- Students gathered together in the classroom and we discussed the progress of their animation practice. Students will have to hand in an animation video next Friday, February 8. It has to be an animation of a figure or some object that seems to move across the page. We talked about how it would be evaluated based on the obvious Art-related areas: creativity, fluidity of motion, care taken/attention to detail, completed project of no less than 150 photo frames.
- They were given their next project, though they can still choose to work during class time to complete the last one until it is due. The due date for the second project will be Friday, February 15. Again it has to be submitted in video form, with no less than 150 photo frames as well. There are two differences with this project:
- For this one, there is to be no object shown moving across the page. This, instead, will be a scene or words / poetry / symbols that appear on the screen as the artist draws them but pictures are taken between the small steps of the drawing. It is very much like the “First Try” video I made and shared with the class.
- The second difference is that they are to use a different medium for this project. They can either use charcoal or pastels to add an extra texture to the drawing. With charcoal, the mood created would likely be a dark, moody one but pastels would allow for a lighter mood. One of the major focuses with this project is that their animation (the words, drawings etc) draws a strong emotional response from the viewer. In the same way that an author uses words to create a tone in their writing, the students had to plan in advance of their work for which tone they want to create and then plan how they would accomplish it.
Today was a planning day for many students as some forgot their cameras.
The plan for the method to hand in their animations is to use the Windows Media Player program that is on all the computers in the school. When they are completed,they can copy it into the Hand In box on the main server for the school where I have a folder with my name on it. All students can access this folder and I’ll be able to easily receive their projects.
- We started the class with a look at the course outline, the list of literature and assignments in the order they will be presented for the next eleven weeks, and talked about the breakdown of the marks. Again, the blog project is new to these students so we spent time talking about it and looking at my own blog and how to use it.
- I went back to a conversation that was intended to be shared before they watched the video on Monday. We talked about the difference between Empathy and Sympathy and I asked of the students that they would come to class with an open mind. I am not going to attempt to make the course into a strong emotional appeal for sympathy towards people who suffer because of inequalities. I would ask, though, that people not mock our discussions or topics.
- We looked at a few videos that highlighted some of the topics we will cover in this course, such as historical figures who have fought injustices including our own former Prime Minister, Pierre Trudeau.
- Students filled up the room again as the weather is letting up and more are venturing off to school. We went through the outline handed out that detailed the literature and assignments in the order we will encounter them. In the handout, any assignments or exams are highlighted in grey for students to recognize when due dates are.
- We also discussed the breakdown of their evaluation. As mentioned before, there is no participation mark as all discussions, contributions, homework checks, etc are the standard expectation of all students. I do not give marks for homework checks but keep sporadic records in the possibility that someone unhappy with their mark may wonder why they are struggling. If you keep up with the work, it will be reflected in your mark.
I have taken “Me” as much out of your evaluation mark as possible. English is somewhat subjective but there is no place in this mark for my opinion of your effort, etc. All parts of the evaluation mark are completely within your own control. I give assignments with clear expectations, often give you an example of work that is similar to show what type of mark it would receive, and give plenty of time to complete it.
- One of the components of the mark comes from a student blog project. Instead of having students write personal reflections after readings or discussions that are handed in for a mark, students will work on a blog of their own, similar to this blog, and engage in a dialogue through this with partners. They will be able to share thoughts together, post links to articles that ellaborate on the focus of their topic, and embed videos or music as well. The hope here is that they will be able to internalize more of what they are thinking after our talks and by adding comments to partner blogs, they will maybe see another perspective to learn from. Another reason is that the internet just has so many options for finding material that reiterates the ideas behind our classes. “Pimp out” a blog of your own or “pimp out” a journal notebook. Which would you be more involved with?
- We began a discussion about Identity and what it encompasses. Students came up with their own definition, brainstormed to come up with a list of descriptors of the identities of the two main characters from The Interpreter, and began a list of their own identity labels.
- Students have to create a list of ten things Other People think of them and ten things they think of Themselves. We’ll be using these twenty in a future assignment.
- Students in school today seemed eager to finish watching the movie they began yesterday. The timing worked out quite well, also, as they kept watching through their ten minute break to finish. The benefit of showing a movie that’s more than five years old is that maybe the majority of the class hasn’t already seen it! I’m glad they enjoyed it.
[kml_flashembed movie="http://youtube.com/v/HGcy90YfXas" width="425" height="350" wmode="transparent" /] Here's a taste of the movie (a fairly good summary of the events) for those who missed both Monday and Tuesday. I'll lend out the movie, as well, for any who want to watch it on their own time.