<%@LANGUAGE="JAVASCRIPT" CODEPAGE="1252"%> Steve Smiley's TATC Portfolio: Standard #2
 

SBEC Standard #2

Acquire, Analyze, and Evaluate Information
Identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information.
 

Reflection:

Searching is a learned skill with some art thrown on top like a cherry on a sundae. It is critical that the students be able to use inductive and deductive reasoning to insure that they break a desired topic down into its smallest parts and search for those. Also, experience and practice will show them when to bail out of a low-level search and begin a higher-level search.

The sources on the Internet are not perfect; they reflect the millions of attitudes, ideas, and philosophies that are present in everyone, without the restraints that have traditionally tempered those beliefs and ideas. Students MUST be taught to

extend their understanding of another's point-of-view, evaluate the truth or facts in the POV, and throw out the garbage if it does not address a usable position. This is difficult for adults because of our tradition of believing what we read. Students need training is analysis because the methods are now multimedia, interactive, and pervasive. Something important to emphasize in everything that is taught.
 

Caption #8
 

Caption 8

Indicators:

 1, 2, 7.1s, 7.4s, 7.5s, 7.7s, 7.8s, 7.9s, 7.10s, 7.11s, 7.12s, 7.18s, 7.21s, 7.22s, 7.23s, 7.28s, 7.38s, 7.43s, 8.1s, 8.2s, 8.7s, 8.11s, 8.12s, 8.13s, 8.14s, 8.18s, 8.19s, 8.22s, 8.30s, 8.33s, 8.34s, 8.35s, 8.38s, 8.41s, 8.43s, 8.44s, 9.2s, 9.3s, 9.4s, 9.11s, 9.13s, 9.14s, 9.15s, 9.16s, 9.17s, 9.18s, 9.20s, 9.26s, 9.27s, 9.29s, 9.38s, 9.41s, 9.42s, 9.43s, 10.3s, 10.4s, 10.8s, 10.9s, 10.10s, 10.11s, 10.16s, 10.17s, 10.18s, 10.20s, 10.42s, 10.43s, 11.1s, 11.2s, 11.3s, 11.4s, 11.7s, 11.8s, 11.10s, 11.11s, 11.12s, 11.13s, 11.14s, 11.17s, 11.18s, 11.19s, 11.21s, 11.23s, 11.25s, 11.26s, 11.27s, 11.28s, 11.29s, 11.30s, 11.31s, 11.32s, 11.34s, 11.35s, 11.36s
   
Artifact #8 Art Analysis & Critique
 

Descriptors:

 Webmastering, Foundations, Principles and Elements of Design and Layout
   

Title:

 Art Analysis & Critique
   

Course:

 TATC 100-1
   

Date Created:

 8/20/2002
   

Source:

 Multiple sources for each of the reviewed elements; credits are given in each section of the web site. Web site was built using Macromedia HomeSite 5; all image editing was completed with Adobe PhotoShop.
   

Media:

 Web delivery with some video downloads and Shockwave elements.
   

Description:

 The assignment:
Find ONE example for each TA subject (total of five examples) to analyze for it's effective use of the elements and principles of design.

Present your findings to your classmates:

  • You will need to provide the product that you are analyzing included in your report either as a URL or the actual product and;
  • Cite your sources.

 

Of course you may produce these examples yourself if you have the time and energy but I encourage you to find them.

Use the provided evaluation format:

  1. Description: through which you try to find out when, where, and by whom the work was done.
  2. Analysis: through which you discover unique features of a work of art.
  3. Interpretation: through which you try to determine how the artist was influenced by the world in which he or she lived and worked.
  4. Judgment: through which you make a decision about the works importance. industrial-age definitions of terms and concepts.

You will be applying these TEKS:

  1. Comparing and contrasting the rules of visual composition such as "rule of thirds" and "the Golden section/rectangle" with respect to harmony and balance as well as discord and drama.
  2. Identifying pictorial qualities in a design such as shape and form, space and death, and pattern and texture to create visual unity and desired effects in designs.
  3. Evaluating the fundamental concepts of a design, including composition and lighting.
  4. Analyzing graphic designs to decide the point of interest and the attributes that determined the dominance and support of the subject.
  5. Identifying quality in design, such as consistency, alignment, repetition, and proximity.
   

Rationale:

 I enjoyed creating this element. At the time, I was excited about reflecting and captioning everything. Also, the gradients used to unite the page were fun to do and helped keep a common color scheme throughout. I have a wide range of interests, as displayed in this critique. Using the common design principles and elements to view each of these interests helped me to understand the commonality of the design elements and how they can be used in any medium.
   

Implications for Future:

 This assignment taught me that the design principles and elements are the foundation that all students need. If they can identify them, understand their relationship to one another, and then apply what they know, then most of their creations will be usable. Sounds easy, doesn't it?
   

Reviewers Comments:

 I find your sites and projects thus far to be very well thought out and helpful to me as a learning site. Thanks for the work!

Reviewer Name:

 Kathleen Markwardt

Date Reviewed:

 8/22/2002

Reviewers Title:

 TATC Student
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© Copyright 2003 Questions for Concerns: Steve Smiley