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E-MERGEnt > Self & LOCATING Self as Teacher

E-MERGEnt>Self refers to you emerging as an art teacher in which the borders of where self begins and ends are questioned. Consider the premise that humans are not discreet entities but are an entanglement of social, technological, discursive, material, and haptic activity, which mutually articulates subjectivity. Therefore, identity formation is the encoding of social-technological practices.

LOCATING>Self as Teacher builds on E-MERGEnt>Self concepts and activities. Locating oneself as an art teacher in the 21st Century is in relation to visual culture literacy. All forms of literacy involve having agency, which is the ability to inquire, identify, critically examine, interpret, evaluate, and create. Agency requires a sense of self-worth, ability to resolve problems, "make decisions, be heard, set agendas, negotiate and face difficulties on one's own," and as a group or individually to make choices, and "then to transform these choices into desired actions and outcomes" (Macueve, Mandlate, Ginger, Gaster, & Macome, 2009, p. 22). Knowledge and literacy (in)form each other. Literacy is seeing, interpreting, and making sense out of the texts of the world. Today's cultural texts are not ony print-based and static objects but also are multimedia and participatory.

Reference
Macueve, G., Mandlate, J., Ginger, L., Gaster, P., & Macome, E. (2009). Women's use of information and communication technologies in Mozambique: A tool for empowerment? In I. Buskens & A Webb (Eds.), African Women & ICTs: Investigating Technology, Gender and Empowerment (pp. 21-32). London & New York: ZedBooks.

BLOG ENTRY "E-MERGEnt > Self" IS YOUR TECHNOLOGY/HUMAN INTERFACE IDEA
(5 points for blog entry E-MERGEnt > Self, due Tuesday, Sept. 22)

View Hololens video and read about it here. Take a look at iBrush and Easel. See Eyetoy® demos: 1, 2, 3. Also for other tech-full body interface ideas see EyePlay, collaborative tabletop interface, interactive projections, interactive books, 3D printing, and projects at The Human Interface Technology Lab. Consider art ed potentials with frig magnets, VoiceThread, sketchcast, virtual graffiti, NEAVE digital playground, Pinterest, and iSTOPmotion. Do searches for emerging technologies or current digital applications such as those at http://www.go2web20.net/

Next write a speculative fiction of you teaching in the future (select a year, 2020 or beyond) with technology/human interfaces. Be imaginative and specific about what the interface is and how you could use it in your future teaching that aligns with your teaching philosophy.

Examples of speculative fiction of classrooms in 2020 and 2050 are linked below:

Anderson, S., & Balsamo, A. (2008). A pedagogy for original synners. In T. McPherson (Ed.), Digital youth, innovation, and the unexpected (pp. 241-259). Cambridge, MA: The MIT Press.

Keifer-Boyd, K. (2010). Masquerading the immateriality of materiality. In R. W. Sweeny (Ed.), Inter/sections/Inter/actions: Art Education in a Digital Visual Culture (pp. 170-181).Reston, VA: The National Art Education Association.

BLOG ENTRY "LOCATING Self as Teacher" IS YOUR FUTURISTIC TEACHING PHILOSOPHY. There are 4 components to this blog entry. (10 points for blog entry LOCATING Self as Teacher, due Tuesday, Sept. 29)

1. Use the guided visualization during class on Sept. 15 to help you imagine your teaching in 2025 or beyond. Visualize yourself as a teacher in 2025 (or beyond). From the visualization develop a list of five areas important to teach in the specific context that you hope to find yourself as an art educator. Post your list in your blog in a reply to this question: "What are five things that are really important that you hope your students learn from you as a teacher in this imagined teaching context in 2025?"

2. Next, reflect on your list by considering landmarks as a metaphor for people, places, and experiences in your past that are shaping your identity as a teacher. Developing awareness of your landmarks in your life, provides sites for reflection on mediating forces and agency in forming your teacher identity. Discuss in "LOCATING Self as Teacher" blog entry, the landmarks (key experiences) that influence how you see yourself in the future as an art educator.

3. YouTube UPLOAD OF ANIMATION ABOUT YOUR TEACHING BELIEFS: Create an animation that visually and dynamically expresses your futuristic teaching beliefs. Use any animation software, or the animation software FLASH that we have access to at this teaching site. Click HERE for easy to follow instruction for starting your Flash animation, and click here to learn how to do motion tweening and here to learn how to do shape tweening (text tutorial) or shape tweening (video tutorial) with Flash. Tutorials are plentiful online so search for what suits your learning style and version of Flash that you are using. Upload the animation in YouTube (saved as Quicktime which will be .mov extension) that visually conveys your beliefs about teaching in 2025. Post your animation in your Blog. Click here for an example.

4. YOUR RATIONALE FOR AN INTERFACE IDEA BASED ON YOUR TEACHING BELIEFS: Consider your technology-human interface teaching idea and your visualization of five areas important to teach in 2025, and after uploading your animation that visually conveys your futuristic beliefs about teaching, add a paragraph to your blog entry that provides a rationale for how your social-technological interface ideas align with your philosophy of art education presented in your animation.

TECHNOLOGY PROCESSES:
Publishing: Blog & YouTube
Back-Up: U-Drive, Portable Drive
Animation: Flash
& PhotoShop


STORAGE

To increase your U-Drive storage go to https://www.work.psu.edu/. Another storage option is to access your U-Drive storage or "pass disk" space off-campus. Media Commons can help you set this up or search ITS for how to access from outside of Penn State. See the syllabus "supplies needed" for other options to store/save your work.

 

ANIMATION [Flash]

(1) How to get started in animation.

(2) How to do shape and motion tweening.

(3) Flash CS6 tutorial video of monkeys on how to use the different motion-tweening tools when creating animations.

(4) How to bring a PhotoShop image into Flash [video tutorial].

(5) How to convert your drawing to a symbol that will be important to your animation. Symbols are stored in your library. Name your symbols in relation to your vision of your future teaching.

(6) How to upload your animation in YouTube.

(7) How to embed your animation in your blog.

 

IMAGE [PhotoShop]

(1) How to get started with PhotoShop

(2) Preparing images with PhotoShop

CHECK POINT:
EVALUATION CRITERIA for ASSIGNMENT #2 E-MERGEnt>Self & LOCATING Self as Teacher

Total
points_____

ACTIVITIES C grade
(10 points)
B grade
(12 points)
A grade
(15 points)
 

See above.

Two parts of the assignment are missing or incomplete.

One part of the assignment is missing or incomplete. You have written two thoughtful and in-depth blog entries that address the focus assigned for each entry, and have created an animation that was shown during the class for discussion.