Module 3 Learning Activity: Applying UDL to Course Design

I chose this activity because, as an aspiring elementary educator and current learner, I find it incredibly important to design a course with the intention for all learners to succeed. As with many, I have my own learning disadvantages that make some courses more difficult than others. Although I’ve been able to develop tools that assist me when I begin to struggle, I know many others that are placed in situations too difficult to overcome to the point where they have to remove themselves from the learning experience. By applying the UDL framework to learning experiences when in the design process of a course, learners feel supported and heard while instructors are better prepared to alter environments, activities, and assessments for said learners.
This activity touches on many of my goals; To gain tools and a deeper understanding of multi-access forms of learning, to promote learner engagement and participation, and to be open-minded and bring new techniques to my future teaching practice.

Recently, I have really started getting into larger scale mural painting and wall art. Art has always been a part of my life and something I am continuously passionate about so I’ve decided to make a course about it. Previously, I have applied UDL principles to elementary level lesson plans, all of which are for younger audiences. For this learning activity, I am aiming for a post-secondary level audience, perhaps at a 100 level course.

Course Outline: The Magic of Mural Composition & Creation

Course Description: This course explores how to compose and create a work of art that will be made into a mural. Through a variety of materials and projects, students will explore design, colour, paint, scaling, and other related materials. The process of artmaking will enable students to use their imagination, their intuition, and their individual creative strengths. Students will experiment, evaluate, and reflect on their use of media and ideas throughout the course.

Intended Learning Outcomes: By the end of this course, the student will be able to…

• Critically examine mural artists’ techniques
• Demonstrate critical thinking skills in the understanding of how to prep and scale surfaces
• Communicate effectively when working on collaborative art pieces
• Apply a wide range of techniques in their own work
• Evaluate and develop their own skills and confidence in creating art

Course Content & Structure: 

UDL Framework That’s Included:

Engagement: 

• Students participate in learning and learning activities that are authentic (that transfer to the “real world”)
• As this is an art course, students have individual goals that are supported and encouraged
• Students work collaboratively in discussions (small and large scale) and activities.
• Students have opportunities for self reflection
• Instructor creates an open environment by conducting check-in’s with students and giving relaxed deadlines

Representation:

• Each module’s information is presented in a variety of formats including audio and visual
• All activities will include an outline that shows exactly what is expected in each area of the activity (based on a proficiency scale) as to be as transparent as possible
• Skills and information will be built upon as students move through each module

Action & Expression:

• Students are able to invoke choice, voice, and autonomy in their participation and practice
• Students are supported through scaffolding activities that allow them to experiment with a variety of materials
• Students share their goals for the course from the beginning and revisit those goals throughout the course.
• Students are able to choose how their work is presented

Module 1: Introduction to Mural Art

Students will engage in icebreaker discussions that will then lead to games. Students express what their previous experience with art is, why they are taking this course, and what they hope to learn or a goal that they have for this course (whether that be artistically, via text, audio, video, etc.).

• Your goal for the course: Students share their learning goals that they have for this course Students via written, verbal, or video.
• What mural art means to you: Students have an opportunity to select an inspiration for mural art (whether it be an artist or a specific piece) and choose how they share it with others in the class. 
• A brief history of where murals began: Students are provided with a variety of materials that support their learning preferences. This includes videos with subtitle options, a recorded and in-person lecture with slides, reading material, and interactive activities.
• What are they used for and where they are seen today: Lesson begins with students getting into small groups and discussing where murals are seen and how they are used. It is then opened up to a larger class discussion. Instructor provides contemporary usages for murals and examples.
• Critical analysis on a variety of mural artists: In groups, students choose an artist and mural design from the provided pieces and answer provided questions that lead to in depth discussions of said pieces.
  • From this, students will work in their group to tie in previously covered material to said critical analysis and document learning. Students are able to document their learning through means of written, recorded verbal, video, or slideshow presentation.

Module 2: Creating a Base

This module covers creating a foundation of knowledge on the technical materials that are required when mural painting.

• It All Starts With The Base: Students learn how to prep their base using different materials (wood, canvas, concrete, brick) by first engaging in lectured-style learning (using a variety of materials: videos with subtitles and in-person lecture with slides) and then engage in hands-on-learning by interacting with the different materials, the coatings, and how they work together. This content would be recorded for those who could not attend in person or would like to revisit this lesson.
• Supplies needed: Students are given scenarios regarding what materials they would use when. This would be presented in quiz form but not for marks. The questions would be given in a slide with text, a visual, and read aloud by the instructor. Once a slide is completed we would go over it as a class and students have the opportunity to add or remove any answers. This would be for them to keep for future reference.
• Scaling: Students learn mathematical techniques behind how to properly scale a piece of art or a draft to a mural’s sizing. Students are given more than one method of how to scale for their own preference.
  • Students are given an authentic assessment that includes multiple scaling scenarios. This assessment is done on a one on one basis where the instructor gives the scaling scenario and the student can work through the problem through verbal, written or both prompts. The student is able to work with the instructor if they have any clarifying questions. Students are able to use any tools that they would have accessible to them in real-life scenarios and can try an additional time if they are unhappy with how they did.

Module 3: Mini Mural 

Students begin this module with a gallery/mural walk in which they reflect upon before creating their own mini mural.

• Gallery/Mural Walk: Instructor provides locations and galleries where students can visit in the local area however students can choose to find their own spaces.
  • Students will write or record (verbal or video) about their experience. What they noticed about the materials, techniques, if there were historical components, and whether or not the related to the piece(s)
• Mini Mural Creation: Students sketch out mural designs, select a material that is accessible to them and decide on a size (max of 5ft x 5ft: min of 3ft x 3ft), scale their sketch to the size selected, compile materials required to paint, and complete their mural.
• Mini Mural Gallery Walk/Critique: Students display their own work via their own choice anywhere within the room or campus community (within quick walking distance) with their sketch. Students spend time visiting each piece. Everyone comes together and has an open, respectful critique of each piece.
  • Students complete a reflection of their gallery walk and critique experience. This is an opportunity to reflect on experiencing their peers’ works as well as their own work being critiqued.

Module 4: Class Community Mural

• Community Mural: As a class, everyone decides on a theme for the community mural, this can be something specific to a vague verb. The instructor creates a minimal, mural design (i.e. a simple line drawing of a tree). The instructor divides the design into enough pieces for the students and the students get to pick which sections they would like to complete.Then students must scale to size and incorporate in their own artistic elements while including the theme. Students are able to choose their surface type from canvas, wood, or paper and other materials. At the end, all the pieces will come together to create a large-scale mural with the simple design as the throughline.
• Final reflection of the student’s experience, how it compared to their earlier goal and how they feel they participated in the course.

Student Assessment: 

• All activities will include an outline that shows exactly what is expected in each area of the activity (based on a proficiency scale) as to be as transparent as possible
• Students are assessed by using outlined criteria for activities such as:
  • Module 1: Personal learning goal and Group critical analysis
  • Module 2: Scaling activity
  • Module 3: Individual mini mural (includes planning and scaling) and reflection post critique
  • Module 4: Individual work and reflection
• There is a participation component but that is based on final self-reflection and how the individual feels on how much they’ve participated.
• These modules include both formative and summative assessments.