Jessica’s Blog

I really enjoyed the lecture by Norma on Tuesday. I thought it was a clear, concise presentation on blended learning. However, I wish her powerpoint notes were available for us to review.

I thought I would share blended learning by telling you about a lesson I pulled out of thin air one day. I was totally unprepared for school that day (too much graduate school . I went into school early and found the copies of an interview with Jill Greenberg in American Photo sitting on my desk. The copies had been made a month ago and were waiting for a day like today. Having just received my DLP projector, I was eager to use it. I thought, I should show them some of her work on the projector, it will be much more vivid than the photocopies on the interview. So I went to the artist’s website, manipulator.com. On her website she had a link for press, so I checked it out. Turns out there was a link to a podcast interview with a photo magazine.. perfect.

That day in class I handed out the interview and asked students to highlight things they thought were interesting. They shared their comments, and were very intrigued with her work. Next we listened to her interview which went into more depth about her controversial exhibit, called Endtimes, while I browsed through the online gallery projected on the board. The photos  are portraits of toddlers, crying and sobbing with huge tears and swollen eyes. The portraits are taken in a studio, using a silvery shimmering light that makes the toddlers look like plastic dolls. In the podcast Jill talks about how she made the children cry by taking candy away, and why she uses children because of their raw emotion. However, her critics call her a child abuser, and her titles are directed at the Bush administration and churches. She shares her opinions that the toddlers don’t have as good of a future because of his administration, and that is what they are crying about.

About half my students live on an Army base, so I was interested in hearing what they thought of this exhibit. I assigned students to write a mock letter to the editor responding to the article and Jill Greenburg’s exhibit. I had a lot of laughs reading those letters, but more than that a lot of satisfaction at the end of the day. With my tablet and DLP I was able to bring my student’s the real world, controversy, and beauty. Even if they disagreed with her tactics for making the toddlers cry, almost every student commented on the beauty of her silvery lighting. The best part was I didn’t have to prepare this lesson for weeks. I just had to find a few good resources.  

To me, this was blended learning because it recognized visual and audio learning styles, incorporated multimedia, real world issues and controversies; plus, students evaluated the issues and communicated their opinions.

Best of all, it didn’t require a lot of time on my part, nor did it rely on technology too much. I didn’t have to worry about log on trouble, broken links, blocked websites, or students off task. The whole class participated and engaged in dialogue.

I can’t do this every day, but it reminded me to use the lovable KISS method. When I am relaxed and having fun, so are the kids. Besides, they would much rather listen to a professional photographer talk about her own work, than me talk about it for her!

There is a new trend in art education called “Visual Culture Art Education”. VCAE draws attention to teaching students how to be more aware of the thousands of images they encounter on a daily basis. Students will learn how to decipher meaning, messages, and design tactics that draw their attention. My webquest uses VCAE as students examine the media’s influence on their lives and transform the meaning into a message of their own.

I found a great resource for integrating VCAE it is from the Center For Media Literacy. The site had some good resources I used in my webquest (see brainstorm link). Another resource I found that will empower my students is a PBS video called, The Merchants of Cool. The video talks about how much money is spent on advertising to teens.

My webquest will empower my students to examine the world of commercial art by participating in it. They will use professional tools such as digital cameras, studio lighting, and Adobe Photoshop to create a professional quality ad campaign for a product they design. Students will be motivated by transforming their own wants and desires into a new product.

Right now I still have to add information to my webquest. I believe I already have a challenging task, prompts, and open-ended questions. I need to add performance tips, content-rich resources, and evaluation.

I teach Photography and Graphic Design, so I looked at art quests. Almost every art quest I found focused on art history. However, I want to create a webquest that yeilds a creative product. 

I liked watching the Apprentice and the challenge of completeing a creative task with a team. My idea for a webquest came from thinking about the Apprentice and my new graphic design class I am starting next spring. The task teaches students to think like graphic designers by playing different roles in graphic design, using teamwork, and thinking outside the box.

Here is a bare-bones introduction to the task:

You have $50,000 to invent and promote a new product. Your company consists of three experts:

1. Product Designer
2. Commercial Photographer
3. Graphic Designer

Your company will work together along the way, but first you need to become experts in your field.

Next, I will have the students find some background on the different roles. For example, the product designer will learn about effective packaging for the product. The photographer will study lighting, and the graphic designer will study advertising. Students will have to write a proposal explaining their product, target audience, message, and approach.

The final product will be an advertisement promoting the product.

I am considering a few additions:

• Option of adding a commercial component.
• Giving out mock money to students which they can use to buy the mock products. The company that makes the most mock money will win. I could include some economics about setting a pricepoint.
• Having guest graphic designers and commercial photographers come in for a day so students can ask questions relating to their roles. If I can’t get any guests to come in, then maybe we could get an email corrospondence going. I think some design firms would be happy to have their employees mentoring high school kids.

Some skills the groups will learn and use along the way:

• Adobe Illustrator, Photoshop, InDesign, Digital SLR, Studio Lighting, Layout, Type, Visual Communication, Marketing, Printing, Teamwork, Career knowledge

Let me know what you think, any ideas or suggestions would be helpful. I need a catchy title!

I consider myself a pretty tech savvy teacher, even after reading the 20 technology skills every teacher should have, I still feel pretty savvy. However, I am on a committee that is teaching teachers to be tech savvy, so I couldn’t help but think where other teachers are at in the techno game. Below, I will go through the list and give my personal use and insight on where other teachers are at, or not at, and why they are not quite as tech savvy… as me..  (not to sound conceited, or techno dorky).

As far as my eportpolio, I hope to use the skills I know and utilize, to educate other educators and students. The list below is a very realistic set of goals, but it requires several groups to work collaboratively. Teachers, students, and district technology staff all need to work together to acheive the skill set below.

1. Word Processing Skills
1. Most teachers can say they are at a good level as far as WP skills go. MS word is the easiest application to use and the most applicaple. It is also the first skill taught to most teachers.
2. Spreadsheets Skills
1. The article refers to spreadsheet skills for gradebooks, but I believe most school districts have already or are in the proces of using other gradebook programs. If Excel is used in the classroom, it used mostly in math, science, and social studies.
3. Database Skills
1. I use excel databases for organizing student information. As an art teacher, I use it for keeping track of student artwork and artshows. Our administration also uses excel to organize data for the “F” list, student atheletes, and other databases.
4. Electronic Presentation Skills
1. When I think of presentation, I think of MS Powerpoint: the most overused and underutilized teaching source. It is the program that can actually regress instead of progress. What I mean is.. if used ineffectively you can put a classroom full of students (or teachers) to sleep, faster than you can say “DLP”. I  hope to educate teachers in my building on effective PPT skills.
5. Web Navigation Skills
1. When I think of web navigation skills, I think The Good, The Bad, and the Ugly. The good is: there are so many great search engines out there. The bad is sorting through the plethora of information and determining what is a legitamite source for students and educators to cite as truth and trustworthy, and the bad is siphoning through the information to make it worth the time. Time as the most valuable commodity to all teachers. So the question is, how do I make searching worth my time? I spend a lot of time surfing, but to the un-tech savvy teacher, I can understand how this is a difficult task.
6. Web Site Design Skills
1. This technology skill holds a special value to my artist background. I am an art teacher, and I teach the elements and principles of art to students. I notice that students, growing up for a desire and admiration to the Internet, have a good foundation of web design skills. However, teachers are much more illiteret in this field. Visiting a teacher-made web site is usually an excercise in what not-to-do. I hope to spread the word on good visual grammar in teacher-made websites.
7. E-Mail Management Skills
1. This skill goes along with the word processing skills. It is one of the first technologies an educators learns to utilize. In fact, it is overutilized, and a lot of teachers spend TOO much time (me included), using email.
8. Digital Cameras
1. I teach digital photography, so my use and understanding is far above that of the average users. I have been impressed with the way digital cameras are used. Most people do grasp on to photography, and the desire to take better photographs. The use of digital cameras is well utilized by most teachers; however, some professional development on making classroom albums, optimizing images, and taking better photos could benefit any educator using this technology.
9. Computer Network Knowledge Applicable to your School System
1. Computer network knowledge is still held by the hierarchy of school district technology staff. The tech savvy teachers at schools probably have the most conflict with this source because they do not have control over it. As a digital photography teacher I constantly stuggle over server space for my students, adminstrative rights to classroom computers, and printer issues. This is my biggest headache in teaching. I wish the district technology staff would work with me more, instead of against me.
10. File Management & Windows Explorer Skills
1. I can’t speak for other teachers on file management, because it is an issue with organization. To me, file management is about organization. It is similar to teaching students how to organize their binders and planners.. making things more efficient. I do believe that teachers and students would benefit from some refresher courses on file management.
11. Downloading Software From the Web (Knowledge including eBooks)
1. This is pretty easy.. however, having just received my new, school-issued laptop, not so much. Our laptops have resticted downloading. This has been very frustrating to teachers.. trying to install hardware and implementing mulitimedia in powerpoint presentations. We are currently trying to “work this out”.
12. Installing Computer Software onto a Computer System
1. See numero 11.
13. WebCT or Blackboard Teaching Skills
1. I haven’t had experience with WebCT or blackboard, but I am implementing Moodle. I have been exceedingly pleased with the ease of Moodle and its capabilities. I believe that teachers with basic technology skills will find it easy to use.
14. Videoconferencing skills
1. I have seen videoconferencing used, but it is still outside the realm of most school district’s capabiliities. There are many other skills and issues that need to be taught before we can effectively use this technology.
15. Computer-Related Storage Devices (Knowledge: disks, CDs, USB drives, zip disks, DVDs, etc.)
1. This is one the skills along with word processing and email that is utilized by most teachers and students. In fact, I encourage my students to use USB drives instead of the network server due to limited storage space.
16. Scanner Knowledge
1. I have a scanner and use it. A lot of teachers don’t have the need for a scanner because of the vast array of visual images on the web. Scanners are obselete for most teachers; however, I use it to scan negatives and photographs.
17. Knowledge of PDAs
1. I’ve never owned a PDA, but our administration team owns them. I would use it, if I had it.
18. Deep Web Knowledge
1. As far as student safety is concerned, I believe this area is one where all teachers and parents should keep up to date on. We need to eduacte students and staff on what is good and bad.
19. Educational Copyright Knowledge
1. Teachers should know copyright law and issues, and teach it to students. Students are probably the biggest abusers of copyright law. It is our responsibility as educators to teach it.
20. Computer Security Knowledge
1. Most of my security knowledge comes from having a home computer. Most districts have very strict restrictions on security. For example, one of the main reasons Myspace is blocked  from school servers is that it opens the networks to spyware. Another reason a lot of districts restrict teacher privelidges to computer sites and downloads is so it doesn’t expose the district network to viruses.

Share what new techniques you have learned in Adobe Elements with your classmates. Show your creations and tell how you made them.

Discuss designs for your iron-on transfers. You each have two 8 1/2 x11 pieces to use for a design. Once your design is printed, you can cut it into smaller pieces.

Who will it be for? You, parent, sibling, friend?
What do you or the person you are giving it to like?
What images and text will you incorporate?
Are you going to use any editing techniques?
Which ones?

Finalize your designs today. Flatten layers and save as: yourname1 and yourname2.
Tip: If you have words, don’t forget to flip horizontal.

Now, answer the above questions:

A little anecodote about MySpace and high school: Last year I had four girls in my class that were friends, but one day I noticed something was wrong. First a pair of girls came to me to tattle on something the other two girls did a long time ago. So, I talked to the other two girls to see if this was true, and they said , “so and so is trying to get us in trouble, they blah, blah, blah.” I ask the girls why they are fighting and I get this long dramatic story about a guy. Surprised? This is high school.

It turns out that one of the girls was seeing this guy, and she was ranked  #1 on his MySpace site. Well, the next day this other girl was ranked #1 in her place, and #1 was changed to #10. This story boils down to- boyfriends and girlfriends can dump each other on MySpace. You no longer have to have that awkward telephone conversation or even write the email! I just had to laugh, and I told the girls that any guy who rates his girls on MySpace isn’t worth being rated by. 

We are going to make a t-shirt by printing onto special transfer paper. I need to know if you need a shirt (I will be happy to pick some up, or if you want to bring your own). If you bring in your own make sure it is PRE-WASHED and WHITE.

1. Tell me if you are bringing in your own shirt (bring by Thursday)

2. Tell me if you need a shirt. What size? Tee or tank?

3. Instead of bringing in a t-shirt you could bring in a canvas bag. Just make sure it is white with a fine texture.

Reflect on Day 1- what did you learn that was new? what would you like to learn?

I can put a new shirt down at the store and say, “I don’t need this, I’ve got to save money.” However, I can’t quite put that book down for the new software program I just bought, Studio 8. I end up with the book. I always do. I can justify spending $45.00 on a book, but no way would I pay that much for a shirt! How did I get this way? I’m a woman with one purse, a lot of old clothes, and over 500 books in my own personal collection.

I guess it started when I was in grade school. We didn’t have a lot of money, but my mom would always let me buy books. She would say no to a lot of the junk I wanted, but she’d always give in for the books. I couldn’t wait for the day when the book order came. I always wanted to order the magic number of books from Scholastic so I could get the free gimick that week.

Once I had the books, I always read them. But only once, rarely do I want to reread a book. More than anything, I loved owning the books, and displaying them on the bookshelf my grandpa made me. I used to spend a lot of time organizing them on my shelf. Sometimes I’d arrange them alphabetically by author, but then I wouldn’t like how they looked on the bookshelf. I still can’t stand to have a large book next to a small book. So, I’d try organizing by publishing company because they usually standardize their book covers. If I had a lot of one particular author’s book (I had every Beverly Cleary and Judy Bloom book) and if they had multiple publishers, then I’d try to put the two publishers together. I wasn’t entirely OCD about my books until I made my own card catalog. My fifth grade teacher did this for her books and I thought it was a good way to keep track of the books I would loan out to friends. The card would go in the book’s place on the shelf and the book would go out with careful instructions on how to read it- do not bend the cover, dogear, wipe your buggers on it, etc.

Needless to say, books have a special place in my heart even though the past few years I have been cursing my book collection. Since I graduated High School eight years ago I have moved 8 times. The weight of my collection has grown from R.L. Stine paperbacks to big massive Art History textbooks. Finally, I bought a house so I don’t have to move the books for a while.

I spend a lot of time using my books as a resource, just as I do the Internet. However, I don’t think the Internet has replaced the book for me. I use each for different things. If I want a quick answer I will go on Google and search. If I want to learn something like a new software program or a do-it-yourself home project, then I go to a book. The Internet is a skim-only resource. It only offers a skin deep layer of information. If a webpage has a lot of words, I don’t read them, I go to the next page. This blog, no way I’d read it and if you are still reading, then I’m sorry.

I have a special relationship with the book. Not only with the way it looks on the shelf and the design of the cover (I admit, I judge the book by its cover), but how I interact with it. I like to carry it different rooms and set it on different tables, move it, okay… I’m getting embarrassed.  But the book and I know how to find what we are looking for together. I start about 3/4 the way through the book and I flip through the book toward the front. I don’t know why I do it, but non-fiction books and magazines are just meant to be read backwards.  I did a quiz on time in Cosmo and it said if you read magazines backwards it means your good with money, but I haven’t found that to be true with me.. yet. I don’t know what my compulsions say about my personality, maybe when I get a laptop that I can move from table to table- I’ll like it more than my books.