Tech EDGE, Integrating Technology into the Arts - Color and Symbaloo

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05/06/2024 Added

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Color and Symbaloo - Tech EDGE, Integrating Technology into the Arts - University of Nebraska-Lincoln (UNL) Technology (Tech) Education In Digital and Global Environments (EDGE) Innovation in Teacher Education College of Education and Human Sciences | Department of Teaching, Learning and Teacher Education

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[00:00:00.000](bright music)
[00:00:06.510]Hi, I am Guy Trainin.
[00:00:07.680]I'm a professor of education
[00:00:08.869]at the University of Nebraska Lincoln.
[00:00:11.371]And I'm Cody Talarico.
[00:00:12.930]I'm the Arts education specialist
[00:00:14.310]at the Nebraska Department of Education.
[00:00:16.080]And this is our series from Tech Edge,
[00:00:17.887]"Integrating Technology into the Arts".
[00:00:20.310]And today we're gonna talk about--
[00:00:22.140]We're gonna talk about color.
[00:00:23.580]And so this is a great way to get your kids
[00:00:26.340]just a little more experienced with color
[00:00:27.967]as far as color theory, and you know,
[00:00:30.570]just kind of a game.
[00:00:32.010]It's great to challenge the kids with it.
[00:00:33.540]And I learned about it
[00:00:34.373]from one of the teachers at the ESU 10.
[00:00:36.210]All right, so let's talk about color.
[00:00:38.790]All right so, Guy, I'm just gonna throw you in.
[00:00:41.100]Okay.
[00:00:41.933]He's had no training on this or anything,
[00:00:43.050]so this is a color matching game.
[00:00:45.150]Okay. So you press to get started.
[00:00:48.570]Okay. Press to get,
[00:00:50.190]I'm pressing to get started.
[00:00:51.540]All right and then you are going to try
[00:00:53.070]and match the color that comes up.
[00:00:54.900]All right.
[00:00:56.400]And this is?
[00:00:59.010]Oh, okay. Mhm.
[00:01:00.540]And let's say it's here.
[00:01:02.250]Yep, and then you have to tap, tap.
[00:01:04.620]Poor, I do have to mention
[00:01:06.690]that I am colorblind.
[00:01:07.890]Oh, no.
[00:01:09.090]So, so this,
[00:01:10.740]but this is really good example of, you know,
[00:01:13.800]you gotta know your students.
[00:01:17.610]It's still poor.
[00:01:19.140]Oh, am I trying to match this color?
[00:01:20.850]Yeah, yeah, yeah.
[00:01:21.683]Try it and move it. Oh, okay.
[00:01:22.516]There you go, there.
[00:01:23.349]And so, yep. Okay.
[00:01:24.540]You're getting better.
[00:01:25.373]Yep, there you go.
[00:01:26.408]Oof, okay, I misunderstood this whole thing.
[00:01:28.350]Yellow, yellow, yellow here.
[00:01:30.300]Very good.
[00:01:31.920]All right. Saturation.
[00:01:32.820]What is, so different aspects of color?
[00:01:35.940]Right, and so taking you all the way through.
[00:01:37.770]So how, light and dark. Okay.
[00:01:40.440]Oh, so now I have this? Yep.
[00:01:42.720]Oh, and I can do it visually.
[00:01:44.250]I get it.
[00:01:45.540]Average, okay.
[00:01:46.770]I'll take average any day in color.
[00:01:49.470]So, yep.
[00:01:50.303]So within that hue, pink.
[00:01:51.390]Very good.
[00:01:52.290]Okay, I think I'm getting the hang of it.
[00:01:56.280]You can also see the changes.
[00:01:58.350]Yep, and you want to kind of match the two
[00:02:00.181]that are in the middle also. I know, I really...
[00:02:02.670]Move it, yep.
[00:02:06.270]Ah nice. (Guy sighs in satisfaction)
[00:02:08.010]That was rough.
[00:02:09.720]All right, all right, all right, all right, okay.
[00:02:12.720]So I can see how this changes.
[00:02:15.690]And I think it would be very good to have a conversation.
[00:02:18.600]So I'm just playing,
[00:02:20.010]but to have a conversation about what seems to be working,
[00:02:23.040]especially the moving, moving the hue.
[00:02:25.470]Right, exactly.
[00:02:26.670]And this is great, you know, with your kids
[00:02:28.620]just because like businesses
[00:02:30.990]and everything have the Pantone colors.
[00:02:32.430]And so really, like, what's the difference
[00:02:34.590]between all of these different shades
[00:02:35.880]and why does something just a few shades off work?
[00:02:38.430]So now you're gonna do color complementary colors,
[00:02:40.110]so you're gonna have two on opposite ends.
[00:02:42.090]Oh, wow.
[00:02:42.923]So you're trying to match,
[00:02:43.756]so there'll be two different circles,
[00:02:44.730]and as you move it,
[00:02:45.570]it'll line it up across the color wheel.
[00:02:48.000]Okay.
[00:02:49.710]So I need to find...
[00:02:53.400]Ooh, ooh, that, that, that seems to be, oh, okay.
[00:02:57.930]This is better.
[00:03:00.300]I think I'm close.
[00:03:02.220]Okay, this is--
[00:03:03.053]I got the perfect. Ah, nice!
[00:03:06.790]Okay, this is, this is--
[00:03:08.880]It's challenging.
[00:03:09.761]This gets really challenging really fast.
[00:03:16.920]Okay, okay, I got there.
[00:03:19.110]Yeah.
[00:03:19.943]It is considerably more difficult.
[00:03:22.410]I mean, and it's not just the color,
[00:03:24.000]it's just perceptually,
[00:03:26.310]your brain is doing so many things right now.
[00:03:29.317]Yep.
[00:03:30.150]And I'm like, up, up, up, up, boom.
[00:03:34.710]I also notice how you have different reactions
[00:03:36.270]to the different colors.
[00:03:37.200]Yes. As well.
[00:03:38.190]And so thinking about how we use color
[00:03:40.470]to invoke different aesthetic responses
[00:03:42.720]or to, you know, be eye-catching for advertisement
[00:03:47.010]or in creating your artwork and things like that.
[00:03:49.290]Yeah so, I love it.
[00:03:51.180]And just getting
[00:03:52.013]those minute differences that are--
[00:03:53.534]And also here thinking about
[00:03:57.000]those matching, you know, opposites.
[00:04:00.273]Yep. And that's something that
[00:04:03.300]I really don't know well.
[00:04:04.680]So I'm very happy.
[00:04:06.450]All right.
[00:04:07.283]And then it takes you through
[00:04:08.116]and it does three and then it does four.
[00:04:09.840]Oh, wow. And then it the end
[00:04:10.950]it kind of gives you a whole rating scale,
[00:04:14.250]grade, if you will,
[00:04:15.083]to see how you've done.
[00:04:16.590]The teacher that I learned this from--
[00:04:18.240]I have to try this.
[00:04:19.410]Okay.
[00:04:20.250]I have to try.
[00:04:21.083]This is just a challenge. Yeah.
[00:04:22.620]This is just
[00:04:23.940]because it is,
[00:04:27.780]strategically,
[00:04:29.704]it is not easy. Yes.
[00:04:33.630]I found when I was doing it,
[00:04:34.463]I have to pay attention to like one color
[00:04:35.603]and how it's changing.
[00:04:36.513]Yes, yes, and then see where the other colors are.
[00:04:40.080]But it's hard to make the eyes jump.
[00:04:42.450]Right. And all of that, so.
[00:04:44.640]And it's also interesting
[00:04:45.540]how your eyes move around different colors
[00:04:47.580]and which colors you perceive first.
[00:04:49.710]Yeah.
[00:04:50.543]And so it's really good for just training,
[00:04:53.219]you know, how how do we interact with color
[00:04:55.740]and how does color play a part
[00:04:57.240]in different things that we create?
[00:04:59.250]Yeah.
[00:05:00.083]The teacher that I learned this from
[00:05:02.700]said the kids like to challenge her
[00:05:04.050]and like to challenge each other on it.
[00:05:05.488](Guy laughs) And so,
[00:05:06.600]and then, you know,
[00:05:07.433]the other thing, too, that she found
[00:05:09.150]is colorblindness tends to be more prevalent in males.
[00:05:13.920]Yes, absolutely.
[00:05:15.210]So, you know, the boys tend to be not as good
[00:05:17.728]at this as the girls do, and so.
[00:05:19.710]Well that's true of many other things too,
[00:05:22.500]especially in school.
[00:05:23.580]So that's not incredibly unusual.
[00:05:25.890]But I can tell you
[00:05:27.060]as somebody who's got a moderate colorblindness,
[00:05:30.480]because you have the background,
[00:05:33.030]you at least know when you are close or not.
[00:05:35.940]It's that sometimes I don't know where to start,
[00:05:38.640]so I need to get to the vicinity.
[00:05:40.620]And it's actually,
[00:05:41.490]it could be really interesting to think with kids,
[00:05:46.104]again, especially boys who are somewhat colorblind,
[00:05:49.470]in what are some strategies they can use
[00:05:52.920]to find their way around the color wheel?
[00:05:55.200]Knowing that they have somewhat
[00:05:57.870]of a disadvantage
[00:05:58.980]and they're seeing these things differently,
[00:06:00.840]or they just can't tell the difference.
[00:06:03.000]Right, or if you're putting together data
[00:06:05.340]and you know,
[00:06:06.173]you're presenting it visually or whatever,
[00:06:07.620]for a person who isn't color blind
[00:06:09.750]to understand the differences that need to exist to help,
[00:06:13.560]you know, someone with visual representation as well.
[00:06:16.710]So the most important thing that I want to say,
[00:06:19.260]and this is always about games,
[00:06:20.880]and I'm hyper-conscious about games
[00:06:23.160]that are timed because this is timed.
[00:06:24.900]Yeah.
[00:06:25.733]I mean, it, you're running out of time
[00:06:28.410]and that creates a little bit of anxiety.
[00:06:30.060]So you gotta know your students
[00:06:31.260]and you gotta know
[00:06:32.250]who may not react well in the beginning
[00:06:34.830]and do some work to make sure
[00:06:36.450]that they're ready to prepare with this.
[00:06:38.430]But the second thing is,
[00:06:39.570]because it is timed,
[00:06:41.943]in many ways,
[00:06:43.470]students don't have time to become strategic.
[00:06:47.160]So talking to them
[00:06:49.384]about what are the strategies you're gonna use?
[00:06:52.800]What strategies did you use?
[00:06:54.720]And trying to get them to the point
[00:06:56.580]where they're not just playing,
[00:06:58.770]but actually gaining understanding.
[00:07:00.720]So this is an experiment,
[00:07:02.370]and by using this experiment,
[00:07:04.230]I will get to know more
[00:07:05.340]about the color wheel and color theory
[00:07:08.460]and make sure that that verbiage is there.
[00:07:11.460]And it's not just a game,
[00:07:12.570]because kids can also perceive it.
[00:07:14.220]Because a lot of kids are getting to play with their iPads
[00:07:17.760]just as a way to spend time in classrooms.
[00:07:20.130]Right. Don't love it.
[00:07:21.490]It is a reality.
[00:07:23.280]So we sometimes have to signal to our kids,
[00:07:25.620]there's actually something to be learned here
[00:07:27.270]beyond just having some fun time on the iPad.
[00:07:30.450]Yep, absolutely.
[00:07:31.470]And one thing we didn't say,
[00:07:32.400]this is color.method.ac.
[00:07:35.100]All right, and you can play it inside your browser.
[00:07:38.280]No need to log in, no need for anything.
[00:07:41.730]So that is really easy with students at any age.
[00:07:45.000]You can just have the link available to them
[00:07:47.340]and then all they have to do,
[00:07:48.570]this is how I got there,
[00:07:49.860]all you have to do is press on it and bam, you're there.
[00:07:52.740]You can play.
[00:07:53.700]And it doesn't take any personal information or any of that.
[00:07:57.540]Nope.
[00:07:58.373]All right, let's go to the next thing.
[00:08:00.930]And our next app is Symbaloo,
[00:08:03.780]which I've talked about before,
[00:08:05.700]but it was a long time ago. (Cody laughs)
[00:08:07.470]And a teacher shared that with me.
[00:08:09.450]So tell us a little bit about Symbaloo.
[00:08:11.790]So I really like Symbaloo as a online curation tool.
[00:08:16.080]And because, if I brought in videos
[00:08:18.630]or had, you know, links to where I wanted the kids to go
[00:08:22.200]or anything like that,
[00:08:23.340]I could create what's called a web mix
[00:08:25.200]and then share that link with the kids.
[00:08:27.240]Or I could access the video straight from my iPad,
[00:08:29.940]play 'em straight in there.
[00:08:31.860]So the other thing that,
[00:08:33.810]you know, I'm currently using it for too,
[00:08:36.270]is when I work with teachers
[00:08:39.210]to be able to share the different music examples
[00:08:43.350]and things like that with them.
[00:08:45.930]So you could just create a link
[00:08:47.190]and then takes them right there.
[00:08:48.023]So really there are two uses that we're talking about.
[00:08:51.660]One is, is professional learning tool,
[00:08:53.580]for us as teachers.
[00:08:55.080]Here's a place where I can drop everything.
[00:08:57.270]I can share it with colleagues.
[00:08:59.250]I can have somebody else who created some links,
[00:09:03.150]send it to me,
[00:09:04.080]because this is how I got the links that you created.
[00:09:07.140]And that's on the professional learning.
[00:09:09.570]And for that, you don't really need any approvals
[00:09:12.000]from the district or anything else.
[00:09:13.950]Yep. You can own it privately,
[00:09:15.660]but at the same time,
[00:09:16.830]if you want to share it with kids,
[00:09:18.090]you gotta make sure that it's all approved
[00:09:20.490]and everything is there.
[00:09:21.690]But it is a way to have an organized way
[00:09:24.480]to share all those links.
[00:09:25.710]Yeah.
[00:09:26.543]And so here's a web mix that I made for teachers
[00:09:29.370]that they were working on different listening examples.
[00:09:31.950]So I wanted to give lots of different things
[00:09:33.480]and they were gonna create something.
[00:09:35.520]So it just comes up as a tile,
[00:09:37.740]you just click on it and then you press play.
[00:09:40.110]So it's just right there.
[00:09:41.700]It's visual, so it's not just a list of links
[00:09:44.910]that are out there.
[00:09:45.743]So little "Danzón Cubano" by Aaron Copeland.
[00:09:49.620]So does that mean that any of the ads
[00:09:52.890]that are usually associated with these will not show up?
[00:09:56.370]They don't come up like at the beginning of the video.
[00:09:59.670]You do have these banners and things like that.
[00:10:01.253]Yeah. Those cut down a little bit
[00:10:03.090]if you're using the app
[00:10:03.923]rather than the browser, like here.
[00:10:05.970]So, and a nice thing too
[00:10:07.110]is I've, you know, curated this.
[00:10:09.090]This is the video that I want to share
[00:10:12.330]rather than just, you know, giving them a link,
[00:10:16.980]saying, you know, go out and search for "Danzón Cubano".
[00:10:19.403]I've specifically wanted,
[00:10:21.000]you know, the two piano version.
[00:10:22.140]Yeah.
[00:10:23.247]Like Copeland originally wrote it.
[00:10:24.401]And so, and when we get to the end of this,
[00:10:27.570]will it go to the next video?
[00:10:29.070]Will it stop?
[00:10:30.939]It?
[00:10:32.280]Let's see. Yeah, let's see.
[00:10:33.690]I can't remember what it does.
[00:10:34.800]I think it just stops.
[00:10:36.870]Yeah, it just stops.
[00:10:38.171]So that's another good thing,
[00:10:40.140]versus going to YouTube directly,
[00:10:43.560]is YouTube will automatically play the next thing.
[00:10:45.821]Right. Queued up and the next thing
[00:10:47.640]until you remember
[00:10:48.570]that you're actually need to stop it.
[00:10:50.880]And especially if students are watching it
[00:10:53.010]on their individual devices with a headphone,
[00:10:56.190]that makes a big difference there.
[00:10:58.170]And so channeling it through,
[00:10:59.970]I think would be really, really useful.
[00:11:02.010]Yeah, in the classroom,
[00:11:03.240]how I did it is I had the kids listen
[00:11:05.790]to Saint-Saëns' "Carnival Of Animals"
[00:11:07.560]and then they could pick which animal
[00:11:08.880]they wanted to listen to,
[00:11:10.260]which portion of it.
[00:11:11.107]Oh wow.
[00:11:11.940]And so I, you know, labeled all of them for 'em
[00:11:14.190]and they could click on it
[00:11:15.210]and then they had to create a visual representation
[00:11:18.366]that then we,
[00:11:19.920]as we listened to the entire suite,
[00:11:21.317]we had all the kids' visual representations
[00:11:23.730]to go along with it.
[00:11:24.570]And they had to communicate
[00:11:26.244]what they heard going on in the music
[00:11:28.683]through their visual representation.
[00:11:30.660]All right.
[00:11:31.920]So today
[00:11:33.540]on "Tech Edge Integrating Technology with the Arts",
[00:11:36.690]we talked about color
[00:11:38.190]and the way we can teach color theory.
[00:11:40.680]Be playful and really have a lot of experimenting
[00:11:44.820]and trying out with colors
[00:11:47.310]as a simple strategy for visual arts.
[00:11:50.220]And then Symbaloo, which is a teacher,
[00:11:53.490]really app that allows us
[00:11:56.190]to serve for professional learning
[00:11:58.560]or for our students a set of resources
[00:12:01.770]without it being overwhelming.
[00:12:04.020]Alright. Alright.
[00:12:05.070]And we'll see you next time.

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Tech EDGE, Integrating Technology into the Arts - Color and Symbaloo

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