1. What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

“How do you feel when you are working on an art project?”

The video paired with my question allows the class to look at their previous experience when completing art projects. The goal of my question is to create reflection before attempting a project, and then again after finishing an art therapy project.

2. in what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?

The video may have the students look at art on a bigger scale. For example, they may previously have found art as a very calming activity and the video may pose art as a tool for mental well-being.

3. What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

I would have them participate in a form of art therapy. I would set up multiple options for art therapy including watercolor painting, clay sculpting, and drawing. The goal of having them complete an art therapy project after watching the video is to create introspective.

4. How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?

I would set up a rubric that required students to have a finished project by the end of the session. The goal of the rubric would be to guide the students from start to finish with the goal of creating introspective. For example, when sculpting clay, their goal would be to form an object that represented how they felt and be able to orally describe why they made what they did.