I feel that having the students thinking about speech, dialog, words and how they can be used to express feelings, thoughts, the past and present is a great way to develop clear and meaningful messages in student projects. For me personally being able to write down what has occurred in my life is a huge tool to help me reflect on what I've accomplished, and how I can change my future. Lately I have been thinking about inspirational words and how to incorporate technology to display something positive. I recently thought of doing an "inspirational word" poster in Adobe Illustrator. I think it will be a great way for the students to realize that being creative and original and having fun and is a key part to portraying a strong message.
When students get to create in a way that involves colors and different aspects of "art" they don't necessarily see that a message is being formed. When more than one glance is taken, thousands of messages can be portrayed, ones that they hadn't thought of the first time. I saw this to be true while I assisted in the Mandala Custom Workshop. The students seemed to be creating things that were captivating to the eye and at a second glance deeper messages were shared. There were themes of nature and the beauty of the universe. Projects like this are beginning to open the minds of the students to something more than just doing projects because they have to.
By coming up with clearer messages, I feel the students will appreciate what they are creating a lot more and pursue future creation on their own.
The goal of this choice session was to give the students an opportunity to learn about some new presentation tools available.
We started with comparing Prezi to Microsoft PowerPoint by making a presentation of our favorite celebrities, first in PowerPoint and then challenging ourselves to make the same presentation in Prezi. By doing this, we were able to evaluate the pros and cons of each program.
After the students got a handle on Prezi, they were introduced to Prezi Meeting. This feature allows multiple people to collaborate on one presentation at one time from different computers connected to the internet. As a group, they planned out what they would present and how they would do it. On a white board, they planned the best way to present the city of Madison to someone else.
During the next session, students made two presentations. They first presented each other to the class for us to get to know each other a bit more and to familiarize ourselves once again with how to use the program.
The last challenge the students had was to present a place in the world to me. They would be separated in two different groups and use Prezi Meeting as a means to work on the collaborative project.
I feel like this session helped the students realize that there are always other options to almost every program. Sometimes those options are free and even better than the more popular choice. The students shouldn't feel afraid to find tools other than the ones ITA introduces to them. It also showed them how utilizing many tools (technology, speech, white boards, etc.) along with other people can help make very good use of time and resources. Often, students feel like they need to stick with one story, but really it's multiple stories, and collaborations that really inform us best!
Almost half way through the class of 2011's last year at ITA, the seniors are showing no signs of lack of motivation, procrastination, drop in lab performance, or "coasting" through the afternoon. These symptoms more commonly known as senioritis fail to be observed at ITA with this year's excellent students. The students have already shared their proposals for their project at the Holiday Luncheon. For those of you who could not attend, here is a brief re-cap of what the seniors are doing.
Protein Tubar Video by Thor and Thuy Dan
Thor and Thuy Dan are working with Professor Dave Nelson from the department of biochemistry here on campus. They taped an instructional video of Professor Nelson using the Tubar Protein Modeling Kit for SMART teams at Madison West High School. SMART Teams stand for Students Modeling A Research Topic, an extra-curricular activity that introduces high school students to the field of biomolecular research. This video will be used for teachers in the program as a demo of how to use Tubar Kits.
Flash Animations by Eddie and Jeremy
Eddie and Jeremy are creating complex Flash Animations for Professor Sebastian Bednarek of the department of biochemistry. From the pictures on the side you can see their drawing progress thus far. Eddie is working on cell membrane trafficking (on the left) and Jeremy is working on clathrin mediated endocytosis (on the right).
Scientific Demos by Noah and Maya
Noah and Maya are taping scientific demos for the biochemistry course "Exploring the Biomolecular World" taught by Professors Dave Nelson and Michael Patrick. The two scientific demos that Noah and Maya will be filming is a short video on the hydrophobic effect and an experiemnt using Beta-Galactoside.
ITA Recap by Adrianne, Lakoye, and Jasmine
Adrianne, Lakoye, and Jasmine will be using iMovie to create short video presentations about past ITA projects. These projects will be displayed for recruitment and funding meetings to demonstrate the great work done at ITA.
Video Tape of the Crystallography Research Facility
Students will be working with one of the post graduate students working with Professor Katrina Forest. Professor Forest uses x-ray crystallography in her research to study the interactions between humans and microbes. our students' task will be to record a 45 minute video of the entire process.
Interviews of Campus Professors
Students will be venturing to different research laboratories on campus to interview professors about their work. The video's goal will be to inform undergraduate students about the various research on campus to help aid them in choosing which lab to join. The first professor the students will be interviewing is Douglas Weibel from the Department of Biochemistry.
Tutorial on Jmol by Leija and Ivan
Ivan and Leija will be using CamStudio to help record a tutorial of how to use Jmol, a protein modeling software program. They will be recording an expert in Jmol give an instructional lesson of how to use the program and then distribute this video to various science professors on campus.
Holiday Greeting Cards by Ashanti and Julie
Ashanti and Julie are using Adobe Photoshop to create custom-made greeting cards for the UW-Madison Children's Hospital. They will be printing out their designs and hand delivering them in the upcoming months.
ITA Digital Yearbook by Eileen and Kiran
Eileen and Kiran will be creating the second ITA digital yearbook. The yearbook will include fun facts about each ITA student and highlight the events from this past year. Currently, the two are in the process of taking the ITA student yearbook pictures and designing a new layout in Adobe InDesign.
Congratulations Seniors!!! Keep up the great work!
In the 2010-2011 fall semester, ITA devoted four lab sessions to the Moving PowerPoint workshop which was created to not only show the students how they can use simple programs like PowerPoint to create complex animations like in Flash, but to give the students a chance to create and finish a Showcase project, for this year's Showcase Presentations at Thoreau and Orchard Ridge Elementary schools.
The first two sessions housed the same five students. The small classroom allowed each student to have more time with their instructor and create quality final products.
The final products were impressive, and all the students learned a bunch about how to plan out an animation with sound effects in a way that can keep the audience interested!
Unfortunately, these animations can't be posted on the web in a way that really shows off their full-impact, so no student work is posted here.
If you read Paul's posts about the first two sessions of our Custom Workshop on creating games from Scratch, you'll notice he points to a third, and final post...
Originally, I was going to do an update on the 3rd day of Games from Scratch. What I would rather do, considering the lateness of this post, is to update with a reflection on how the class went, and my recommendations and urging for others to help take this class into a more fruitful direction.
First off, as inferred in Paul's blog entries on this class, games are easy to create, good games are as difficult as any engineering project. Computer programming can be easy, anyone can take five minutes and print "Hello World" on the screen with a few simple commands. Making computer programs that are able to detect human behavior, constantly assess performance of the players and create an enjoyable environment is extremely difficult. Asking students to try to make good computer games using more advanced programming techniques in three classes, I found out, is borderline impossible. Not for lack of try from the students, as they were all incredibly engaged and passionate about their projects, but because of the time it takes to individually assess each student's performance levels in programming and design, and making a lesson plan that can work accordingly to their needs.
For those who are unfamiliar with Scratch, I urge you to take a look at this website and register. Take a look at a few of the games and the other programs make through Scratch. For those unfamiliar with basic game design, have a look at these interactive programs from Kongregate. Much of what you're seeing in these two instances were shown to the students as part of their curriculum. When we finally had the students modify, not design, their own games, the results were good...but to make them great, we will need to do the following.
1) More class sessions. I've taught this class before, and it has taken well over 12 sessions just to get students thinking about making board games. To get students to make a transition from thinking about games to making games, it will take more than three sessions.
2) Paper prototyping. Many of the best video games have been done previously using paper prototyping. This method of game design helps designers make cheap replicas of their virtual space without the cost, and gives them a vivid representation about what works and what does not work. This video may help provide insight into what I am talking about:
3) Promote the value of failure (reflection). I know that sounds strange, promoting failure amongst the students...but let me propose using a different word for failure that may make you feel better...reflection. You see, unlike standard testing practices in schools, when a student fails, they receive little opportunity to make up for their work, and therefore reflection is rendered unnecessary in the eyes of the student. Why reflect on what they could have done if they can do nothing to change it? Failure as a game designer provides insight into things that are not working, and if the designer is serious enough about their final project, they will change those mistakes because they want a better project. In many of the game design workshops that I have taught, one of the first things you have to do is promote constructive criticism, and teach that failure is not final, but is part of a continuing process to help make that project and that designer stronger.
I know this may sound like an unusual post. But I do take game design, this class, and the idea of collaborative learning quite seriously, and wanted to give you, the reader a honest insight into this process. Please, if you do have questions about game design, this class, or anything in my post, just send me an e-mail at rmmartinez@gmail.com or leave a comment below!
On December 4th and 11th, one choice session was a unit on making video commercials, giving the students a chance to learn something about the art of advertisement. It was good to see that we had an almost 100% attendance, considering the weather, and everyone was bright-eyed and ready to get some video editing done!
We started with a brief primer on advertising concepts, with the students learning about brand recognition and the necessity of economy of information. Commercial makers don't have a lot of time to get their point across to an audience, especially due to cost to buy air time, so we really wanted to enforce a strict time limit on their projects. We followed the lesson with some examples of famous commercials, including the 1979 Mean Joe Greene Coca-Cola ad and the 1984 Macintosh commercial. We talked about the specific principles involved in each ad--what worked, what didn't, what kind of effect the commercial had, etc.
Here's the Coca-Cola ad:
And, the Mac ad:
With all of this information to arm them, the students launched into their projects. To leave enough time for the 11th Annual Holiday Luncheon, the morning session had twice as much time as the afternoon session did, so the afternoon session was really under the gun when it came to their work.
As a result, the morning session went a little higher on concept, with a lot of recording being done, but not a lot of editing. The afternoon session performed with flying colors, all three groups finishing their project by the end of the class. Yay for them! Impressive work!!
Here are the projects that the afternoon class completed:
The Adobe Illustrator class allows students to take a sketch of their own (done with paper and pencil) and digitize it onto a computer using Illustrator. This doesn't mean that someone who wants to learn to use the program has to be a great drawer or artist. Illustrator has a bunch of tools for artists and non-artists alike to make professional and interesting graphics for tons of purposes, from print to web!
The Illustrator class was split into two classrooms taught by Chou, Cristina, Marc, and Tenzin. The first project's main goal was for students to get comfortable with the program and get a feel of how it works. The assignment was to create your very own penguin character using pre-made symbols of penguin parts. The results were amazing as students used their creativity to make unique penguins.
As the class went on and students learned the various tools the program offered they realized the difference between vector images and raster images. In Illustrator vector images can be made from raster images by utilizing the live trace tool. Students were put into groups of four and asked to use this tool to create a "four seasons" piece. They "live traced" one picture and color it in with the colors of the season they were assigned from their groups. The four seasons project was interesting because of how each student portrayed the same season with their unique perspective.
The students were learning Adobe's CS5 and they got a chance to test out the new perspective tool. Using the perspective tool students were able to create a city block with two different angles and create a 3D effect. Students picked up this tool very quickly and created some nice work.
To show what the students gained from the Illustrator class, they were asked to create a web site layout from scratch using Illustrator. This was a little bit of a challenge because the students have had very little experience in how websites are created, but after a few examples ideas started to pop.
April Arevalo
