Saturday, August 31, 2013

sept 3-6 introduction to photoshop


Today:

Bookmark this address. At the Safari menu bar, go to Bookmarks>Add Bookmark>Bookmarks Bar


2. Retake_Classroom safety quiz

3. Literacy feedback

4. Introduction to Photoshop


5. Think about your collage:
  • List 10 things that come into your mind when you think about the "digital age".
  • What is a connection between your collage and the "digital age"?
  • What is a connection between your collage and one other class at Hillwood?





Check your grades
  • sketchbook and daily assignments are due on the day assigned
  • may be made up only if absent
  • missing = 50

Sketch for 10 minutes

Sketchbook examples

Sketch online ?


Literacy Standard 5


Study for 2 safety tests
1. classroom

2. computer safety power point

or


join edmodo

Digital Arts and Design

iyyqg6


Study Computer Safety Powerpoint






Introduction to Photoshop

What I want you to know or do:

1. How to open Photoshop
2. How to create a new document in Photoshop
3. How to set the default workspace
4. How to save the document
5. How to use the Type Tool
6. How to resize type
7. How to use the Move Tool



Directions:

video tutorial at Edmodo
join Photoshop Stuff group     58a4zn

https://www.edmodo.com/home#/group?id=5910438

You can click on each image to make it larger.

Scroll down to "how to create a new file and save it". Create a new file and save it according to directions. Save this assignment as "your first name & last name _intro to photoshop". For example "steve campbell_intro to photoshop". Save onto the desktop.

Scroll down to "photoshop default settings".

Set Photoshop to the Default Workspace by doing one of the following:
1. In the top menu bar, go to Window>Workspace>Essentials.
2. Reset the default settings: Quit Photoshop. Restart Photoshop while holding down Command+Option+Shift. Hold these keys down until you see a window that asks "Delete the Adobe Photoshop Settings File? Click Yes.

Find Photoshop Basic Tools to guide you.

Click on the Move Tool in the Tools Palette. Look in the top Options Bar. Right under the word Photoshop, check Auto-Select. Click the pull down menu that says Group and select Layer.

Click and hold on the Rectangle Tool and select the Custom Shape Tool.
Click and drag in your document window to create a custom shape. Press return.

Click and hold on the Gradient Tool and select the Paint Bucket.

Click on the Swatches palette. Leave it open to select colors.

Click on the Zoom Tool. Look at the Options Bar. Are you zooming in or zooming out?
Try both. If you zoom too much, go to the Options Bar and click Fit Screen.

When you are zoomed in a few times, click on the hand in the Tools Palette. Click, hold and move the mouse.

Go to Window>Navigator. Look at the Navigator Palette. A red box shows what you are zoomed in on. Try moving the box around.

Click on the big mountain icon and the little mountain icon in the Navigator Palette. Take it to 300%. Take it to 100%.

Zoom in again in the Navigator Palette and move the red box around while you are zoomed in.

In the top Menu Bar, go to View>Fit on Screen.

Save your document.




Questions:


your grade


Standards:
4.         Students will relate and apply artistic knowledge, skills, techniques, processes
            and strategies for the creation of design, photographic, web, print, and various
            digital projects.
6.         Students will produce creative and artistically pleasing media for use in various
            applications for advertising, internet, film, entertainment, and marketing communications.
11.       Students will demonstrate skills that are employable and desirable to a rapidly changing
            industry that demands innovation.



  • Cell phones and electronic devices are your responsibility. Protect them if you use them for classwork.

Monday, August 26, 2013

traditional collage

Check your grades
  • sketchbook and daily assignments are due on the day assigned
  • may be made up only if absent
  • missing = 50

Sketch for 10 minutes

Sketchbook examples
http://hillwoodpics.blogspot.com

Sketch online ?
http://www.onemotion.com/flash/sketch-paint/


Literacy Standard 5


Finish collages today 

Study for 2 safety tests
1. classroom
http://stevecampbellhillwood.blogspot.com/2012/08/classroom-safety-test-review.html


2. computer safety power point
https://ed.edim.co/2071999/computer_lab_pp_pptx2.pdf?Expires=1377438671&Signature=UMh0Sik7E2jrUWFVdDnrdYgllVaxV2tgDe6dBmRFVGpT2xFkh-WnFh6ZXu767VbuL1Ckpoq46dk3tljf-7Qqf2QE5PksZ-CGEm~3FX0aPVNEIhZgYND3RDjpoBHqp~hvFfXllgvE2jh~s8889fpZo1QYlhfxMsdxB9iKnKU63os_&Key-Pair-Id=APKAJI74L7OXO7CNJA7Q

or

https://docs.google.com/folderview?id=0B9aRceOls_FadnFTVFdqeW90YVE&tid=0B9aRceOls_FaZkwyRDdPTk9MMXM


or


join edmodo



Digital Arts and Design

iyyqg6

Study Computer Safety Powerpoint







collage assignment

Collage
1. a technique of composing a work of art by pasting on a single surface various materials not normally associated with one another, as newspaper clippings, parts of photographs, theater tickets, and fragments of an envelope.
2. an assemblage or occurrence of diverse elements or fragments in unlikely or unexpected juxtaposition: The experimental play is a collage of sudden scene shifts, long monologues, musical interludes, and slapstick.
3. a film that presents a series of seemingly unrelated scenes or images or shifts from one scene or image to another suddenly and without transition.


http://digitalarthillwood.blogspot.com/2013/04/collagetraditional-and-digital.html

What I want you to know or do:
1. create a collage using magazine photos and other media (assemblage, film or digital presentation)
2. create a strong center of interest in the collage
3. have no "white space" in the design
4. illustrate a theme if you want to
5. show good pasteup

Questions:
1. Define emphasis.
2. How could you create emphasis?
3. What does emphasis have to do with "What I want you to know or do", above?

your grade
http://digitalarthillwood.blogspot.com/2013/02/art-mastery-rubric.html


Standards:
4. Students will relate and apply artistic knowledge, skills, techniques, processes and strategies for the creation of design, photographic, web, print, and various digital projects.

Standard 1.0 Media, Techniques and Processes
Students will understand and apply media, techniques, and processes. 
Course Level Expectations (CLEs)
The student will
1.1 Demonstrate the use of knowledge and technical skills in at least one specific medium. 
1.2 Demonstrate an understanding of the safe and responsible use of art media and tools. 
1.3 Create visual art that communicates ideas through the use of media, techniques, and processes. 
1.4 Analyze, synthesize, and evaluate the application of media, techniques, and processes
used to solve visual art problems.

Standard 2.0 Structures and Functions Students will use knowledge of both structures and functions. Course Level Expectations (CLEs) The student will
2.1 Demonstrate an understanding of the elements of art and the principles of design. 
2.2 Critique organizational components (structures) and expressive qualities (functions) of a work of art. 
2.3 Evaluate the function of a work of art as to utilitarian or intrinsic purposes. 
2.4 Apply problem-solving skills to create solutions to a specific visual art task.



Cell phones and electronic devices are your responsibility. Protect them if you use them for classwork.

analyzing written text


http://writing.colostate.edu/guides/teaching/co301bman/pop6b3.cfm



Analyzing a Written Text - Thomas

The following set of questions is one tool you will use to analyze texts. We will use it together to analyze "In the Garden of Tabloid Delight." You may wish to employ it in the future as we analyze other texts together and as you work on your portfolio. In order to do an effective and complete analysis, consider all questions under each heading, and then write a paragraph describing the particular area of the text under consideration, giving specific examples from the text to support your answer. Rather than answer each specific question, use the questions to guide your analysis. Group your answers under the respective headings.
Purpose/Context
What, specifically, is the text about? In other words, what content does it attempt to cover and/or explain? What "type" of text is it? That is, under what discipline or field would you categorize it? What overall purpose does the text serve? For example, is it meant to answer a question, pose a problem, add to research on a given topic, introduce a new idea, summarize someone else's ideas, or some other purpose? How can you tell?
Authors
Who are the authors of the text? Is any biographical information given about them? What qualifies them to write on this subject? Are the authors "present" in the text through the use of personal pronouns ("I" or "we") or self-reference, or are they never referred to?
Audience
Where does this text appear? What, from the journal or magazine or from the article itself, can you tell about its anticipated readers? For example, are they well versed in the topic, novices...? What specific details lead you to these conclusions about the audience? What would the reader have to be interested in to read this text? What do the authors seem to expect their readers to do or think based on the argument/information presented in this text? Do you feel you are part of the intended audience of this text? Why or why not?
Topic and Position
Is the authors' opinion clear or is the information presented as "objective"? Do the authors include and/or critique other viewpoints? Are other viewpoints presented as critique of the authors' viewpoint, so that the authors can refute them, or simply presented? How do the authors position this piece? In other words, does the piece refer to current events, personal experience, and/or a review of research or discussions on the topic to show how this piece "fits into the conversation" about this topic?
Research/Sources
How great a role do previous research and sources play? When references are used, which ones receive the most discussion? Which ones the least? Why might some references warrant more discussion than others? Are authors or studies ever referred to without formal introductions or explanations? Where? Why do you think the authors refrain from explaining or introducing these sources?
Proof/Evidence
What type of proof, if any, is used to defend conclusions or main ideas in the text (e.g., references to other work, interpretations of other work, original research, personal experience, author's opinions, critical analysis, etc.)? Try to name every type of proof that is offered.
Is one type of proof used more often than another or to the exclusion of all others? If so, which one? Why might this type of proof be used more? What type of analysis is the proof subject to, if any? In other words, do the authors simply present something as a fact? Do they argue for a conclusion's validity? Do they analyze a piece of information in a certain way? Do they ever qualify their argument? What kind of proof seems to carry the most weight? What proof is the most authoritative in terms of the audience accepting it without question? The least?
Organization
Is the text broken up by sub-headings? If so, what are they? If not, construct a "backwards outline" in which you list the different parts of the text and what purpose they serve. For example:

First two paragraphs: The authors critique other people's readings of the novel.
Paragraph 3: They explains that their own reading is more accurate because it accounts for the details others leave out.
(Etc.)

Why might information be presented in this order? Does it begin with background information or context, definition of terms, etc.? What needs of the reader are the authors attempting to meet by presenting the information in this order? Where (if anywhere) is the authors' position on the topic made clear? at the beginning? the end? only by implication? What can you conclude about why the text is organized as it is? Is the organization driven more by the content (the information that needs to be presented), by the authors' argument, by the needs of the audience, or by some combination of the three? For example, an author may use chronological organization because the order of events is important or so the reader can follow the steps of a process when trying to use the process.
Style
Look at the pronouns in the text. If the authors refers to themselves as "we," why would they choose to do that? Do the authors ever refer to other readers or include them by using "we"? Why would they choose (or not choose) to do this? Look at a "chunk" of approximately ten sentences. What percentage (roughly) of your "chunk" could be considered technical terminology or jargon? (Technical terminology or jargon are words or uses of words that are understood in a particular way by a certain community. For instance, the word "crash" has a particular meaning for emergency room personnel that is different from common usage.) If technical terminology is at least fairly common in the text, make a list that includes up to 10 examples of technical terms or jargon. Are these technical terms ever explained? Which ones receive an explanation and which do not? Why would the authors choose to explain the ones they did? What percentage (roughly) of your "chunk" could be considered informal or conversational language? What purpose does this informal tone seem to serve in the text? In considering the authors' word choice (diction), are there any phrases or words that are particularly telling of the authors' values or underlying assumptions? (For example, if the authors use the term "relationship" without qualifying it as "monogamous" or "heterosexual," then that shows they assume relationships are monogamous and heterosexual rather than including the possibility of other types of relationships.) List and explain them. Finally, look at other aspects of style such as sentence structure/complexity, figurative language, rhetorical questions, etc.
Drawing Conclusions
Review your answers to the above questions. Use the results of your analysis to answer the following questions. As always, use plenty of specific details to support your answers.
  1. Review not only the content revealed by your analysis but also the way the piece was written. What seem to be the key values and assumptions that the authors share with their readers? Are there areas of conflicts in values and assumptions among the participants in this conversation (including the authors and readers)? Explain.
  2. How does this text compare and contrast to others on the same or similar subjects? Identify the text(s) you are comparing/contrasting. Refer specifically the areas above in explaining the key similarities and differences in purpose, topic, audience, etc.
  3. If you were trying to write for this publication, what are the most important or notable conventions that you would have to follow? In other words, what strategies would you use in order to prove yourself to be a successful writer in this field?

Saturday, August 24, 2013

literacy standard 5


Common Core Literacy Standards
5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

What I want you to know:
1. Text and organizational tools communicate different kinds of information.
How does the author develop and refine ideas?
Does the writer prove or back up ideas in this story?

2. Writers have a purpose for writing.
How does the audience influence the format of your writing?
How is your style of writing influenced by your purpose?

3. The use of proper formats results in effective communication.
What am I trying to achieve through my writing?

4. Writing is a tool used for thinking, learning and communicating.
How can we use evaluation and reflection to improve our writing?

Your grade:
1. What does this standard mean?
2. Graphic organizer


Assignment:
Day 1_Read the standard and write out what you should be able to do after you read non-fiction text.
Day 2_ Read the article and complete the graphic organizer that I give you. 

Graphic Organizer

What is the Central Idea?

What, specifically, is the text about? In other words, what content does it attempt to cover and/or explain?

Detail for Central Idea
List three

Analysis

How does the writer prove or back up ideas in this story?


Feedback on Analysis
Several answers were summaries or re-qoutes of text, rather than......

"He cites data from internet sources and quotes entertainment industry authorities."







The text

Oscar-winning actor dons the cowl for a 'Man of Steel' sequel, to mixed reactions.



(Photo: Robyn Beck, AFP/Getty Images)
Story Highlights
  • Ben Affleck was announced as the new Batman Thursday night
  • He will appear in a 'Man of Steel' sequel out in summer of 2015
  • Reactions were mixed in social media and pop-culture circles

SHARE 2349 CONNECT 105 TWEET 163 COMMENTEMAILMORE
Holy mixed reactions, Batman.
A flurry of activity on social media and in pop-culture circles ignited Thursday night when Warner Bros. announced Oscar-winning actor Ben Affleck as the newest guy to take the cape, cowl and mantle of the Dark Knight and his billionaire secret identity as Bruce Wayne.
Affleck will make his first appearance in the Man of Steel sequel opposite Henry Cavill as Superman, slated to open July 17, 2015.
Fans in favor of the move used hashtags such as "#Batfleck" to voice their approval of Affleck joining the list of Batman actors, which includes (most recently) Christian Bale, George Clooney, Val Kilmer, Michael Keaton and, on TV, Adam West. Others were more snarky about the casting, opining with "#BetterBatmanThanBenAffleck."
According to social-media research film Fizziology, 71% of the 96,088 tweets in the first hour after the news broke were negative. Of those, 12% wanted Bale to return as the Dark Knight and 10% referenced Affleck's previous superhero role in 2003'sDaredevil.
But Affleck played the blind Marvel Comics superhero in "a superhero-moviemaking mind-set we've moved light years beyond," says Scott Beggs, managing editor of the film website FilmSchoolRejects.com. "Ultimately, it was a bad movie for a lot of reasons. Fans should not resort to decade-old Hollywood math to assume that Affleck can't pull off wearing a cape."
Earlier this summer, eagle-eyed moviegoers had a clue where Man of Steel director Zack Snyder was taking things with the blink-and-you'll-miss-it inclusion of a Wayne Industries satellite in a scene above the Earth. And at Comic-Con in July, Snyder announced that the Caped Crusader would be in the Man of Steel follow-up, adding that the antagonistic Batman/Superman relationship from Frank Miller's seminal comic The Dark Knight Returns would inform the new film.
"Ben provides an interesting counterbalance to Henry's Superman," Snyder says. "He has the acting chops to create a layered portrayal of a man who is older and wiser than Clark Kent and bears the scars of a seasoned crimefighter, but retain the charm that the world sees in billionaire Bruce Wayne."
Peter Sciretta, editor-in-chief of the movie site slashfilm.com, thinks it's telling that Snyder chose a 41-year-old for his Batman. Chances are the character will be much different from the one in the Christopher Nolan and Tim Burton movies, Sciretta says, and Affleck could thrive in the role of an older, more conflicted vigilante millionaire.
"In Man of Steel, Superman was so careless in that final battle, letting much of Metropolis end in ruin, allowing so many civilian casualties," Sciretta says. "The fate of Metropolis was a big problem a lot of fans had with the film, and I expect that that destruction will be a huge part of why Batman will be hunting down Superman in this next film."
From a business perspective for Warner Bros., "it makes a lot of sense to have Affleck in that fold not only as an actor but possibly as a director in future installments," says Jeff Bock, senior box-office analyst for Exhibitor Relations. "When you look at the big picture, it's exactly the right choice."
Affleck was an "unsurprising shock" to Beggs. He thought Warner Bros. would go younger for a new take on the 74-year-old DC Comics icon. But it made sense, Beggs says, and Affleck's performances in Argo,The Town,Company Men and Boiler Room show that he at least has the acting chops for the role.
"They're enough to make us believe he'll do a strong job in the role, which is one that requires he play both a square-jawed billionaire playboy — which I think no one is going to argue that he doesn't have down, since he is a square-jawed millionaire playboy at least — and also a brooding crime-fighter with a rodent-shaped chip on his shoulder," Beggs says.
He feels Affleck will fall somewhere between Keaton and Bale in the legacy of Batman thespians.
"He can pull off the emotion of the father issues and the loss issues and the isolation without coming off like a jerk the way that Bale's Bruce Wayne tended to come off," Beggs says. "That was a huge dichotomy and a big gulf between the Batman and the Bruce Wayne characters there, and I see Affleck able to pull off a tighter balance between debonair and then also formidable as a fighter."
There is also a lot of goodwill in Hollywood and positive vibes off of Affleck's recent career resurgence, Bock says. That night earlier this year when the Argo director ended the Academy Awards ceremony with a best-picture Oscar in his hands, "he was the most popular man in town and in some respects still is the hottest director in town. If you put him in your film, it's going to make it that much better.''
His ascendence mirrors in a way what Iron Man star Robert Downey Jr. has done in the movies of Marvel Studios. While DC and Warner Bros.' superhero rivals still have the upper hand in terms of box office and influence — Man of Steel did well this summer, but Iron Man 3 did better — adding Affleck as a building block to the foundation of a DC cinematic universe and not rushing to a multi-superhero Justice League movie is the right decision, Beggs says.
What could be interesting, though, is that the sequel will be a Superman-centric movie. Yet Batman is arguably a more popular character and the guy under the cowl is a lot more recognizable worldwide than the guy with the "S" on his chest.
"It'll be undeniably a challenge for Cavill onscreen to do the scene work with Affleck," Beggs says. "But Affleck's also proven that he's an actor's actor and an actor's director. He can bring a lot of knowledge and storytelling wisdom."
Affleck's notoriety, however, is a drawback for Jill Pantozzi, an associate editor for geek-culture site TheMarySue.com.
"He's too big a name and too recognizable as 'Ben Affleck.' How many iconic roles has he actually brought to life?" she asks. "All I see is him onscreen instead of the character he's playing. That's not always a bad thing, but in this case I'm worried it will hurt the film. He'll probably pull off Bruce Wayne's public persona well, but I'm not so sure about his private one, or Batman."
Affleck's fellow celebs shared their reactions on social media, including Affleck's' longtime pal — and Batman fanatic himself — Kevin Smith. "Do you what this means? It means that I've seen Batman naked!!!" tweeted the filmmaker and Affleck's director on Chasing Amy,Mallrats and Jersey Girl.
Richard Dreyfuss joked, "You read for a part, you feel good about it, you feel confident, then they cast Ben Affleck." Comedian Patton Oswalt said he hopes Affleck "fights the Joke-ah! #wickedpissah," referring to the actor's penchant for on-screen Boston accents. And 30 Rock star Judah Friedlander remarked that "I cannot play Batman. I beat up Batman so badly, he applied for a transfer to Marvel Comics."
Even "The Batman" on Twitter chimed in. And he was not kind: "Ben Affleck officially cast as Batman in the Man of Steel sequel. For the first time in history, I kind of want Superman to win."
Heidi MacDonald of the comics-culture site The Beat says that, "like many internet casting outcries, this one will die down in the intervening two years. He certainly has the good looks, height and strong chin required for wearing the cowl.
"I mean, it could have been Nicolas Cage."