#week 7 reflection

[elliewakerellfmpyr1]

Week 7 Reflection

This week I want to start to produce my final outcomes for my fmp, while continuing to back my work up with research.

I really enjoyed my photography lesson this week. I loved exploring the different processes and seeing how different camera angles and positions created different effects. I now have a vast range of outdoor images as well images showcasing lots of different techniques and processes. 

In our hand-based workshop this week I experimented with Lino Printing. I think that these turned out really well and I love the idea of printing my logo multiple times onto lino. However, I only ended up printing with black ink and onto some paper. 

Over the Easter Holidays I want to experiment with different locations for photoshoots. I want to gather some object images as I feel like these will be really cool to use as backgrounds or even main images. 

When we return to college, in photography I want to work in the dark room and try and get some dark room images. In my hand based workshop I want ti experiment more with Lino Printing and different colours, as well as printing onto different textures.

[olliebeard07]

Week 7 “Self-management: motivation and resilience”

I feel like I have created a good balance of my study and external interests. I have got into a rhythm of waking up, doing work up until about 2-3 in the afternoon and then take the rest of the afternoon off on days we do not have lectures. But my current system will not work once isolation is finished and all my basketball and coaching start up again.

I have remained motivated by doing a little work every day rather than doing a lot of work days before assessments are due so that I am not feeling stressed or getting sick of the work. Strategies I have used involve taking a day to see what assessments I need to get started on. And start allocating what I am going to do each day. for example, Monday ill find all the academic sources I am going to use, go through them and put all the useful citations I can use in a word document. Then Tuesday ill start researching regular websites and things and start the first and second body paragraph etc. Just doing a little bit each day so I do not do a lot of work in one day. I will have to change my system in future for when all my basketball starts up again because I will lose the weekends. So, I will have to allocate more time during the week to do work. 

[educ1704portfolio-blog]

This video is an example of how slomation can be used to explain scientific concepts, and is a very simple and easy method of allowing students to demonstrate their understanding. 

[educ1704portfolio-blog]

Media Arts

Elements:

Sound, image, space, time, movement, composition, audience, technologies

The tremendous flexibility of media arts means that it can be used in any context. Particularly I would recommend utilising media arts to create short stories (linking to English) or explanations (linking to Science and History). Ideally what students produce should have an authentic purpose, such as creating a school database of animated explanations or fun stories for students in earlier years.  The finalised production should demonstrate technical knowledge as well as clear planning and conceptual work - a fun meta activity might be creating a slomation on how to make a slomation, demonstrating camera use, creating props, planning, scripting, how to hold the camera and even how to put it together. 

Phillips, L. (2015). Week 12 Creativity and the arts across the curriculum. EDUC1704. UQ: School of Education.

[educ1704portfolio-blog]

Week 7

This week we looked at different styles of stop-motion animation, including 100+ year old example and one from the creator of Shaun the Sheep. They differed dramatically in terms of props, movement, character expression, camera styles, and even the types of stories being told, and it was interesting to see such change in almost every aspect of the art form. It is also very clear that the limitations of the medium itself make it an excellent way for students to explore animation and storytelling in film; the story, props, and movements absolutely must be pre-planned for any chance of success, and attention to detail and thoroughness is rewarded. As lessons to be learned before letting students go wild with a camera, they are invaluable, and the planning and preparation time allows the teacher time to scaffold student planning and teach specific techniques. Stop-motion animation would also be a particularly good way to explore the mechanics and realities of creating a set – foreground, background, utilised props, how effects will impact any of these and the way that camera angles and use will interfere – in such a way that students have time to plan and prepare in detail, which they may not be able to do with live-action.