December 2011 Archives

Media Literacy

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Magazine Advertisement Lesson Plan.docx

CG Final 4.jpg

Lesson Plan

Focus: To recreate an advertisement that is misleading in a more realistic and viewer friendly way.

a. Students will analyze the elements in media arts such as image, sound, space, time, motion and sequence, (
b. Students will develop an artistic intent, including how audience and occasion impact analyze and presentation choices, (
c. Students will analyze and interpret a variety of media artworks using established criteria, (
Motivational Resources:
Students will be introduced to the lesson by choosing an advertisement from magazines brought in and analyze its meaning. Also, a PowerPoint will be shown for more magazine ad examples and analysis.

Art Materials:
Provided for students:
10 cameras
Computers Lab and Printers
Printing Paper
Student's need to bring:
Poster board

Photo editing example 1

Photo editing example 2

Animation Station

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Cassandra Udovich
Digital Methods in Art Education

Lesson Plan: Animation Station
Grade Level: 8
Time needed: 4 Class periods
Focus: Students will create an interactive environment which involves pixilation and chalkboard animation.
A. Students will demonstrate use of a variety of tools, materials and techniques in media arts based on the characteristics of the hardware and software. (
B. Students will analyze the meaning and functions of media arts. (
C. Students will analyze the elements in media arts such as image, sound, space, time, motion and sequence. (
D. Students will participate in critique by presenting their animation to the class.

Motivational Resources
• Power Point explaining the process of chalkboard animation.
• Students will see professional and amateur examples of animation.
• Students will have access to the textbook Beginners Guide to Animation: Everything You Need to Know to Get Started by. Mary Murphy

Art Materials:
• Chalk (white and colored)
• Chalkboard (may be portable)
• Eraser
• Wet Rag
• Storyboard
• Digital Camera (must have a large memory card)
• Digital Camera Stand
• Photoshop
• Garageband

Introduction to the Lesson:
Animation is defined as " A graphic representation of drawings to show movement within those drawings". Through a series of pictures a story can be told. Some people say that the first animated feature film was created by Winsor McCay called "Sinking of the Lisitania" in 1918. Prior to that ambitious artists would take photographs one picture at a time which started around 1910. It is said that Walt Disney's Steamboat Willie was the first animation that incorporated sound to animated movies. The first full-length animated feature film was Snow White and the Seven Dwarfs in 1937. Animations have evolved drastically, especially with introducing the movie Toy Story produced in 1995. Today there are many forms of animation. Clay, paper cut-out, whiteboard, chalk, sand and pixilation are other resources available to create an animation.

Class 1: Introduction: The students will have the opportunity to view amateur and professional animations via Youtube and Vimeo. Once class begins students will watch videos for inspiration. Students will be working with chalkboard animation. With chalkboard animation the student will be asked to work in groups. Groups may be 2-3 students, ad students will be asked to create storyboards. For this assignment students must construct a building on the chalkboard. Once the student creates the building they must go from their 3D form to enter the 2D chalkboard animation. Students will be asked to create an environment and an obstacle. The student must solve the problem or escape the obstacle and re-enter the scene in closing as a 3D character. Students WILL NOT BE ALLOWED TO USE WEAPONS OR DIE IN THEIR VIDEO. All students will participate be either taking photographs or entering the scene. Storyboards will be due for review by the instructor at the end of class period 1.

Class 2: Students will work on their animations while in class today. Each group of students will need chalk, chalkboard, eraser, wet rag, digital camera, camera stand, and storyboard. Students will need to place their camera on the camera stand and prepare to start their animation. Each digital camera should have their photo size default to small. The Digital camera should also be on the "AI" setting. Students will take pictures of little movements to create their short film. The instructor will be available to answer any technical issues.

Class 3: Students will upload their projects onto Photoshop. Their photos will then be organized and condensed into a smaller file. Students will then upload their video project to Garageband and add sounds or music to their video as they see fit.

Class 4: Students will enter class with their finished work, and share their animations with their peers. Students will be encouraged to talk about color choices, techniques, triumphs, and complications with their project. This in class critique will allow the opportunity for all students to review their peers and take note of many techniques and story outcomes.

Evaluation/Assessment: Students created a short chalkboard animation with sound through digital media. Students will assess their work as well as their classmates with in progress critique.

Discipline Based Art Education:
Art Production: Students made a chalkboard animation
Art History: Student learned about the origin or animation and how they may create their own.
Art Criticism: Students were asked to participate in a critique
Aesthetic: The students learned about animations and textures , and how to use a digital camera.


Meyer, Paul. N.p., n.d. Web. 9 Nov. 2011. Path:

"Sinking of the Lusitania 1918 Animation"
N.p., n.d. Web. 10 Nov. 2011. Path:

"Amazing Chalk board animation!!"
N.p., n.d. Web. 10 Nov. 2011. Path:

Murphy, Mary. Beginner's Guide to Animation: Everything you need to get started. New York: Watson-Guptil Publications, 2008. Print.

LP Dig Met.docx

How much Digital Media do you see a day?

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How Community- Based Programs Can Reshape Teaching and Learning in the Age of Web 2.0
On page 80 of Interactions/Intersections: Art Education in a Digital Visual Culture, it states "New media and digital technology are increasingly embedded within the routines and textures of everyday life and the daily flow of mediated ideas, images and representations contribute to our changing and evolving perceptions of ourselves and the world around us (Hayes,2000). It's remarkable how much influence digital media has an effect on everyone's daily life. "According to a recent survey, over 70% of Canadian teens between 13-17 years of age regularily use social networking sites like Facebook or Myspace (TNS,2007). These users are contributing to digital culture whether they're aware or not, and my guess is even in America those statistics could be higher given our consumer beliefs as a society. It's important to teach students how important it is so be responsible when things are posted online. Once something is within a computer/internet source, it's there for life.
To further make my point as to how much we contribute to digital society, I will have a class assignment regarding the issue. Each student will have a "Digital Media Log". In this log students will be responsible to track how many hours a day they use the internet for social networking, research, online games, etc. Another part of the DML will be how much time is spent looking at digitally enhanced content. Examples of digitally enhanced content would be advertisements, picture jokes (quickmeme), etc. Students will also need to create their own example of digitally enhanced content. Lastly students will be expected to keep track of how much they put onto the internet regarding pictures, homework, blogs, how much time is spent on their cell phone, etc. This log will be a month long assignment to help students realize how much digital media they are associated with daily. Sometimes it's easy to take what you see on a daily base for granted and we need to educate one another on how to monitor our digital uses.

Sweeny, Robert W. Interactions/Intersections: Art Education in a Digital Visual Culture. Reston, VA: National Art Education Association, 2010. 80-81. Print.

Cyber Literacy in the Classroom

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Cyber media Literacy Art Education

On page 63 of Interactions/Intersections: Art Education in a Digital Visual Culture, it states "To function in a techno economy and rapidly changing society, students need to engage in critical media literacy activities in order to become more informed consumers of cyber aesthetics." That quote speaks volumes to me regarding how as educators we need to make sure we keep kids up to date. Our world is becoming more dependent on digitally produced things at an alarming rate. Digital methods are not always a comfortable thing for students to explore who feel hesitant to work on computers. The important thing to keep in mind as educators is that we need to introduce different ideas constantly. Digital works should be critiqued regularly to keep students in touch with how unedited visual content differs. To incorporate this concept into my classroom I will present photographs that have been retouched, and their original form. Students will be asked to take a photograph outside of class. Once they have their image on a flash drive they will bring it into class for a work day. During their work day students will upload their photo into Photoshop and change things about their image. Students will have freedom to change what they wish whether that is altering shapes, changing colors, adding components etc. For critique students will be asked to present their before picture, followed by their before. The class will have open discussion to analyze different ways digital media can be shaped and manipulated. This will also be good practice to explore cyberaesthetics.

Sweeny, Robert W. Interactions/Intersections: Art Education in a Digital Visual Culture. Reston, VA: National Art Education Association, 2010. 63-64. Print.

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