Artists Protecting Art

Using the Works of Others in Media Projects
A WebQuest for Middle School Students

Designed by Laurie Walsh
Technology Integration Specialist
Rockland District Middle School
Rockland, Maine
lwalsh@msad5.org

Carey, Chris. schl005.jpg. 4/1/1996. Pics4Learning. 30 Jul 2004 <http://pics.tech4learning.com>

Introduction

This lesson was created as a part of a graduate course in telecommunications through the University of Maine. It was designed to address the question, "How can we help students understand the issues of copyright and Fair Use?" The best approach seemed to be to help them see the issue from the artists' point of view.

Students imagine themselves as artists who have created their first major works. They are concerned about misuse they have seen on the Web, and they want to know how to respond to some students who want to use their work in a multi-media presentation. They take on the role of one of six types of artists, find out about the law, and create a multi-media project of their own to educate others.

Learners

This lesson was designed for the middle school learner, although it could be altered for other age levels. Some of the links are easy to read and understand while others are more challenging. It is possible in the iBooks to use the text read aloud feature for struggling readers.

Students will need to be comfortable with some type of multi-media software in order to complete the project. If they are not already familiar with bibliographies, they should learn this either at the start or the end of their projects. Perhaps it should be a culminating activity before they make their presentations. ("Just in time" instead of "Just in case.")

Curriculum Standards

This WebQuest addresses content standards in many different areas.

The National Educational Technology Standards
Basic operations and concepts

Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.

Social, ethical, and human issues

Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

Technology productivity tools

Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Technology communications tools

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Technology problem-solving and decision-making tools

Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.

State of Maine Learning Results
Career Preparation
PREPARING FOR THE FUTURE

Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. Students will be able to:

Determine effective workplace behaviors and skills.
Use teamwork strategies and apply communication and negotiation skills to decision making.

INTEGRATED AND APPLIED LEARNING

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. Students will be able to:

Research the need for ethical and legal standards concerning the application of technology (including communication systems, product liability, copyright/patent, and safety).

English Language Arts
Process of Reading
INFORMATIONAL TEXTS

Students will apply reading, listening, and viewing strategies to informational texts across all areas of curriculum.

RESEARCH-RELATED WRITING AND SPEAKING

Students will work, write, and speak effectively in connection with research in all content areas.

Create bibliographies.
Demonstrate initial understanding of proper attribution (e.g., footnotes).

Social Studies
CIVICS AND GOVERNMENT
RIGHTS, RESPONSIBILITIES, AND PARTICIPATION

Students will understand the rights and responsibilities of civic life and employ the skills of effective civic participation.

ECONOMICS
PERSONAL AND CONSUMER ECONOMICS

Students will understand that economic decisions are based on the availability of resources and the costs and benefits of choices.

Success in this WebQuest requires both independent and cooperative work, compromise, creativity, and scholarship.

Process

To accomplish the task, you will need to help students pick roles in a fair manner (picked out of a hat?). You must then be prepared to help them use the links to discover how copyright law affects educational, personal, and commercial use of print and media. It would be wise to look at the links yourself and be familiar with the law in case difficult questions arise. This will probably take about two class periods.

The groups will have to meet to discuss their findings and come to consensus on the type of art they will create. This may take one period or it may take two depending on the quality of product to be produced. Finally, they will create their own art incorporating all that they have learned. Decide how you want them to credit the material they borrow. Using a site like www.easybib.com or www.sourceaid.com may make citation easier. This will probably take two to three periods, again, depending on the students' ability to work on it at home. (Since Maine 7th and 8th graders can usually take their laptops home, we can arrange the work so much of it is done there.)

Musician
Writer
Painter
Film Maker
Software Designer
Photographer

Resources Needed

The only requirements for this WebQuest are multi-media capable computers that are connected to the Internet. Some preteaching of bibliography and examples of multi-media presentations such as Power Point which have credits on the final slides may be helpful to students. As different schools and grade levels have different expectations for students in terms of referring to sources and crediting materials, I have left that up to the teacher. I require my students to give credit to anyone whose work they have used.

Evaluation

The student projects will be evaluated by using the rubric below.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Find accurate and complete information about Copyright and Fair Use x2	The group's information was incomplete and/or somewhat inaccurate.	The group's information was accurate although more examples and explanation were needed.	The groups information was complete, accurate, and well explained in all areas.	The group's work was not only complete and accurate, but examples and explanations were carefully crafted to maximize understanding.
Create an original work that makes the information clear and memorable x1	The work included little evidence of original thinking or artistic expression and is unlikely to be remembered.	The work had some evidence of original thinking and parts of it were memorable.	The work was both original and memorable. It met all the expectations of the assignment.	The work demonstrated a level of originality and careful craftsmanship beyond the stated expectations.
Present the work in a professional and effective manner using all the components of public speaking. x1	The presentation did not demonstrate an understanding of the tools of public speaking.	The presentation demonstrated some mastery of the tools of public speaking although more rehearsal was needed.	The presentation was well rehearsed and presented. The group members clearly understand and can apply basic tools of public speaking.	The presentation went beyond the basic tools of public speaking demonstrating a level of professionalism and control beyond the stated expectations.
Display an understanding of the laws governing Fair Use and Copyright by following them in the creation and performance of the work itself. x2	The work had some major errors in application of the laws governing Copyright and Fair Use in education.	The work had several minor errors in the application of the laws and expectations governing Fair Use and Copyright in education.	The work was complete and accurate in its application of the laws and expectations governing Fair Use and Copyright in education.	The work used sophisticated techniques beyond the stated expectations to ensure that Copyright and Fair Use laws and expectations were followed.
Be respectful of group members, responsible in work completion and deadlines, and use time and materials wisely and well. x1	Group required frequent reminders to be respectful of one another and to stay on task.	Group needed only occasional reminders to be respectful of one another and remain on task.	Group demonstrated respect for one another and responsibility to the project at all times.	Group demonstrated a degree of professionalism and task commitment that was truly exemplary.

Credits & References

Thanks to Gail Garthwait, Assistant Professor of Instructional Technology at the University of Maine, for the assignment, and the guidance and resources to build it.

Thanks to Laurie Rule, Director of Technology for MSAD5, for her encouragement, advice, and detailed feedback.

Also, thanks to Jim Moulton, Educational Technology Consultant, for the brilliant idea to turn the Quest around and have the students see the problem from the artists' point of view. He has wonderful resources and links at www.jimmoulton.org.

Thanks to www.pics4learning.com for pictures with citations attached. I recommend these to teachers since it really simplifies the process for kids.

Last but certainly not least, thanks to The WebQuest Page for the Design Patterns where the template and training materials are located.

"We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL."

Last updated on July 30, 2004. Based on a template from The WebQuest Page