Standards IV

Communicate Information

Communicate information in different formats and for diverse audiences.

In reflection, the only thing we are learning to do is communicate, although our methods are new. The differences are that we are communicating with a larger audience through electronic media and through many sensory channels. The transmission of meaning today is more immediate. It also uses sound, images, animation and video as well as text to convey our messages. And our messages are not just words and ideas, but also impressions, feelings, and moods. During TATC, we have learned the importance of being "literate" in the language of electronic communication. We have learned how to organize elements to best represent our message, be it in graphics, desktop publishing, web page construction, slideshows, animations, or in videos. I applied my knowledge of accessing an audience to the planning and construction of many exercises, but, far more, I have learned new methods of reaching said audience.

Caption 11

Indicators: 7.4s, 7.19s, 7.20s, 7.26s,  8.2s, 8.4s, 8.8s, 8.11s, 8.15s, 8.20s, 8.21s, 8.22s, 8.26s, 8.27s, 8.28s, 8.29s, 8.30s, 8.31s, 8.30s, 8.32s, 8.33s, 8.35s, 8.37s, 8.40s, 8.42s, 9.28s, 9.36s, 9.37s, 9.38s, 10.41s

Artifact #11

Descriptors: Graphical design and analysis; Animation; Lesson planning and curriculum integration; Slideshow; Alternate media: PDF; Worksheets; Rubric, Teacher's guide; Search the Internet; Download;

Title: A Lesson in Graphics: Faeries, Goblins, and Superheroes

Course: Digital Graphics 101

Date Created: October 27 - November 11, 2003

Source: Images from a digital camera, Internet, my own knowledge and creativity

Media: Web Page using FrontPage; Animations using Adobe LiveMotion; Slideshow using PowerPoint; Worksheets and Rubric using Microsoft Word and Adobe PDF; Graphics using Microsoft PhotoDraw.

Description: A full lesson plan for digital animation was created. Each element in the animation was created by downloading and editing images in PhotoDraw or by using a digital camera to take photographs that were incorporated with the other graphics. Images were cut, flipped, made transparent and given texture before using them in the animation. Sound was incorporated for added interest.  The overall project includes examples, step-by-step instructions in a slideshow and in printout format, a rubric,  two vocabulary printouts, a worksheet and key, lecture notes, credits, and a link to an on-line tutorial. The project also includes a analysis of the graphical elements in the work. I outlined the objective concepts, a daily schedule that acts as a guide for completion, and a list of necessary hardware and software for the completion of such a project. The goal of the product was to create a lesson plan that would include everything a student or a teacher would need in order to produce a similar product.

Rationale: The project presents an overall view of what is necessary in the planning and execution of a major project. All aspects of preparation were anticipated. A teacher should be able to outline a project as clearly as possible for the students. This would include the expectations as well as the how-to instructions. Examples are a primary source for demonstrating expectations and inspiring students to do their best work. By creating examples of animations and other elements of the project, I am now able to anticipate problems and questions the students might confront. Setting the plan up in a web page also gives me the option of sharing the plan with other teachers. The elements of the lesson are delivered in different formats: PowerPoint slideshow, PDF handouts available for printout, graphics, animations, and web page presentation. This helps to meet the requirements of teachers and students in a differentiated classroom. 

Implications for future: My dream is to have a class in which I can use this type of project plan. I would want to introduce the students to the elements and principles of digital graphics first, then allow them to apply these concepts in an animation. If I am not able to have such a situation in the near future, I hope to introduce my middle school students to animation in a more simplified, yet challenging animation project. The subject for the project actually came from a project I currently do with students in which they are asked to put their own faces on a fairy, goblin, or superhero. The animation adds a special twist.

Reviewers Comments: Your lesson was incredible! I loved your animations! I'll sure be using this one in the future!

Review Name: Shannon L. Bishop
Date Reviewed: November 06, 2002
Title: Channel One Learner