Days past & Curriculi

Like Elizabeth I thought it best to use the ASSURE model to tighten up the lesson planning for my digital narrative project.

Analyze Learners
For this lesson I selected college students with a focus on art as my target audience. I expect these students to competently analyze, critique, and discuss ideas about visual aesthetics, and artistic concepts.

State Objectives
Students will be able to discuss the use of symbols and references to iconography in art. Also students will be able to display an understanding of allegory and parable generally and as it relates to art.

Select Instructional Methods, Media and Materials
I will us a roundtable discussion methodology, a symbol dictionary, slides of historical uses of symbols in art.

Utilize Media and Materials
Start by defining the topics and terms at hand. Watch the narrative video and keep track at the different types of symbol and possible allegories that could be found.

Require Learner Participation
Have students participate in conversation regarding the presentation. Provide examples and meaning using the symbol dictionary, or have the class reflect and review the types of symbol and meaning that could be used in there own artwork.

Evaluate and Revise
I used the Understanding by Design evaluation flow to organize my thoughts on reviewing and revising this lesson plan; below are my results.

Teacher:
1.Were you able to fit in all of the planned segements of the lesson?
2.Was the session focused on the objective? Was I able to adjust appropriately while staying in scope?
3.Was I able to teach or was I simply managing the classroom?
4.Was I forced to focus on specific students due to any circumstances created by the activity. Planed or unplanned?

Student:
1.Verbal quiz before and/or after?
2.Are students able to accurately use vocabulary that pertains to iconography and symbol usage in art?
3. Were students able to understand techniques and use them effectively?
5.Did students learn and retain information about symbol, allegory and artists discussed.
6. Will students take these ideas and apply them to their own work?

Activity:
1.How long were students engaged with the activity? Was their excitement or boredom?
2.Was it a relatively balanced activity across the student body?
3.In the end, did the activity teach to the objective?

Day #10-ish: Ich habe um einen Fotoladen gelernt

I love learning new stuff, it truely is part of being a self proclaimed nerd. On top of learning I really love learning new thing about something I already know a little about. Today that was Photoshop (or Fotoladen as I often call it (not really (but sometimes)). I forget all of the things that can be done in the program, it also seems so great to get a refreasher on a tool that you may often think you know how to use. I have posted my instructions on my blog. Can others do the same, as I want to know how to remove more bubble gum from the sidewalk?

Photomerging tool from About.com

Using Photomerge to Create Panoramas in Photoshop CS

This is the tip I will be sharing in class today. It is a simple but under utilized tool in Photoshop. Many people are even unaware of it since it was only added in CS and they go about mearging photos in the old fashioned way.

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Previously introduced in Photoshop Elements, the Photomerge features has been brought over to Photoshop CS and enhanced to accommodate much larger images. Photomerge automatically arranges and seamlessly combines multiple images to create a panorama. Photomerge can be accessed from the Automate menu of the File Browser, or from the File > Automate submenu in the main Photoshop menu bar.The first thing I did with Photoshop CS was use Photomerge to combine 11 images shot in two rows with five across the bottom row and four across the top. Photoshop CS had no problem automatically arranging all 11 of my images for a seamless merge. However, if you do encounter a situation where Photoshop can’t place all the images automatically, you need only drop them close to where they belong, and Photoshop will snap them into place.

Once your images are arranged, the Photomerge dialog offers several tools to refine the composition. Along the left side there are tools to rotate, zoom, pan, and set the vanishing point. You can choose to have Photoshop perform a normal merge or apply perspective correction. When perspective correction is enabled, you can also choose to apply cylindrical mapping, which reduces the “bow-tie” effect often caused by perspective correction.

The advanced blending option makes transition areas as smooth as possible by blending across a wider area where there is less detail and across a smaller area where there is more detail.

As you adjust the settings, you can preview the results in the workspace. At any time you can save your progress as a Photomerge Composition File with a *.pmg extension. This way you can reopen the composition and work with it more from the point where you left off.

Once you’re pleased with your composition, you will want to go ahead and let Photoshop create the merge. Expect it to take some time to process if you’re merging more than a few very large images. The status bar will show you the progress.

Normally, Photoshop will combine, blend, and flatten the layers, leaving you with a completed panorama. If you prefer, you can check the “Keep as Layers” box to have Photoshop arrange the images into layers and let you perform the blending yourself. Unfortunately, you can’t use “Advanced Blending” and “Keep as Layers” together. Generally, I prefer to let Photoshop do the blending. This sometimes leaves some uneven areas which may need to be corrected, but it is usually less work than doing all the blending manually.

For best results when shooting pictures for a Photomerge, follow these tips:

Use a tripod, and ensure that it is level before shooting.

If you can’t use a tripod, lock your arms and legs and pivot your torso to capture all the shots.

Line up the markings in your optical viewfinder with the horizon to help you keep your shots aligned when you don’t have a tripod. (Tip submitted by Harald)

Capture between 20 to 30 percent overlap between images.

Avoid scenes with moving objects in them.

Correct for any significant color and exposure differences in the shots before merging.

If your camera offers a panorama shooting mode, then by all means, use it!

(Link)

Constructing & Experimenting – Day #8?

I have little to say this week but it was important to acknowledge that I really appreciated the the two presentations this week. The ideas of constructivism and experiential learning are fundamental to many of the techniques art teachers use on a daily basis.

I especially enjoyed hearing more about constructivism as I have believed this was a primary way in which people learn and retain information. Some of the questions I now wonder are:

1. Is informal (especially self-taught or on-the-job) learning more likely to be constructivist?

2. Is their diffinative reseacrh that proves the effectiveness of this style of learning. That is also to ask if there their are assessment tools that individual teachers can use for themselves?

I am sure these questions are basic and probably boil down to my own ignorance but I have looked for these answers twice on the Internet to no avail. Does anyone have a good link with more information on these items?

As for the technology portion of last class – thank you Heather. I am feeling much more comfortable about the narrative project and am confident that my classmates are feeling more confident as well. I am excited to learn others tips and tricks next class.