Standards VIII: 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.
I have learned so much from the Vision IT training on Adobe and the application of it during TATC. I am now teaching Photoshop to my multimedia students (who have returned to me from web mastering last year.) They, as well as I, are amazed at the capabilities over the graphics programs we used last year. I plan to use what I have learned to make drastic changes to our existing website as we optimize graphic files from last year to speed up our download time.
I love being able to take a photograph and morph it into a new creation, and I love being able to enhance the quality of graphics. My students love creating things that move! Because of the almost unlimited uses of good graphics, from web pages to desktop publishing to multimedia presentations, to me digital graphics and animation is THE key standard with the most uses.
Caption 1
Indicators: 7.36s, 9.21s, 7.37s, 9.16s, 8.11s, 8.13s, 8.15s, 8.19s, 8.22s, 8.23s, 8.24s, 8.25s, 8.27s, 8.34s, 8.35s, 8.38s, 8.40s, 8.41s, 8.45s, 8.46s
Artifact
#1
Descriptors: Elements and Principles of
Design, Representation and Creation of Design
Title: Represent Design
Course: TATC Foundations 100
Date Created: August 2002
Source: Clipart image with Photoshop editing and application to web page
Media: Web page
Description:
The project called for taking an image (or images) and manipulating
them by adding elements of shape, emphasis, distortion/proportion,
texture, symmetry, and line.
Rationale:
I found my clipart drawing with simple lines and added the required
elements using Photoshop to demonstrate my proficiency in
understanding the design principles and the use of software to
accomplish it.
Implications for future:
I have already used what I learned in my classroom. My
students took our logo of a Maverick head and followed the same
steps that were required of me. It is a good tool to utilize
for teaching design and graphics editing, and I will use it again in
the spring with my webmastering classes.
Reviewer's Comments:
"Wow! My hat's off to you! What a thoughtful process you
applied! I especially like that you took a simple, black line
graphic and modified it in so many ways."
Reviewer's Name: Kim K. Dean
Date Reviewed: Thursday, August 22, 2002
Title: TATC 02 Learner
Caption 13
Indicators: TA TEKS: 8.2s, 7.4s, 8.11s, 9.13s, 11.11s, 8.26s, 8.27s,
8.43s, 8.45s, 9.6s, 10.28s, 8.31s, 9.24s, 8.42s
Descriptors: Lesson Unit, Digital Graphics, Animation, Vocabulary, Lecture Notes, Handouts, Credits, Vocabulary, Rubric, Web Page
Title: Creating a Digital Graphics Lesson
Course: 101 Digital Graphics and Animation
Date Created: October 30, 2002
Source: Internet graphic files, Adobe Photoshop 7.0, Adobe Live Motion 2.0, Microsoft Front Page 2000
Media: Web Page
Description:
*brainstorm
topic for digital graphics teaching unit
*create instruction sheet
* create vocabulary listing
*create lecture notes
*create grading rubric
*create finished sample
*create graphic or animation not included in instructions
*create links to universally acceptable .pdf documents, and web page
presentation
*create credits page
Rationale:
I chose this project as an artifact because it incorporates so
many of the TA TEKS for animation and digital graphics and because
it offered me the chance to create a complete assignment from the
planning stage all the way to the grading and assessment
stage. I was pleased with my introduction and loved being able
to work with graphics from my favorite travel site of Rome!
Implications for future:
This is a lesson I have already used in my web mastering classroom
this year. The students were able to select their vacation
site, conduct a web quest for their graphics, use their digital
graphics skills, and present their project on web pages. They
also used the grading rubric as a self-assessment before I graded
their final product It was one of many TATC assignments that I
have used directly in the classroom, which makes the work I do in
this program completely relevant to my teaching.
Reviewer's Comments:
I loved your site. The instructions were very thorough and the links
worked that I saw. Good job!
Reviewer's Name: Shannon Bishop
Date: Reviewed: November 6, 2002
Title: TATC 02 Participant