Entries Tagged 'lessons and resources' ↓

Batch Processing with Photoshop

Photoshop is a powerful program that can be intimidating to the new user.

One question that comes up a lot is “how to batch process files.”

While Photoshop includes a variety of pre-made “actions” — macro
scripts that perform repetitive tasks, “resize” is not one of them.
This is because there is no “standard” resize action. One day you
might want to convert a lot of photos to web-resolution images, another day you
might be making thumbnail-size buttons.

So, Photoshop leaves it to the user to create each image-size action when needed.

The process is rather simple, once you get past the quirkyness of “recording” and “playing back” your resizing process.

Open an image you want to resize

Open the “Actions” window, Select “new action” and
start recording (the software will automatically be recording your
actions, selections, mouse movements, etc) the resizing and saving of
your first image.

Stop recording (select the stop button, grey square) and Save that action.

Run your action by selecting Automate > Batch

Choose your newly created action.

Set your saving particulars and run the action script.

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Drawing from Observation: Lesson

MassArt/AEContent Observational Drawing Workshop
by John MacPhee

Create an 8 page signature by folding 4 sheets of 9×12 white drawing paper.

On page 1 write the name of your object and your name and the date.
I suggest you write any notes directly on the pages you draw on. For each drawing select the elements and principles of art you think most important and write them down.

On page 2 write a brief description of your object without naming it. Write a list of descriptive words if you prefer.

On page 3 create a schematic
drawing of your object. This drawing should look like a mechanical
drawing or plan of your object. Write a sentence about what you learned
about the object from this drawing.

On page 4 create a contour
drawing of your object. Focus on all edges and linear details. You can
do a blind contour if you wish. What does this drawing tell you about
the object? If you had your hand holding the object, what would this
add to what you know about the object?

On page 5 create a full value/tonal
drawing of part or the whole object. Include the direct lighting area,
half-tone/color of the object, shaded area, shadow and reflected light.
What more information did this add to your knowledge of the object?

On page 6 create a drawing of the object (or part of it) in color. What information does this add?

On page 7 create a drawing of what it might look like looking out from inside your object. Make this as representational as possible. What does this add to your information?

On page 8 make an abstracted drawing of your object (or cubist drawing).

Capture what you think is the essence of your object (or its physical reality from multiple views).

On page 9 create a drawing in which you start with the real and transform your object into something else.

On page 10 write briefly about an experience you had with this object (or make one up). What does this add to your knowledge of the object?

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Lesson Plan Format

{mosimage}Suggested format for creating course materials and lessons.

Core components for each lesson should include:

  • Title of Course
  • Grade Level
  • Goals
  • Objectives
  • Concepts
  • Teaching Procedures
  • Supplies ,Visuals or Equipment needed
  • Assessment

Pertaining to the course as a whole

1 Goal(s): Purpose of the course.
Why are you teaching this course? What do you want students to
understand, or be able to do, at the end of the program? What specific
skills do you want them to learn?

2 Obiective(s): Student activity stated in behavior terms
What are the steps the student will take to reach the overall goals of
this course? What sort of studio work will the students do in order to
reach the goals you have set for the class?

3 Concepts:
Concepts, Art terms, or general art ideas that are presented through
the content of the course. What art concepts and theories, art terms
and other theoretical skills do you want the students to have at the
end of this program?

4 Assessment:
Describe how you will assess the students’ learning throughout the
program. For example, verbal critique, writing, quality of student
work, understanding of art ideas and concepts.

Stucturing the Curiculum

Describe the overall structure and schedule for your curriculum. Break it down by weeks or units.. For each week, include your Objective, Concept, Teaching procedure, Supplies and Visuals, Models, Equipment or any course needs you anticipate. Make sure your Assessment structure or grading rubrick is in place.

We hope this information will be useful to you in your curriculum planning.

Adapted from material prepared for Massachusetts College of Art’s Continuing Education Department

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Photoshop and Digital Art Resources

Photoshop Tutorials
Always preview websites before using them in class.

Quickstart Photoshop Guide

More Peachpit Quickstart version/software guides:


Pixel2Life

User contributed tutorials. Photoshop tutorials, as well as many other programs

PolyKarbon Tutorials
Anime-centric site with Photoshop and other animation tutorials. Appealing for students


Good Tutorials

Another collaborative tutorial site.
Lots of Photoshop tricks

Graphic-Design.com Photoshop & Illustrator Tutorials


Phong’s Tutorials


Photoshop Guru’s

A wide variety of Photoshop tutorials covering all levels.


Photoshop for Kids

Resources from Photoshopsupport.com

More tutorials from Photoshopsupport.com

Tutorial Outpost
Photoshop and other program tutorials

Zonnet.nl Photoshop tutorials

Old Version? Tutorials for photoshop 3 and 4


No software? Online Drawing Resources


Noggin Doodlepad

(designed for ages 2-6)

Online FlashPaint


CoolText

Make text banners and web buttons. Lots of cool fonts and effects (Built with GIMP)


ArtPad

Online Flash-based painter


ArtTools

links to various online and downloadable tools


Explore Art:
Online art links from web club


Other Resources

ArtRage
Free downloadable “real tools” painting application. This is a great free tool. Mac OS X, Windows or Linux.

Worth1000.com
Photoshop contests, art, design and user community


GIMP

Open-source Photoshop Alternative
GIMP tutorials

Apple iPhoto Tutorial

Freeplay Music
royalty-free sounds and music for DV


Stories Without Words

Intro Photography course available through MIT’s OpenCourseware

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Observation Lessons

Here are two additional observational drawing lessons I found, both look interesting. Do you have any favorite lessons your want to share?

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Resources for Choice-Based Art Teaching

INTERNET RESOURCES FOR CHOICE-BASED ART TEACHING

http://knowledgeloom.org/
This is the “promising practice” in education site, funded initially by
the Department of Education and run by the Education Alliance at Brown
University.  Teaching for Artistic Behavior (TAB) professional
group created the visual art content.  Register to interact with
this website.

http://groups.yahoo.com/group/TAB-ChoiceArtEd/
This is the listserv and Internet community created by the TAB
Partnership. Register at this site to post, take polls, view photos and
lesson plans.  A vibrant, online art education community.

http://tabchoiceteaching.blogspot.com/
Katherine Douglas’ weblog. (elementary art, Massachusetts)

http://clydegaw.blogspot.com/
“Transition to Choice Based Art Education: This blog, will document my
transition to choice based art education in my classroom over the
2004-05 school year. I plan to reflect on the transition, from a
teacher centered art program to a student-centered program augmented by
electronic portfolios.”  By Clyde Gaw, elementary art teacher,
Indiana.

http://www.cfralick.blogspot.com/
“Shifting the focus: choice-based art”
 By Clark Fralick, elementary art teacher, Indiana

http://artatrms.blogspot.com/
Art at Rocky Mountain School in Colorado.

http://choiceartroom.blogspot.com/
My Choice-Based Art Room, by Carolyn Bonomi, elementary art teacher, Massachusetts

http://tabforspecialneeds.blogspot.com/
As of 3 Jan 2005, a "Teaching Artistic Behavior" Program (TAB) is being
applied in the PreK-12 art studio set up for students who are either
deaf, hard-of-hearing, or hearing with or without additional
disabilities. Primary language instruction is signed ASL, secondary in
spoken English. by Kathy Velon, Vermont.

http://elmwoodart.blogspot.com/
School based site of Bonnie Muir, Hopkinton, MA.

http://agoodthingintheartroom.blogspot.com/

Laurie Jakubiak: “on this blog I plan to highlight one good thing that happens each day in the art room.”

http://toktekart.blogspot.com/
A new choice teacher in Oklahoma: Ann Grey

http://jackmanart.blogspot.com/
A new web log  from Toledo, Ohio
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Ideas for Incorporating New Media into the Arts Classroom

Some Random Ideas for Incorporating New Media
into the Arts Classroom

Use technologies the students have already embraced.

Have students take a photo series with their camera phones (or work in
teams). Create a narrative, explore texture. Blow images up and
consider the grain and distortions.

Crop in on small details of well known art and blow them up. Can the
students guess the artist? Discuss the texture, brushwork, use of
color, abstraction of form.

Collect found objects and incorporate them into a collage. Combine physical and virtual collage.

Shared art. Create a progression by passing around digital artwork that
is added to by each student. Each student begins a work, then passes it
on. This can be done using an online gallery (or school server) to
share the art. How does this collaboration change ideas about autonomy
in art? Since each iteration is preserved, what is the original? What
is lost?

Create a portfolio. Using software, shareware, scanners and/or simple
HTML, have students select and arrange their best work. Discuss digital
portfolios vs physical portfolios, slides vs CD and web portfolios.

Use free online services (or simple software) to create a slideshow of students’ work.

Research. Have each student pick an artist to research online. Gather
images (discuss copyright and fair-use) and information about the
artist and present via simple HTML or slideshow.

Use screenshots to document a search. Discuss the different ways
information can be presented and how the search evolved; the false
leads, interesting side journeys. Discuss the advantages and pitfalls
of online research.

Use free online art-making tools to make some original art.

Explore algorithmic “code art.” Visit online presentations and explore
interactive art. Save some original creations. How does such art change
perceptions of authorship, originality? Where is the “art?” Is it in
the programming, the code? The presentation? The interaction between
spectator and artist?

Graphic Design. Explore typography. Have each student pick a letter of
the alphabet and create an original poster celebrating that letter.

Use combinations of copier art and digital manipulation to explore and abstract an object.

Compare digital and film photography. Shoot the same object with
digital and 35mm cameras. Develop a print from each. Is the “real”
photograph richer? How are the processes similar and different?
Photography was the “new media” of the late 19th century. How did it
change the role of artists? Discuss new media’s influence on the art of
today.

Prepared by Eleanor Ramsay

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Multicultural Resources for Educational Excellence

Event Nov 12th. This could be great for folks to attend from MassArt, some really interesting workshops.

Conference Title: “Multicultural Resources for Educational Excellence”
Date: Saturday, November 12, 2005
Time: 9 AM to 6 PM
Location: Reggie Lewis Center, 1350 Tremont St., Roxbury

Jamaicaway Books is hosting an upcoming Resource Fair, “Multicultural
Resources for Educational Excellence – A Vision for Unlimited
Possibilities”. Our store specializes in multicultural literature
and this Resource Fair will allow us to share with a larger population
of educators and parents the wide variety of multicultural resources
that are available to them.

Conference Schedule
9 AM to Noon: Workshops & Exhibition Hall
Noon to 1 PM: Lunch & Exhibition Hall
1 PM to 4 PM: Workshops & Exhibition Hall
4 PM to 6 PM: Exhibition Hall

We will offer several workshops led by specialists on techniques for
teaching a diverse community of students as well as workshops on
developing a multicultural curriculum. An exhibition hall with
children’s authors and displays from vendors of multicultural
materials, books, posters, etc. will be available.

The Exhibition Hall will be open to any educator and parent with prior
registration but attendance to the workshops will be by advanced paid
registration only. The fee for attendance will be $60.00 for two
workshops and $100.00 for four workshops. We plan to offer a
continental breakfast (coffee, tea, bagels, muffins, fruit) and boxed
lunches for the workshop attendees.

Confirmed Workshops

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Basic HTML Tags Tutorial

Basic HTML Tags Tutorial

An overview of basic HTML tags that you can use to mark up your
submissions (especially if you are using Safari, or any other
browser not compatible (yet) with the wysiwyg editor). These basic tags
are the essential HTML text formatting codes for the web.

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Free and Cheap Web Resources for Art Educators

Free and Cheap Web Resources for Art Educators

Using New Media in the Art Classroom;
Free and inexpensive ideas for getting the most from what you have

While many art educators are beginning to use computers and the
Internet in their classrooms and lesson planning, many are also
burdened by old equipment or limited access and experience. How can art
teachers explore the power of virtual collaboration or new media tools
without money for equipment or software? This page (and its companion
page "So you Wanna Make a Webpage?")
discusses open-source solutions, web-based creative tools, educational
pricing, and the power of collaborative sites, such as the AEContent network.
In this workshop, we’ll share advice and ideas for getting the most out
of what you have, exploring the rich resources offered by museums and
developers, and assessing resources found on the Internet.

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