Week 6 Blog Post 6

As seen on my storyboard draft first I will be introducing the concept of the American dream using the article Hollywood American Dream and associated with the article is visual images and an audio so students can follow along in the classroom.  After Listening and following along with the article students will create a graphic organizer using Caccavale to discuss the elements of the American dream in that article.

Following that students will be introduced to the Great Gatsby. Students will use the website Today's Meet to discuss the last six paragraphs of The Great Gatsby. Because students are struggling readers, I can show clips of the great Gatsby movie. Students are responsible for reading at home and group work has to be done in class following that chapter. The rules of design that I am using is to establish a clear focal point for students so they can navigate easily. .

There will be a number of homework assignments to be done using multi media. Students are expected to respond to my blog posts and create a journal entry for each chapter. . Here is the link to my perspective blog post for students.  As you can see I made sure that there were no busy background and the focal point was very clear for students to follow.

The next multimedia the class will be using is Cacoo for a graphic organizer on the symbols illustration on the Great Gatsby. Below you will find the perspective template that I will be assigning the students and they will have access to this template and will work collaboratively to fill the template out.

After completing the graphic organizer on the assigned symbol students will prepare a multimedia presentation presenting their symbols to the class.

Ultimately students will write a synthesis essay using multiple articles. They will use google doc to respond to the following prompt. Students will have digital access to the following graphic organizer to assist struggling writers and provide scaffolding. The following is a student sample of my expectations.









Here's our 60 Second Video!

Week 5 Blog Entry 5

Required Cropping Exercise

Please Click here on my Podcast Detailed Explanation of what I Cropped and an Explanation as to why

lease Click here on my Podcast Detailed Explanation of what I Cropped and an Explanation as to why

Please Click here on my Podcast Detailed Explanation of what I Cropped and an Explanation as to why

Boarders Variation Exercise Page 197

 

 

MMP Proposal Week 5

After determining that my audience will be my students in the English class I have decided that some of the instructional needs consist of creating a step-by-step direction for students to follow when working with technology so that time is properly utilized for classroom collaboration. My goals for instruction is to guide students to lead one another in collaboration. I would like for my students to work simultaneously to develop or respond to projects. I would really like students are taking upon themselves to utilize sources for an interactive environment. Some information that I would need is using extremely collaborative tools that can be utilized for the classroom. Each tool will have to work in conjunction with the lesson. For instance if students are peer editing essays a different tool would be used as opposed to students working collaboratively on a digital  graphic organizer. The instruction will be delivered through a student website called Skedula where students can access assignments and documents that I upload. Here I can upload Google doc lesson plans without having to type every single student email each time

Rationale:

The purpose of my multimedia project(s) is to ensure that there is collaboration among students and they are developing work that is needed to be done in unison yet addresses the standards. My ultimate goal is to ensure that students are relying on one another to create a larger outcome. This also requires me to be a lot more creative about the projects I assign.

I am currently teaching I am currently teaching and American dream unit using The Great Gatsby as my anchor text. My goal for this unit is for

Students to explore how foundational American literature treats the topic and consider different perspectives. In this unit, Students will analyze authors’ choices in their development of theme/central ideas, compare and contrast similar ideas across multiple texts. They will read non fiction text and write an argument synthesizing multiple text and supporting their claims with evidence from multiple texts. This unit asks students to explore three essential questions: What is the American Dream? To what extent has the American Dream been achievable? Does the American Dream exist? Multimedia fits into my larger objective because students can use technology for the following: creating graphic organizers to analyze the impact of symbols in the Great Gatsby, presenting student work, annotating non fiction text in groups, writing synthesis essays, peer editing essays, comparing elements of the American Dream throughout fiction and non fiction text, providing resources for students in case students are absent.

Audience:

This project is designed for an 11th grade classes . Because my students are in the lowest third of the class, I will have to provide careful written step by step directions and scaffold as much as I possibly can. I will also have to provide a model of the exemplar assignment so students can imitate this model and have an idea and direction of the final product. Students are expected to have gmail accounts and access to their Skedula account to assure that collaboration is effectively possible.

Overview of Your Instructional Plan and Your Learning Objective/s:

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)

Theses standards will be addressed by creating informal and formal assessments

  Technological Tool/s & Rationale:

For our unit, there are a few tools that will assist in meeting the learning objectives. First and foremost, Google docs, Caccoo, Animoto and Todaysmeet will assist me in meeting the learning objectives. Ultimately for my formative assessments students will needs use Google Doc so they can share documents with one another, leave comments and feedback. On caccoo, I would also like to create a graphic organizer for students to outline their essays and analyze the symbols. I would like to use todaysmeet.com for online discussion and exposure of ideas. After students complete written assessments they have to present key components of their written essay through a multimedia presentation.

Theory and idea

The role of the teacher in the social constructivist classroom is to help students to build their knowledge and to control the existence of students during the learning process in the classroom. In other words, my role is to facilitate discussion while students interact to problem solve. This theory should help with instructional strategies. Students rely on each other for assistance in problem solving.  

Timeline

 The formative assessment will take approximately be due in three weeks from the start of the unit. Students will be assigned a chapter a day from the Great Gatsby in conjunction with 5 articles of non fiction text. While students are reading the great gatsby, students will be creating as follows using multimedia, a presentation for assigned symbol, a graphic organizer discussing which article achieve the American dream, which do not, a graphic organizer outlining student essay, peer editing student work, and presentation of Gatsby essay.The tentative reading schedule for students will be as follows:  

DUE DATE	DUE DATE	ASSIGNMENT DESCRIPTION
February 27	Monday	Read chapter 1& NY times article Journal Entry Post
February 28	Tuesday	Read chapter 2& Hollywood Dreams of Wealth article Journal Entry Post
March 1	Wednesday	Read Chapter 3 Journal Entry Blog Post
March 2	Thursday	Read Chapter 4 & why the Americans are so restless  Journal Entry Blog Post (Graphic Organizer using Cacoo)
March 3	Friday	Read Chapter 5 Journal Entry Blog Post
March 6	Monday	Read Chapter 6 & Journal Entry Blog Post
March 7	Tuesday	Read Chapter 7 & “The Fallacy of Success”  Journal Entry Blog Post (Graphic Organizer using Cacoo)
March 8	Wednesday	Read Chapter 8 & utilize classtime for symbol presentation creation using Animoto-  Journal Entry Blog Post
March 9	Thursday	Read Chapter 9 & Journal Entry Blog Post
March 10	Friday	Outline Essay -Google Doc
March 13	Monday	Create essay using outline-Google Doc
March 14	Tuesday	Create essay using outline-Google Doc
March 15	Wednesday	Peer Edit & Revise using Google Doc Collaboration
March 16	Thursday	Animoto Presentation of Essay
March 17	Friday	Animoto Presentation of Essay
March 20	Monday	Animoto Presentation of Essay

Week 4 Blog Entry #4

Week 4 Blog Entry #4 Assignment 1

I decided to create a screen-cast to complete assignment number 1. On the screen-cast you may see the websites I am comparing and critiquing. Please enjoy the screen-cast!

For Week 4 Blog Entry 4 Assignment # 2 on Page 241 of Design Basic Index I decided to discuss the several fonts I used using a podcast so please enjoy my PODCAST!

Here You will find the fonts that I used respectively 1.       Edwardian Script ITC

2.   Engravers MT

3.  Snap ITC

4.       Wide Latin

5.      Old English Text

6.   MV Boli

7.  Ravie

8.       Harlow Solid Italic

9.        French Script MT

10.  Matura MT Script Capitals

11.  Magneto

12. Stencil

MDMC Critique of Media Tools

WEEK 4

Audio Media: Screen-cast #1 Critique of Audacity

Still Media: Screen-Cast Critique of Cacoo 

Moving Media: Screen-Cast Critique of Animoto

Week 3 Blog 3 Mini Art School Assignment 2&3

Assignment Number 2

Prior to my knowledge of Web Design I created a flyer for the Girl’s Double Dutch team to encourage students to join the double Dutch team. I used Microsoft Word in order to create an extremely simple flier. When creating the flier I used traditional Times new Roman In the Word art features. In bright red there were the words “Join the Girl’s double Dutch Team”. I copied and pasted a picture of from the clip art section of girls jumping rope and put it on the flier. Now that I have read the text, I realize that there was a lot of sins I was committing when examining the old flier.  First and foremost the font was an extremely traditional font and the red color on the white paper did not mesh well with trying to persuade my audience in joining the team. Secondly I realize now that the clip art image is blurry, tacky and does not have a sense of borders or lines. It is apparent that the image is the central focus of my flier as opposed to the words. Now when I look at my original flier it is very bland and looses focus on it's intended purpose.

My re- invented flier I decided to use a website that assists in creating advertisements and fliers. This time I really intended on meeting the needs of my audience. In order to meet the needs of my audience I really thought about what I wanted on my flier what my purpose of the flier was. My goal was to encourage students to join the team. In order to achieve my purpose I had to using encouraging phrases and let students know when we will be meeting. Because students rush from class to class I also wanted to create a flier in which they can quickly scan with their eyes while walking down the hall to their next class. . I just had to use vibrant colors to grab their attention but also decided to get straight to the point by writing using a very playful and energetic font. In this edition, In this edition instead of using black font I decided to use white font in a pink background to draw the eye. I kept the black font to a minimum and the picture quite small.  

Assignment 3 Design Basic Index Page 71


Please Watch my Video to understand my reasoning and logic behind this composition drawing

References

Golombisky, K., & Hagen, R. (2010). White space is not your enemy: a beginner's guide to communicating visually through graphic, web & multimedia design. Amsterdam: Focal Press/Elsevier.

Krause, J. (2004). Design Basics Index. Cincinnati, OH: How Design Books.

Week 3 Blog Post 3 Part ONE

Required Assignment 1

An example of interesting design that does not follow the rules of the sins listed in Chapter 4 is seen in the graphic novel Persepolis by Marjane Satrapi. Persepolis is a memoir for adolescent students that discuss growing up in Iran during the Islamic revolution. I selected this design because I have previously used this novel in the classroom and have been very curious about the authors choice in layout. While reading Persepolis with my students, the graphic images raised several questions in my head and as I began to read White Space in not your Enemy”, I thought about some of the very important rules in design

Corners & Clutter: This novel is very intense and perhaps succeeded in being effective in breaking this rule. The entire page is entirely filled and results in an extremely cluttered appearance. It is arguable whether the choice that Satrapi made was unappealing however it is at time certainly confusing thus, readers often must refer to the visuals and reread the text and designs. The clutter results in a lack of direction for a graphic novel and as a reader I am forced to scan the page multiple times. Some may perhaps argue that this cluttered visual representation can perhaps exhibit the protagonists conscious and uncertainty. Perhaps Satrapi wanted to make readers reconsider her visual messages.  

Centering

The graphic novel masters this frequently committed sin. Although the layout is not centered, the eye certainly bounced around in search of the next entry point as the text states. The composition of the graphic novel directs the eyes to the image before the writing. Because the novel has a story line, this can serve as beneficial because students can grasp a visual image then focus on the writing

Audience: “White Space is not your Enemy” discusses good graphic design as planned and organized for communication. The author describes good graphic design as the ability to capture the audience’s attention. Persepolis qualifies as good graphic design as Satrapi controls the eye movement across the page with making pictures and words work together in each box. All the text located on the top of the page making it relatively easy to navigate. She captures her audience’s attention by creating vivid black and white images and utilizing the whitespace appropriately. She allows the audience to capture images and conveys a message although at times it might be a little overwhelming. Rebecca Hagan argues that should an image not have enough space they start to fight with each other. In the case of Persepolis, although Satrapi is mindful of her audience, there are instances in which the visuals and written components collide.

Fonts: Persepolis uses many fonts to convey a message when using word bubbles, there is a very animated font used that is very childlike. This font is successful and portraying the innocence of a child and the joy and reading graphic novels. Satrapi allows the audience to vicariously live through the protagonist not only in her ability to display visuals but also in her ability display font. The font used allows the audience to feel sensitive to the hardship she endures. According to the text, it is ideal to use Certain fonts for businesses however Satrapi is justified in using the fonts that she Chose thus showing her ability to master the design.

Negative space: The graphic novel utilizes the positive and negative space by creating a balance between the white and black space. The images are consistently in black and white. The images specifically show a woman drawn and filled in black and next to her another character drawing and filled in white. The details include hair and outfits which allows for our attention to be drawn on both sides of the image.

Type Emphasis: Persepolis commits several of the font sins as described in white space is not your enemy. Satrapi uses all capital letters in her work which requires a little extra decoding the text. It would have a different effect if the letters in the novel were lower-cased.

Reversing: Satrapi neglects this rule as her title chapters and top of her images tend to have white letters outlined in black as opposed to the letters being in black. Although this maintains legibility, the reverse font is often difficult to read and distracts the eye.

 Busy Background: The novel frequently includes visuals in smaller squares next to each other and although there aren’t images in the background or foreground overlapping. The visuals are quite busy and overwhelming.

Margins: Margins are appropriately portioned and measures space is in between each graphic design making an effective use of margins

 Boarders: Satrapi uses her borders to allow readers to know they have completed the readings in the confined space however she uses boarders as a method of emphasis which can at times be overdone.

Week 3 Discussion Post 2

Week 3 Discussion Post #2 

Reading White Space is Not Your Enemy and watching

the interview with Margaret Kiernan I have thought about making multimedia

easily accessible for students and carefully choosing the different elements to the layout page in which I intend to create so students share their ideas. Ms. Kieman frequently mentioned to be aware of the audience, purpose and the audience needs. This is certainly helpful in thinking about the way to craft my project or even the way students craft their project. As I think about my classroom, I think about Ms.Kieman, as she stated “focusing on the subject is a priority”. This would be purposeful in giving students clear visual multimedia direction.

The purpose of my Multi Media project is to help students improve their writing skills in a creative manner and I now see how it can be incorporated into student writing.  Some of the elements in White Space is Not your Enemy discuss establishing a clear focal point and setting type properly. This is helpful for my classroom because it will help create cohesion for myself and for my students should I have them design a website. Creating a clear focal point can aid in organization and create a flowing Multi Media Project.

White Space is Not your Enemy also discusses the benefits of incorporating visual images to meet the goal communication objective. Meeting the objective of a visual design is important for my classroom because students often need guidance in incorporating various forms of media in their creative design. A clear objective will allow students to focus, reflect and collaborate on their creative designs. A bad Graphic Design Model will result in clutter

and can misdirect focus which can result in
students being confused or not directed to the correct web page.

My goal is to allow students to work collaboratively and creatively with multimedia to specifically improve their writing. By abiding by the rules of visual design students can navigate pages easily and conduct their work with more awareness to their audience. By being aware of the audience students and myself included can manipulate our media for visual success. Ms. Keiman stated that it is crucial to think about “where your eye is going” and this has resonated with me because I often forget about my audience when using multi-media. Reflecting on the reading and looking at other post I have realized that there are several ways to portray a message while pleasing the audiences’ eyes.

The readings have created clear and consistent methods to guide the audience when reading which is important as a teacher and as students. Chapter 4 has made me especially aware of how to appear professional when composing my blog, it has made it apparent that when teaching visual literacy, I should address standard flows in conjunction with a highly effective product that can serve as the ideal example for students to replicate and learn from. This will also guide me in assuring that I don't make the mistakes in the future and guide my students in preventing these same mistakes. As an audience we prefer media that is visually appealing and can learn from our presences to aid the multiple media project. When students thinking about the features of the web they can also think about how to structure their writing when composing response online. This can help build media literacy as students are aware of their audience visually and when writing.

Resources:
D., & M. (n.d.). Design Rules of Thumb. , from http://www.writedesignonline.com/resources/design/rules/index.html

Golombisky, K., & Hagen, R. (2010). White space is not your enemy: a beginner's guide to communicating visually through graphic, web & multimedia design. Amsterdam: Focal Press/Elsevier.
 https://www.youtube.com/watch?v=KrbhxrNlc1U