Digital Graphics/Animation
The digital graphics/animation teacher has the knowledge and skills needed to teach the Foundations, Information Acquisition, Work in Solving Problems, Communication strands of the Technology Applications Texas Essential Knowledge and Skills (TEKS) in digital graphics/animation, in addition to the content described in Technology Applications Standards I-V.
Personal
Reflection:
After this activity, I can see how it will be possible to reference the
TEKS using the TA numbers and to complete these captions for the future.
The similarities between using the typical written TEKS and these reference
numbers are obvious to me now. It is all starting to fall into place for
me. Thank goodness.
Artifact #1
TEKS TA Indicators:
7.2s, 7.4s, 7.5s, 7.6s, 7.7s, 7.8s, 7.9s, 7.10s, 7.11s, 7.12s, 7.18s,
7.28s, 7.32s, 7.38s, 8.1s, 8.2s, 8.14s, 8.15s, 8.17s, 8.18s, 8.19s,8.24s,
8.34s, 8.35s, 8.38s, 8.40s, 8.41s, 9.38s, 9.15s, 9.18s, 9.42s, 9.43s,
10.9s,11.1s, 11.23s, 11.10s, 11.35s
Descriptors: Elements of Art, Principles of Design, Selection, Acquisition
Title: Analysis: Effective use of Elements and Principles of Design
Course: Foundations 100
Date Created: August 2002
Source: Interactive guides, guided reading and personal experience and knowledge.
Media: HTML web page format
Description: Students were required to find examples of each type of TA topic taught, except for Computer Science. After each example was displayed, the students were required to:
- Describe the example provided to explain just where the example came from and why it was chosen.
- Analyze each example using descriptive terminology like the Rule of Thirds and the Golden Triangle as well as the colors chosen and elements included.
- Interpret what the creator may have been attempting to convey to the viewer by the use of color, layout, design and included elements like pictures and sounds.
- Provide a judgment of whether or not the work was effective and provide reasons why.
Rationale: Through this activity, students are able to see different types of work with a more discriminating eye. The students are required to evaluate these Technology Applications products on more of a complicated basis than just personal opinion and aesthetics.
Through the entire process of looking for examples, selecting and thinning out the options, students have to become more aware of what covers the course requirements and what falls very short. The students grow through this process because they have become the 'critic' instead of the typical viewer that has the option to get out and go somewhere else.
Through the entire process of acquisition, analysis, etc, the students are applying the foundations for the TA course
Implications for future: This activity has drawn my attention to the fact that it is best to teach the 'elements of design' at the very beginning of the class. There are those who believe that the basics of the programs must be studied before activities can be experienced to explore the areas of design. After this particular activity, and the Representation by Design activity, it is clear to see that these are the areas that I would like very much to start my lessons in with my new classes. This would prepare the students for the activities that we are going to be doing in the future by instilling a discriminating eye and attitude towards certain elements of design.
Reviewers Comments:
Keri J. Heskett (TATC Participant) "I love the devil fish! I can't believe a student created that! Good job!" (08/21/02)
Laura Vinson (TATC Participant) "Your project had
a lot of variety to it. I enjoyed the Abercrombie commercial. Great analysis."
(08/21/02)
Debbie K. Birdsong (TATC Participant) "Great job!
I really liked you desktop publishing choice George and your critique."
(08/21/02)