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  • 1. Virtual Worlds as Digital Playgrounds for 21 st Century Art Education   Lilly Bieler ( RL: Lilly Lu) Kristy Handrick (RL: Sandrine Han) MadFencer Zane (RL: Matt Etherington) Juniper Catnap (RL: Vanessa Zuniga) Shulamite Artful (RL: Wendy- Marie Marshall) Northern Illinois University March 12, 2010 for VWBPE 2010
  • 2. 3D VWs provide unique possibilities for 21 st Century Art Education
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  • 4. Frameworks
  • 5. Integrated Teaching Model
  • 6. Playground Support Kristy Handrick
  • 7. Playground
    • Where to set the playground?
      • Worked with the instructor about past, present, and future land use
      • Worked with students about ideas and locations
    • Why?
      • Prim limitation
      • Location with daylight
  • 8. Technical Consideration
    • Size of the land
      • Numbers of students
    • Dividing the land
      • Set the group permission
      • Polish the land
  • 9. Student Building Support
    • Giving building instruction
    • Independent practice
      • Individual needs
      • Individual support
  • 10. Student Building Support
    • Building support
      • Conserve prims
      • Quality of build
      • Suggest building method
    • Problem solving
  • 11. Student Scripting Support
    • Scripting support
      • Basic script knowledge
      • Provide collected scripts
      • Useful scripting website
      • Suggested script application
    • Problem solving
  • 12. Art Café Highlights
    • Art Café contains several types of locations
      • Orientation center
      • Lake
      • Beach
      • Mountain
      • Cave
      • Forest, and
      • Student islands
  • 13. Art Café Highlights
    • Art café holds several art education related lectures
    • Students’ art show
      • Art in gallery
      • Students’ machinima
      • Student island open house
  • 14. Student Reflections Learning journey as resident, builder, and artist
  • 15. Reflection as a Second Life Resident
    • Strange new World
      • New social norms
      • Moderate learning level
      • Chose an avatar based on personal desires
  • 16. Reflection as a Second Life Builder
    • Different from current art programs previously used
      • 3-Dimensional in a Virtual Space
      • Tried to explore ways to build beyond class requirements
  • 17. Reflection as a Second Life artist
    • Acceptance
      • Real life art versus Virtual life art
    • Successful context and meaning
    • Proper Exhibition
  • 18. Reflection as a Resident: Virtual Identity
    • Limitless options allows for exploration of identity
    • Real life demographics are masked, allowing for anonymous simulation
    • Possible new stereotypes emerge: Noobie vs. Veteran
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  • 22. Reflection as a Resident: Immersion
    • Immersion allows for deeper connection with content
    • Immersive Virtual Environments engage learners on multiple levels
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  • 29. Reflection as a Builder: Learning How to Build
    • Relatively simple when compared to other 3D modeling software, such as 3d Studio Max
    • Mega Prims offer great solution for large builds, but don’t give you credit for being the creator
  • 30. Reflection as an Artist Use in the art classroom
    • Students can create their own 3D sculptures, or upload 2D works into second life
    • Teaches students about 3D modeling
    • Can explore works of art and museums otherwise unavailable or too costly in Real life
    • Students can and host live events & virtual gallery showings of their work
  • 31.  
  • 32. The island above the sea Artists: Frances Kim Matthew Thaden Wendy- Marie Marshall
  • 33. Shalom world
  • 34. Shalom World’s: Language Arts Center
  • 35. shalom world’s: Music center
  • 36. shalom world’s: Science center
  • 37. shalom world’s: Art History center
  • 38. Second Life: A New Experience
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