Cameras in the classroom

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Handouts for a technology applications in the classroom course for teachers.

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Cameras in the classroom

  1. 1. 1 Cameras in the Classroom Artful Artsy Amy artfulartsyamy.blogspot.com How digital cameras can be used in the classroom 1. Photos/videos illustrating vocabulary words 2. Photos/videos of plant growth 3. Illustrations for short stories/narratives 4. Prompts for creative writing 5. Prompts for analytical writing/problem solving 6. Photos/videos for step-by-step directions 7. Photos for sequencing 8. Create passports for a geography-based unit 9. Use to record performance based skills 10. Photos/videos to demonstrate to substitute how to use your in-class technology 11. Send an email w/ a photo attachment of a student “doing good” 12. Photos for a class inventory of materials 13. Document vandalism etc. 14. Take photos/videos of assignments and post to class blog for student/parent viewing 15. Create vocabulary cards for everyone; specifically ESOL kiddos 16. Photographs of books you read 17. Create “it’s my turn” cards to select students for activities etc. 18. A photography scavenger hunt to find items related to a unit/lesson etc. 19. Stop motion animation 20. Filmography projects Selfies A “selfie” is a self-portrait photograph. Selfies have become increasingly popular in recent years (especially with preteens, tweens, and teens), as they are used to express emotions over social media sites. When you work on self- portraits or any kind of assignment that involves human anatomy in class, get your students used to the idea of taking selfies, and then using these selfies as reference. There is no reason for anyone to just “draw from their head” when it comes to realism in this age of technology! Avatars An avatar is an image used to represent an entity online. For instance, your profile photo on Facebook, Instagram, Twitter, Tumblr etc. is an avatar. There are many digital, interactive, applications wherein students can use photos they take to drive interaction. It is good to get them in the practice of taking their own photos, transferring their photos, and then uploading photos so they can use these applications with ease. Below, is a list of sites wherein my students use their own photographs to drive their use of the applications. 1. www.goanimate.com create online animations with pre-made cartoons 2. www.glogster.com interactive, multimedia, posters 3. www.storybird.com create stories etc. with pre-made images 4. www.museumbox.com platform for multimedia presentations 5. www.fotobabble.com put voice over images for sharing 6. www.pixlr.com Photoshop-like online photo editor 7. http://scratch.mit.edu animation-based program that teaches code Photomontages
  2. 2. 2 Use artist David Hockney as inspiration, and task students to create digital photomontages of objects in and around your classroom. 1. http://tinyurl.com/hockneypresentation (presentation about David Hockney) 2. http://tinyurl.com/hockneylessonoverview (entire project overview w/ exemplars) 3. Use MS Publisher to generate final photomontage; save final image as a JPG 4. Open the photomontage in Pixlr Express to add cool filters and effects Forced Perspective Students often get tired of learning perspective in the same manner. Take them outside and let them “force” a little perspective to change things up! Using Selfies for Self-Portrait Projects
  3. 3. 3 1. Value Self Portraits http://tinyurl.com/valueselfportraits 2. Psychedelic Self-Portraits (using Pixlr) http://tinyurl.com/psychedelicportraits 3. Realistic Self Portrait and Art Journaling Self Portrait http://tinyurl.com/artjournalselfportrait 4. Lichtenstein Self-Portraits http://tinyurl.com/lichtensteinselfportrait
  4. 4. 4 5. Anti-bullying Campaign http://tinyurl.com/antibullying5 6. Portrait as Another Person
  5. 5. 5 Use artist Cindy Sherman as inspiration. Students must style themselves as someone who intrigues them, and take a self-portrait that is similar to a photo of the person they chose. Student should write a small essay about what they discovered about their intriguing person, what they learned about “being” this person, and what was challenging about the assignment. For my example, I chose Louise Brooks.

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