ (Homer, 8th Century), 'Troy' (Petersen, 2004), …show more content…
Cities of Vesuvius: Pompeii and Herculaneum would form a HSC unit, allowing Year Eleven and Twelve students to investigate the cause and effect of Mount Vesuvius erupting in 79AD through vivid images and extensive descriptions. Cities of Vesuvius explores the geographical and historical context, the nature of sources and evidence, and investigating, reconstructing and preserving the past. Creating an end of unit ‘trivia’ game, with each student having a buzzer and answering questions on the four topics, would provide an incentive for learning and create exciting, innovative study. Interactive games have proven to be a useful revision tool, which is entertaining and collaborative – helping students to identify strengths and weaknesses of their knowledge, (Gibson & Douglas, 2013) when using dense textbooks as a source of information. Through trivia and the detailed images the textbook creates on the explosion and Ancient Rome, students can understand the context in further depth; allowing them to reflect on the event and its impact on history. Modern written texts have become common in most classrooms and comfortable for students to interpret; however, older texts can be foreign to students, yet be beneficial to …show more content…
Assassins Creed: Origins recreates an interactive Ancient Egypt and allows Year Eleven and Twelve students to immerse themselves in the Ptolemaic Kingdom, thus innovatively interpreting information. Assassins Creed: Origins offers evidence on geography, politics and architecture through the built-in ‘Discovery Tours’. The tours allow students to walk through Egypt as an educational tool, that will go into some Ancient Egyptian history. (Dwan, 2017, p.1). Having senior classrooms engage in the ‘Discovery Tour’, while recording and comparing the accurate and inaccurate details of the game to history, will allow them to understand the detailed images before them. Thus, allowing students to learn in visually engaging ways and understanding not only the topics of Ancient Egypt but understand how the human experience has changed throughout
Mount Vesuvius is one of history’s most recognizable Volcanoes, as each of its eruptions have gone down as a significant event in geologic history. The events that transpired during and after these eruptions have shaped the way scientists and people view the sheer power that these volcanoes possessed. This report will take a look at Vesuvius’ most prolific eruption in 79 AD. The geologic setting of the mountain, precursor activity, and the impact the eruption had on the surrounding populations and towns will all be detailed. Along with these details, this report will also look at the further history of Vesuvius’s explosive past by detailing its eruption cycle. Finally, the current state of Vesuvius and the possible danger the current population living near the mountain could face should it erupt explosively again.
We are constantly being bombarded with visual culture throughout every hour of the day, though at times it may seem overwhelming and desensitizing, it is only getting more prevalent. Paul Duncum is an art educator who is corporating these aspects of visual culture in the classroom everyday and also teaching his students to do this as well. I have talked about Paul Duncum educational history, his contributions to art education, his teaching philosophy, and how I can use his beliefs and teachings in my future as an art educator. With my new found knowledge of Paul Duncum and his teaches, I hope, as a future educator to follow in his footsteps of incorporation of our society’s importance of visual art in my classroom.
The article “The Phenomenology of On-Screen Reading: University Students’ Lived Experience of Digitised Text,” written by Ellen Rose covers a multitude of themes in which Ellen Rose interviewed ten participants from the ages of 20-55 and utilized their answers in order to communicate her belief that reading on screen is much different than reading a physical book. Throughout the article she targets her audience on students and uses pathos, ethos, and logos persuasions in order to appeal to her readers and convey that she is credible, trustworthy, and logical. With a close analysis of Ellen Rose’s article “The Phenomenology of On-Screen Reading: University Students’ Lived Experience of Digitised Text” it is safe to say that Rose draws her audience
The most iconic volcanic eruption in history was the eruption of Mt. Vesuvius in 79 A.D. Mt. Vesuvius is located on the west coast side of Italy. Pompeii was the ancient town five miles from Mt. Vesuvius where people would flock to the area in 79 AD to be near the Bay of Naples. Little did they know that the volcano would erupt into the most destructive volcano in history. Mt. Vesuvius has erupted about three dozen times and was the most disastrous due to the large population around the area. The volcano, which is still active today, is a stratovolcano. A stratovolcano has pyroclastic flows and erupt explosively and violently. Pyroclastic flows don't necessarily look exactly like “flowing eruptions”. These eruptions are not the “flowing” type of eruptions because they are eruptions with explosions and blowing clouds that fill the air. These clouds are usually dark clouds that are made up of ash. Pompeii had some signs of the volcano erupting, but the technology was not like the technology of today where scientists can monitor the volcanic activity.
The two websites offered, The Penn Museum and PBS, both offer unalike perspectives on how to present information on the Greek Olympics and the Roman Empire. They also act differently as companions to the text, Traditions and Encounters by Bentley and Ziegler. Both of the websites however were interesting. I will elaborate on each websites content, helpfulness, reliability, graphics, and design below.
Pompeii is possibly the best-documented catastrophe in Antiquity. Because of it, we know now how the Pompeians lived because they left behind an extensive legacy of art, including monuments, sculptures and paintings. Pompeii lay on a plateau of ancient lava near the Bay of Naples in western Italy in a region called Campania, less than 1.6 kilometers from the foot of Mount Vesuvius. With the coast to the west and the Apennine Mountains to the East, Campania is a fertile plain, traversed by two major rivers and rich soil. However, in the early days, it was not a remarkable city. Scholars have not been able to identify Pompeii’s original inhabitants. The first people to settle in this region were probably prehistoric hunters and fishers. By at least the eight century B.C., a group of Italic people known as the Oscans occupied the region; they most likely established Pompeii, although the exact date of its origin is unknown. “The root of the word Pompeii would appear to be the Oscan word for the number five, pompe, which suggests that either the community consisted of five hamlets or, perhaps, was settled by a family group (gens Pompeia)”(Kraus 7). In the course of the eight century B.C., Greek and Etruscan colonization stimulated the development of Pompeii as a city around the area of the Forum. A point for important trade routes, it became a place for trading towards the inland. Up until the middle of the 5th century B.C., the city was dominated politically by the Etruscans.
Pompeii, rome was a city that had an extremely interesting and sublime history, this city had gone through a disaster that enabled many archeologists to find many artifacts that were held inside of this city of ash. In 79 AD Mount Vesuvius erupted, encasing the town in a sheet of not lava, but pure volcanic ash that caused for the city to have been completely buried and hidden from the world, Pompeii was no to be rediscovered for many years to come. "The ruined city remained frozen in time until it was discovered by a surveying engineer in 1748." (Owens). The eruption of Mount Vesuvius had caused for the city of Pompeii to remain in a "Time Capsul-like" state, making it a preserved ground for exploration.
Sale, C. & Osborn, S. (2013). Interdisciplinary inspirations: using visual images to enhance your teaching. Clavier Companion, 5(5), 54-62.
Inside the marble-plated building, paintings and an array of ancient works of art adorn the otherwise monotonous walls of this ancient Roman museum. Perfectly handcrafted stone sculptures decorate even the door frames, creating an awe-inspiring sight as visitors come from far and wide to see the history of this vast empire. In the eastern wing of the museum, A group of student photographers gather round the ancient statue of a man who made his mark on history by creating the most fearsome empire in human history, all while setting the course for its inevitable destruction. The statue is of Augustus Caesar, the founder and first emperor of the Roman Empire. A man who, with an incredible lust for power, became the world’s most formidable ruler during his reign…
Between history and showcasing, the Greek and Egyptian are utilized quite brilliantly in the Museum's organization. They set precedents not only culturally and historically that the museum goer can trace throughout the other galleries, but an implication that one can learn a lot about the culture just by observing the very nature of how it was showcased—whether it be the open flow between cultures to implicate a deep connection, or a system of separation to indicate category and purpose—there is so much more to be taken than the mere observation of singular artifacts and summaries.
Currently, I find myself to use pictures to comprehend new information even a child as well. When I was learning about World War II in middle school, I discovered that the images of the war were very intriguing than reading a textbook in social studies class. In the book, Persepolis, by Marjane Satrapi, this piece of literature included so much history that had been tied into the novel displaying comic strips of what Satrapi imagined from her childhood, what had really happened and the life the people in Iran experienced in times of war. Not only the Iran-Iraq War has images that depict the tragic event, but the Holocaust can be taught through pictures as well. War and human cruelty in an image reveals a thousand words much more superior than
Immediately prior to stating her argument, Kathleen O’Neil discusses the use of postmodern picture books by teachers in order to prompt students into questioning and debating issues within their own personal lives. She then transitions into stating her argument in the third paragraph of her article in the last sentence. She says, “This article examines the use of postmodern picture books in classroom settings to spark discussions that lead to greater awareness on the part of the students of the world around them and the possibilities of their roles in it” (41). Immediately after stating her argument O’Neil initiates a separate section of her article titled “We Turn to Storytellers,” where she discusses the advancement of the current world and how postmodern picture books are responding to these changes.
The modification of literary engagement is quickly happening in the 21st century because of the entry of various technologies that can transfer literacy (Birkerts (1994). Lockyer & Patterson (2007) have also recognized the significance of pre-school teachers integrating technologies in their placements to support learning surrounding multi-literacies. The introduction of various technologies into the classroom is a strategy that might be used to adjust the available new multimodal forms of literacy (Kalantzis & Cope, 2012). By using new technology formats, for example, social media, discussion forums, blogs, video games and wiki groups, literacy could be conveyed interpersonally, allowing students to understand from each other (Cattafi & Metzner, 2007; Gee, 2007 and Kalantzis & Cope, 2012).
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
The use of computer based games as learning tools in the classroom has steadily increased over the past several years and is a trend that David Martz, sales VP of education software company Muzzy Lane, believes will continue in the future. Among the games developed by Muzzy Lane is Making History, in which the player leads a European nation in the years preceding World War II (Electronic Education Report 2). Playing a game such as this one allows the learner to immerse himself or herself in the period they are learning about rather than...