Digital Story

Here is my digital story: Bath Time. It is about a little boy who doesn't want to take a bath. I created it with imovie using stop motion photography.

I sketched the figures of the boy using my niece as a model, gave them a bit of color with color pencil and painted over them with india ink. Then I cut around them. All the illustrations were cut out and loose so that I could move them, nothing was glued down. The mother figure was actually my silhouette from photos I posed for and then traced around onto white paper. The stink fumes on the boy were strips of toilet paper. On the paintings of the bathtub I slit right at the faucet with an exacto knife so that I could have the different objects coming out of it.

I used black butcher paper as the background. I wanted to use brightly patterned paper for different backgrounds as well, kind of like funky wallpaper and I found some scrapbooking paper that was cheap and just what I was looking for. I printed out the text and then cut around the individual words so that I could make them appear one by one.

I borrowed a camera stand that aimed the camera towards the ground so that the paper could lie on the table as I photographed it. I took over 200 pictures in total, moving the illustrations a little bit each time.

I imported the photos into imovie, and timed them to have a rhythm, go with the music, and be legible.

Voila!

Individualized Education Plan

For my IEP, I decided to learn Adobe Photoshop CS3. I always knew that Photoshop had awesome potential to do almost anything to a digital image, but I didn’t know how to use it, having never taken a class. I’m pretty good with computers and can usually figure out how to use software, but Photoshop is a professional tool which is not very easy to decipher.

This IEP was my first serious attempt to learn how to use Photoshop. To train myself, I mostly used Internet tutorials, with a little help from a friend. Once I mastered the basics, the question came, what initial assignment could I give to have students learn the basic components of Photoshop? My first idea was to assign students to place an image in a new context. This would force them to isolate an image, delete the background, import a new background into a different layer, and size and place the original image so that it makes sense in the new background. To practice, I created these images:




























Then I decided that it would be better to start off with a simpler assignment. My new idea was to isolate an image and repeat it to form a pattern. Students would still learn how to select an image, as well as work with different layers and filters, but they would not have to deal with a new background image. Here is my example for the Pattern Assignment.















Over all, this IEP has been extremely helpful because as an art teacher I need to understand Photoshop. It also has been fun, as you can see from my examples. I still by no means am an expert, but I do have a basic understanding of how it works, and feel confident that I could teach it to my students.

Here are links to lesson plans, ideas for lesson plans with Photoshop in the future, and sources.

Here is more evidence of my development of technical expertise,
the making of Beth and Jo's Lava Ride
the making of Neil and the Giant Slug
the making of Many Jos

Internet Resources

Incredible High School Art Lesson Plans

The title of this website says it all. To me, the quantity of lesson plans outshines the quality, but there are gems to be found. Even if a lesson plan isn’t my style, I can take the idea and make it my own.

National Art Educators Association

This is the leading professional organization for art educators. The site includes sections that cover news, events, lesson ideas, community, advocacy, research, grants, job opportunities etc. It is easy to navigate and full of useful information.

How to Draw a Head

I think anyone could benefit from this free tutorial from the Academy of Art University. My mentor teacher showed it to me before we started a unit on the proportions of the human face. It is very well done, and interactive so it’s fun! I think I will show it to my classes in the future.

The Carrot Revolution

For the social networking assignment, I joined The Carrot Revolution. This is a blog run by David Gran, an art teacher in China. I started off by researching the social networking site Art Education 2.0. However I did not think it would be a good fit for me. To me, Art Education 2.0 just seemed like myspace for art teachers. It was a bit difficult to navigate and seemed like a time sucker. As an art teacher, what I look for in a website is lesson ideas, and The Carrot Revolution is full of novel, technology based art ideas. I contacted David Gran, and he agreed to let me contribute to his blog, so I was like a guest blogger.

In my art classes, we do hand crafts such as drawing, painting, printmaking, pottery, and metalwork. I appreciated reading about the art projects on The Carrot Revolution to see what they are doing over in China with technology. Perusing the site periodically always piqued my interest and gave me ideas for technology based art projects. I also enjoyed contributing to the site periodically, it made me feel connected to the art world.

Here’s one idea I got from the site – Strip generator is a site that makes making comics easy, check it out!

Article Assesment II

Bethany Waggoner
akbethany@hotmail.com
3/10/09

Assistive Technology for Reading
Hasselbring and Bausch

Overview

In this article, Hasselbring and Bausch describe software designed to help students with learning disabilities read independently. Ideal assistive technology for reading should help students understand the text that they are reading as well as improve their reading skills. Hasselbring and Bausch give examples of successful assistive technology software.

Text-reader software highlights text as a synthetic voice reads it aloud. Read & Write Gold is a type of text-reader software that allows students to adjust whether individual words, sentences or paragraphs are highlighted as well as the gender, speed and pitch of the voice reading the text. It also helps students write by predicting what word students are typing, either by the first few letters typed, or the context of the story. Read & Write Gold also has a feature which will read aloud what the student has written, helping them in the composing and editing processes of writing.

READ 180 is another assistive technology for reading. Prior to reading the text, READ 180 gives students background information about the topic in the form of a short video. As students read, they are given tools to help decode, bread into small parts, define, pronounce, translate, and spell words. One year after beginning to use READ 180, eighteen percent of its users no longer need special education for reading.

In conclusion, Hasselbring and Bausch point out that this technology is not some miracle cure for reading problems, but a tool that teachers need to be aware of.

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Digital Story

When I decided to illustrate my story, I knew that I was committing to a lot of work, but it’s the sort of challenge that I enjoy. I’ve always wanted to illustrate a children’s story so I decided to go in that direction. This beautiful music video by Oren Lavie for his song, Her Morning Elegance gave me the idea to use stop motion photography. For the storyline, somehow I started thinking about the menacing pink slime that comes out of the bath in ghost busters…creepy! It was fun to channel my inner little boy and come up with gross ideas for why a kid would not want to get in the bath.

On the technology end I learned more about an art form – stop motion photography, and I learned how to do some cool time saving stuff on Photoshop (batch cropping for one). Of course I also became more familiar with imovie, which can be a little frustrating. I took a film class in college where we used Vegas Video, which has many more options.

My digital story, story map and story rubric.

Article Assessment 1 (spring)

Bethany Waggoner
akbethany@hotmail.com
1/19/09

The Overdominance of Computers
Lowell W. Monke

Overview
We know that to be prepared for the high-tech 21st century, today’s students must know how to use computers. This fact brings the questions,

How effective are computers as learning tools?
At what age should students begin to use high-tech tools?

Lowell Monke feels that before young students actually use technology, they should build skills such as self-discipline, moral judgment, and empathy in order to use it wisely.

Monke points out that computers are powerful tools that require self-discipline that young children and adolescents don’t yet possess. He claims that in order to mature and to truly understand what they study on computers, students need real life, authentic experiences. He does not want to get rid of computers in school, but to consider and limit the amount that they are used. Monke advocates slowly integrating technology into classrooms after elementary school and concentrating on it during the last two years of high school, right before students graduate.

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Educational Philosophy

I had fun making this Educational Philosophy video on imovie! Of course, while I was figuring it out was a little frustrating, but diving right in is a great way to learn. I love that almost anybody can make and edit a movie today.

I feel that in order to prepare students for the future, we need to arm them with critical thinking skills, and that art is a great way to develop them. To learn more, check out my movie!

Energy Project Reflection

As I previously stated in this blog, I have recently done a research project on how my personal consumption of paper coffee cups effects the environment. What have I learned? I learned that making paper takes a lot of trees, energy and (surprise) water. I learned that paper coffee cups are made from virgin paper and cannot be recycled. I learned that I use about 168 paper coffee cups per year, while the US used about 16,000,000,000 in 2006. I now notice paper coffee cups everywhere I go. I am optimistic that I can be responsible enough to bring my refillable mug with me everywhere without losing it.

On the technical side (after all, this is an Ed tech class) I re-learned how to use a spread sheet and I got more practice using PowerPoint. I learned how to use Dimond’s camcorder, upload the video onto my computer through iMovie and then onto YouTube. Wow, I’m impressed! Here is my presentation on YouTube.

How did I do? I used to be terrified of public speaking but after a few years of teaching/ subbing I’ve lost the paralyzing fear. This was not my best presentation, but I feel that I did all right. It is a little strange to talk to an empty room and a camera…

Strengths:
I seem to be relatively calm
I speak slowly
I keep still
I don’t read too much

Weaknesess:
Fillers! ...so….because...okay…um..FIRST OF ALL...
I tend to trail off or quiet down at the end of my sentences
The phrase ‘paper coffee cups’ seems repetitive
I’m fumbled by all the figures
My screen went blue towards the end (need to move the mouse more often)
I seem a little unenthusiastic

This project, although a lot of work, was truly worthwhile. It made me, and hopefully others think about the consequences of my actions, and I learned some techie stuff at the same time!

Article Assessment 3

Bethany Waggoner
akbethany@hotmail.com
11/14/08
Tools for the Mind
Mary Burns

Overview
In the 1990s optimism was high for the potential of using computers as “mind tools” to promote higher order thinking skills. Since then, that optimism has faded along with the faith that technology can improve learning. In Tools for the Mind, Mary Burns claims that today is a good time to reassess what our original goals for technology use in the classroom were, and to note how we have diverged from them.

Teachers have been trained in technology skills but not given ideas of how to use technology to enhance student learning. Districts have not supplied teachers with sufficient professional development in technology, hardware, software, instructional time, or technical support. Schools have put student engagement ahead of learning and thinking. Instead of using technology for higher order thinking such as problem solving, analysis and evaluation, we most commonly use applications such as PowerPoint and Word, which focus on simple cognitive tasks. According to Burns, spreadsheets, databases, geographic information systems, computer-aided design programs, and simulation software programs are tools that promote high-level thinking but are rarely utilized by teachers.

Burns concludes that in order for computers to aid us in expanding the critical thinking skills of our students, we must know how to properly utilize them.

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Paper Coffee Cup PowerPoint

Paper coffee cups have seriously got me fired up now. I spent time on Saturday and Sunday in Kaladi Brothers working on my PowerPoint. It was torture. A sea of white paper coffee cups surrounded me, mocking. Mind you, these cups were being used by people who were drinking their coffee in the shop. Don’t you people know? Paper coffee cups are made from virgin paper and cannot be recycled! How hard is it to ask for your steaming beverage to be served in a mug? It’s actually nicer to drink out of a big coffee mug, isn’t it? You might save a few cents, too! I wanted to show the baristas my PowerPoint. Do you ask? Do you ask if they are drinking it here? No, of course not. You are underpaid, and it’s probably more work for you to wash the ceramic mug after the customer is finished. Was I going crazy? Perhaps. Too much coffee and homework can do that to a girl.

This project was eye opening. We know that the earth cannot sustain our current consumption habits. A paper coffee cup is an example of unnecessary waste that many people use every day. In 2006, the US consumed about 16,000,000,000 paper coffee cups. I estimated that at my current rate, I use about 168 paper coffee cups per year. Each of these cups uses wood, water, and energy, not to mention it creates TRASH! For more fascinating and horrifying details, check out my PowerPoint.

Article Assessment 2

Bethany Waggoner
akbethany@hotmail.com
10/7/08

The Educator’s Guide to the Read/Write Web

Will Richardson

Overview

The Internet is no longer a spectator sport. Through new digital technology, anyone can publish their own writing online through blogs, contribute to and edit collaborative websites called wikis, and create podcasts, amateur radio programs which are broadcast online. Richardson relays how these and other technological advances have changed the classroom, and the role of the teacher.

In this age, the audience for student work has expanded from the teacher to the world through the Internet. Richardson claims that to be literate today, you must be able to do more than read and write. You also must be able to edit and identify an online source, as well as make a judgment on the authenticity and relevance of the information.

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Energy Project

I love me some coffee. I make a cup every morning to drink as I get ready, sometimes I buy another cup in one of those drive through stands on the way to work, some days I buy an americano at the Dimond Espresso Stand. The point is not where I buy the coffee, but what I drink the coffee out of.

Questions:
How many paper coffee cups do I throw away a year? What resources are used to produce each cup? How would using my refillable thermos change these figures?

I am not the first to address this issue, there are many websites out there urging coffee lovers to bring their own mug, not only to save the environment, but to save money too! Even the coffee giant, Starbucks has gotten involved.

For this project, I will keep track of how many times I buy coffee out of a paper cup in one month. Using that information I will calculate how many paper cups I use per year. To find out what resources are used to make all the cups I use in a year I will use data from the paper calculator of the Environmental Defense Organization. I will then compare this data to the amount of resources it takes to make a stainless steel coffee thermos.

Dimond's Technology Culture

For this class, I was assigned to be a sort of technology detective at Dimond, sniffing out technology in the school wherever I could find it. I first interviewed our Principal, Cheryl Guyett, to find out whom I should talk to about technology at Dimond. She sent me over to Charles McCubrey, who is Dimond’s Technology Coordinator. After interviewing Mr. McCubrey, I then questioned my mentor teacher, Les Matz.

All three people that I interviewed seemed pleased that someone was taking an interest in technology at Dimond. Mrs. Guyett and Mr. McCubrey helped to answer my technical questions, and I learned more about Dimond’s history with technology and current strengths and weaknesses from Mr. Matz.

I often start conversations about technology in the field of art with Mr. Matz. It seems he appreciates new technology, but doesn’t want to be a slave to it. Art is one of the few classes where you actually craft things with your hands. A printing press was considered technology at one time, a tube of paint, a kiln, a potter’s wheel. Now we have Photoshop, but that doesn’t mean we should dismiss the value of creating things manually.

Technology-wise, Mr. Matz is facing the problem that many art teachers of a certain generation are, the change from slide to digital format. He has many slide shows made, but says that he cannot find new slide projectors anywhere for sale that fit his slide size. Mr. Matz’s projector is on its last legs, so he must go through the tedious task of scanning his slides one by one and forming digital shows from his laptop. He does have access to an ELMO which is nice for some demonstrations, but something like a SmartBoard where you can save your work would be very useful his room.

In general, Dimond prides itself on its technology, but it falls short from my perspective. The technology it does have is concentrated in one area of the school, and there is a lack of opportunity for student involvement.

Full Report on Dimond’s Technology Culture

Article Assessment 1

Bethany Waggoner
akbethany@hotmail.com
9/7/08

Listen to the Natives
Marc Prensky

Overview

Marc Prensky declares in Listen to the Natives that educators must change with the times and embrace technology in order to be relevant today. Prensky describes the gap between today’s students, who are digital natives (those who grew up using technology), and educators, who are digital immigrants (those who learned how to use technology later in life). Prensky acknowledges that digital immigrants will never be as savvy as digital natives when it comes to technology, but gives ideas on how the two groups can work together.

To be successful, we as educators must leave our comfort zones and allow students to be somewhat autonomous in their own education. We must find a way to incorporate students’ knowledge from their digital lives into the information covered in class. In doing this, we will fully engage students, as well as fully prepare them for the future.

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Futuring

A. How would you “grade” or assess Fox Becomes a Better Person, and School Train?

When grading any sort of medium, I think it is necessary to make your expectations clear beforehand.

With School Train, you stated that the assignment was to show understanding for the concept of a metaphor. Under those guidelines, I would say that the students were very successful. I can tell that they truly understand what a metaphor is, as they made multiple connections between school and a train. They also were extremely creative in the design of the video, incorporating train movements and sounds into the school setting.

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