BCWMS VISUAL ART & DESIGN
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Six Left

4/26/2017

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KCAD DE Complete

One of the biggest events of this week were my students finishing their KCAD Dual Enrollment class and presenting their final projects. After fifteen weeks of learning various manual settings, editing techniques, and how artists use both of those things to make compelling images, students worked on their final presentations on a topic of their choice. 

I was impressed as students explained their ideas and presented their final series. The difference between this assignment and the ones previously done is that the work must tell a story both individually and as a group of images. 

​Here are the results:

Elise: Shine

Elise's final series focused on the use of glitter to gloss over images we may not notice or want to see. She used glitter to capture ideas of greed, jealousy, hope, and wonder within her final eight images. She is planning to submit her series to Scholastic in the Fall.
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Kathy: Made in the U.S.A

Kathy's final series explored her heritage by using her friends and family in the Vietnamese market where they do their grocery shopping. She explores how she views herself through the items she captures and the development of her  personalized definition of an American identity.
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Krista: Life Cycles

Krista's work goes through the exploration of self though the use of water, paint, skulls, and how the model for her series interacts with those objects. She is planning to submit her series to Scholastic in the Fall. 
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Anna: Childhood Dangers

In Anna's series, she resisted her grandparent's basement where she was greeted by old toys and memories from the past. She decided to pair the well-worn objects with dangerous items and severe lighting to get an effect that shows a darker side to your once loved friends. 
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Emma: Double Vision

Emma finished out the term with this series using her sister as a model and various special effects through light, prisms, and overlays to create a surreal feel with the portraits. Emma used the visual language of her drawings to inform the ideas behind these works as well as the color story woven throughout.
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Kennedy: Dark Shadows

In her final series of images, Kennedy was interested in capturing fear and anxiety through images of what lurks just beyond the frame or in the shadows. Her images use some objects we encounter routinely, but dramatize them through placement, light, and shadow. 
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Start of 4th Quarter

4/16/2017

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Back from Break

In addition to motivational messages written on my whiteboard in the hall to meet students that included "It's the beginning of the end" and "Be like the Patriots this 4th Quarter," I welcomed students back from break with some quick creations that exercised their understanding of a variety of media. 

I thought this would be a good way to ease back into the swing of school after a little over a week away from the grind and it would help students focus on successfully completing the skill-building tasks and use that to springboard into a successful 4th quarter and end to the school year. 

Photoshop Challenge 2

Before we left for break, students spent time with on a Challenge and STEAM collaborative that both looked at spaces and places as their subject. I decided to welcome students back from break by continuing that subject into four possible Photoshop Challenges for students to select and complete over the course of two days. Students had the opportunity to create a landscape, perspective drawing, altered graffiti name, or space image and in the process learn more Photoshop tools and experiment with ideas and their understanding of how to create images digitally.

​Here are a few of the results: 
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Ruby: My work is of one part of Mount Everest, in the background you see snowy mountains, and in the foreground theres a part of the mountains without any snow. The tools I used was only the brush tool. I used a lot of the different textures to create shading and make it look more realistic.
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Sophia: In my artwork I used a picture of this hallway in our school and I used the pen tool to trace over all of the lines. I also used the gradient tool to create the color across it. I like the work I created because I think it challenged me and it ended up very cool with the colors and all of the lines.
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Arianna: The style I did of my graffiti name is I chose the Kodiak style off of graffiti creator and my name ended up looking like this. I decided to use bright colors like lime green, hot pink, and turquoise. I also decided to put 3d bubbles and make them yellow to make the letters pop even more. In the end I put it on a brick wall and turned down the opacity so it would look more realistic in the picture. I also decided that was not enough and I could do more. So then I figured out I could add a shadow holding a spray can that made the graffiti and then I also turned down the opacity on the shadow so it wouldn't be so bold.
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Riley: it is a picture of two planets that rotate around each other and will eventually merge. also they are separated by a star belt.

Observational Drawing

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The middle of the week transitioned from digital work to more traditional drawing methods. We spent one class period this week simply working on our observational skills and thinking about how our eyes work when we are using them to help us draw from life. One of my favorite exercises if to just simply walk students through a looking/seeing process and verbalizing how to really examine what is in front of you before you start to draw it. 

Observational skills are important and can be fostered, just like any other skill can be. During our day of observational drawing, we practiced non-dominant hand drawing, dominant hand drawing, and abstraction through enlargement. Students used their shoes and strings to do this and then worked on turning one of their smaller drawings large on a bigger sheet of paper for our Mixed Media experimentation. This is a great lead into our next challenge, where still life can play an important role. 

Mixed Media Speed Dating

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As I did with students last semester, I set out materials at each table group with introduction cards to using collage, watercolors, ink, pastels, and sharpies/gell pens with stencils. Students then rotated in 5-7 minute increments around the groups until their observational drawings had each of the media processes on it. 

It is a really fun way to introduce students to new media (or even old media in new ways) and they ended up with a work that many enjoyed as a finished piece. I think the best part of this process is that the emphasis is really on experimentation with media and the end product is secondary; however, many students will use their experience to help formulate choices for their upcoming project Challenge that brings the focus in on objects. 

Here are some results from the process: 
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Chloe: We used observational drawings to first draw our shoe and then we tested out different mixed media. We tested out watercolor, chalk and oil pastels, different types of ink, different sharpie ways, and then collage. My favorite was spraying the watercolor everywhere for the background.
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Ella: With this piece I fell in love with all that we got to do around the room. I was new to calligraphy but fell in love with the way the pen moved and the way in which if you added more pressure you got thinker lines. This project was short but fun to use all the new types of materials in which we got to used chalk pastel and a ton of stencils. It was amazing to watch all the connections come together that I have never tried before. I would do this all year long if I could.
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Oliver: In the art I used for the first time a Quill and Ink to make stitches on the shoe.
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Ashtyn: In this piece of art I used multiple things I have never used before like the quill, the blow technique, oil pastel, and paint. But out of all of those the one I liked using the most was the quill, I liked the quill because it was just easy and fun to use. I also liked using the oil pastel and the paint.

​Light and Shadow

My Dual Enrollment students focused on Light and Shadow as a subject matter for their 4th assignment in our Intro to Photo class. It has been really exciting to see students advance their understanding of how to adjust the settings on their camera and how to frame their images to get a variety of effects. 

Here are a few of their solutions to capturing the idea of light and shadow: 
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Kennedy
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Anna
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Elise
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Emma
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Kathy
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Krista
There are only a couple of weeks left before Dual Enrollment is over and I am very excited for what students have been working on for their final thesis. It will be fun to share what their solutions and ideas were as we close out the term and I look forward to seeing what my 7th and 8th graders do as we finish the 4th quarter strong! 
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The Real Week Nine

3/23/2017

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STEAM Collaboration #3: Artist Rooms

STEM and Art students joined forces once again this year for a new challenge: take an artist from Scholastic Art Magazine and create a room that demonstrates his/her style. I wish I could take full credit for this idea, but as with most things, I came across @QEHSArtDept posts on Twitter showing off bedrooms created by students that looked like artists' rooms and some lovely cultural rooms at the 2015 National Art Education Association conference in New Orleans that sparked this collaborative unit. 

​In order to get students in the mindset, we showed them this video from the artist duo Nix and Gerber. It was a great introduction to how artists plan, collaborate, and repurpose materials and the fact that they create replicas (which is what we were asking of students) was perfect! Once students got into groups of three, they selected rooms using a Google sign up (so there were not more than one repeat of room), students began searching through Scholastic Art Magazines, finding an artist to use to design their rooms. 

After signing up for an artist (there could not be duplicates), students then broke their groups into three roles: The Project Manager, The Blueprint designer, and The Sketch Up Artist. All three students were in charge of creating a model of their design based on the blueprint and sketch up. 

By the end of the week, students have a pretty good start on their models, using their plans to help guide them. They will be bringing all of this together next week and present their finished works. In addition, these works will go on display in our library and also be featured in our Arts a la mode/Fine Arts night on May 23rd. 

It has been really fun see students struggle towards solutions and grow in the process. There have been interesting design choices and thoughtful narratives to support their decisions as artists and a lot of problem solving as they try to engineer the final product. We have also been putting the 3D printer to work this week as students used Tinkercad to make furniture, accessories, and other objects to go into their models. 

​Here are some process images from the week: 

Student Show

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Being able to join my colleagues in the BCPS Visual Arts team to do so brings me a lot of joy and pride. At least once each school year our students are able to display their works at the Van Singel Fine Arts Center and represent the excellence of Visual Arts in each of our six buildings and across each grade level. Selecting which works to display from WMS 7th and 8th graders were tough, but that is a good kind of problem to have. 

For this year's show, I tried to select student work that reflected a variety of media, demonstrated skill or inventiveness of media, and work whose artist statements were demonstrative of the learning and thought process that took place of the artist who created it. 

Because I have adapted a model of teaching that asks students to choose the ways in which they interpret themes (via the media, subject, etc.), the variety in the works on display are both exciting and interesting to view. I look forward to celebrating these works and the rest of our student artists at the opening reception on Monday, March 27th at 5:30 p.m.
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​DOF

Dual Enrollment students finished up another assignment last week that focused on Depth of Field. This term is used to describe what is in focus in an image. Students were encouraged to capture a wide range of subjects and use a shallow, mid, and wide DOF in their images.

​Here are some examples of their work: 
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Anna
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Anna
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Ellise
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Ellise
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Emma
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Emma
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Kathy
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Krista
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Krista
There is only one more week until Spring Break. As you can see by my repeat of week nine (since it looks like I missed a week six or seven this go around), I am in need of it. I wish all teachers and students the best as they finish out this week and marking period STRONG! 
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Week One

1/29/2017

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Start by Making

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As I have done for years now, I started the first day of the new semester with new students and with clay. It was great to share past Empty Bowls experiences with students and get their hands busy with making right away. I look forward to our event to raise food and funds for our local food bank later this Spring. I will post more details on that as we get closer to the date. 

Setting the Tone

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One new thing I tried with my students this week was a scavenger hunt. I was inspired by other art teachers out there who shared their ideas about getting students familiar with the room and materials through something like this and found this resource as a great help to doing it for my students. I of course adapted it to fit our needs and space, but it did not need much adjusting to work wonderfully in my classroom.

I feel this activity really has allowed students to see themselves as a resource and to rely on their ability to work together in order to get things done. 

The Dot

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One of my favorite ways to start out the first week is to use Peter H. Reynolds' "The Dot" as a springboard for my students to get working with materials. And since we did the scavenger hunt, they knew exactly where all of the materials are kept! 

I have a three year plan for these spheres before I consider the project complete. Last year we made medium sized ones and this year we made smaller ones that were tiered on each other. Next year, I plan to make LARGE ones that will hang in the middle of the installation. Then I will need to move onto something else, I suppose. 
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In order to make the sphere you need 20 circles that you fold into triangles. You then glue two sets of five as shown above and then a row of ten that makes up the middle. It is very quick and easy to put together and students are always impressed with how quickly the flat shapes morph into a a 3D form.

Here are some finished pieces before they were folded and made into spheres. 
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Oliver M.: The meaning of "The Dot" is about how she din't think she was good at art but truly deep down she had a determination/inspiration for art and how she thinks of it. I did my dot because I really like to make make landscapes. I hope to inspire other people to try out to make different types of art.
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Ella P.: The dot story means and shows that anyone can make anything and turn it into art, it connects to my dot that I made because I have been fascinated with Mandalas since I saw them. They have so many cool designs and shapes that make up this flower.
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Avery Z,: The dot story represents the will to try and not to worry about the outcome. This deeply affected what I put on my dot for this project. Spelled throughout the dot is the word 'try' to remind people to do their best and try.
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Marie B.: "The Dot" is a story about how you can use art and any type of talent to inspire others. This piece of artwork relates to "The Dot" story because it inspires people to live their life colorfully. As you might see the art piece represents a piano. Usually piano's black and white. Generally pretty boring. But by adding colors of the rainbow to the piece it shows that we can inspire people to add color to anything boring or bad in their life. Living a colorful life means to add happiness and interest to your own life.

Dual Enrollment ​Assignment One Done

Students in my Dual Enrollment class finished their first Photography Assignment and presented their work to the class Thursday. The first assignment's focus was on changing perspective and seeing things in ways that is not your typical view. It was fun to see what subjects students decided to focus on for this assignment and to put their new understandings of the manual camera settings to work. Here are some of the results: 
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Kathy
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Elise
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Krista
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Anna
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Kennedy
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Emma
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DE is done!

5/8/2015

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This has been an awesome semester with my High School students as we explored manual settings on a camera to create an array of images. From exploring shutter to aperture, DOF and painting with light, students really pushed their cameras to the limit to create images that explored a variety of ideas and concepts. 


For our last class, students shared a presentation that compared their work to the work of artists we studied in class and also presented their final series that explored a larger concept or theme of their choice using techniques explored in the previous assignments. We also finalized our Spring display in the Van Singel Fine Arts Center that showcases the BCPS k-12 program.

Tara: The Littlest Zoo

In her series, Tara explored the transformative quality of these small plastic figurines when placed in various scenarios. Here are two examples from her series that capture the essence of the project. 
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Jason: deflated hapiness

In Jason's series, he had a model pose with a yellow balloon acting as the face put on regardless of true feelings. Here are two from his collection.
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Holly: "Youth" by Daughter

Holly used a song to inspire her final work of images. Each picture represented a part of the song, illustrating the lyrics through the use of light, shadow, and motion. Here are two examples. 
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Denise: Night Lights

In her series, Denise went downtown and captured the city by night. Here are two of her pieces in the series of eight.
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Sarah: Identity Lost

Sarah worked with the theme of identity and addiction in her series of clouded visions of her model in various stages of being overwhelmed. Here are two from her series. 
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Kenton: Mood Music

In Kenton's work, he used friends and church members to highlight his love of music. Using an array of warm and cool tones in the work, Kenton also used color to express feelings he found in his subjects. Here are two from the series. 
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I am so proud of their accomplishments and know they are going to lead creative lives that take them on all kinds of interesting adventures. 
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Light and Shadow

4/17/2015

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Dual Enrollment students worked with the concept of light and shadow with this assignment. It was fun to see them experiment with different ways to capture the light in their camera and how it impacted their final images. We are now moving onto their final thematic series to finish out the course. 

Here is a sample of the pieces submitted for the assignment: 
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Kenton
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Kenton
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Jason
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Jason
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Tara
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Tara
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Holly
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Holly
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Sarah
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Sarah
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Denise
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Denise
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Photo Update

4/10/2015

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I have not had a chance to post the works from my Dual Enrollment students earlier last month until now; students worked with a variety of images as they explored the concept of Depth of Field. Through the manipulation of aperture and shutter, students were able to control how much of their image was in focus. It was fun to see students explore with their settings and the diverse images that resulted. See for yourself below:
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Jason
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Jason
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Sarah
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Sarah
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Kenton
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Kenton
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Holly
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Holly
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Tara
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Tara
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Denise
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Denise
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Capturing Motion

2/20/2015

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Dual Enrollment students worked with the concept of motion for their last assignment. Here are some examples of the types of images they made: 
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Sarah used a slower shutter speed to capture this view from the second floor of the GRAM during the MAEA Region 9 show.
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Kenton used a faster shutter to capture this moment of the stream of water frozen in space.
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Tara uses panning to show movement of her brother.
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Denise used a slower shutter speed to paint with light in the background of this figurine of Lady Liberty.
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Holly used a slower shutter speed, a timer, and a tripod to capture this self portrait in motion.
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Jason used a slower shutter speed to create this image.
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Assignment 1 and Photo Challenges

2/6/2015

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I am very excited that I have the opportunity to teach Dual Enrollment classes through Kendall College of Art and Design. This semester I am teaching students an Introduction to Photography course where they will learn a variety of ways to capture images. Our first assignment was all about perspective and point of view.  The results offered a variety of solutions that showed new aspects of the everyday. 
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Sara Y.
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Kenton R.
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Denise M.
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Holly M.
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Tara M.
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Jason K.
In addition to formal assignments, I have been giving students challenges that help them better apply the concepts being discussed during class lecture and in the reading. 

Snow Challenge

We had two snow days in the last week, so I challenged students to take pictures that characterized the snow. Here are two examples of the types of images students made when they were stuck home from school due to the snow days.
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Tara M.
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Sara Y.

Panning Challenge

We are moving onto our next assignment, which deals with the concept of motion. Last class we went over a variety of photographers who use this concept in their work and then discussed the basics around the use of shutter speed to capture motion. Although they do not have to specifically incorporate any panning motion images in their next assignment, I wanted to challenge students to do one with people and the other with an object. Here are three results: 
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Kenton R.
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Tara M.
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Sara Y.
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Name Game

1/20/2015

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Jason
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Tara
In addition to teaching 7th and 8th grade Art, I also have the unique privilege to teach Dual Enrollment courses for Kendall College of Art and Design. This semester I am teaching Intro to Photo for Non-Photo Majors. It is a digital photography course that will acquaint students with the fundamentals of using a digital SLR camera and composing a quality image. 

We are currently working on a project dealing with the concept of perspective and point of view. Students can make any type of image they like, with the emphasis on breaking away from traditional habits of centering images or only using standing eye view. 

After today's lecture on lenses and focal length, as well as a process critique of select images taken, students were asked to play a game - a seeing game. Having only 30 minutes, students went around the classroom and hallways of the school to take pictures of objects in ways that resembled letters to their names.

It was fun to see students search out letters and try unusual methods to solve this design problem. I am particularly proud that this mini-lesson was inspired by one of my students.  
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Sarah
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Denise
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Holly
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    Video
    Video Games
    Videos
    Vote
    Voting
    Website
    Websites
    Week Eighteen
    Week Four
    Week Nine
    Week One
    Week Seven
    Week Seventeen
    Week Six
    Week Ten
    Week Thirteen
    Week Three
    Week Twelve
    Week Two
    West Michigan Chalk Art Festival
    West-Michigan-Chalk-Art-Festival
    Winner
    Winter
    Wire
    Wrap Up
    Wrap-up
    Writing
    Year End Review
    Zentangle

    Picture
    Picture
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