Evaluation of opie
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Evaluation task of the Opie brief
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Opie self assessment
The document summarizes how the author completed a self-portrait assignment in Photoshop. They used the polygonal lasso, dropper, and paint bucket tools to select and fill shapes. The pencil tool was used to refine details like eyes. The author initially struggled with layers but rearranged them so facial features appeared above the face. Overall, they felt successful in completing the brief on time but would improve the neck area on a future portrait.
Lukather larkin – opie self portrait
The document describes the process of creating an Opie self-portrait in Photoshop. First, the original photo layer was renamed and hair was selected using the auto select tool. Colors were then filled in using the fill bucket tool by copying and filling selections of skin, shirt, and jacket. The pencil tool was used to fill in any gaps and add details. Lewis was also added to the portrait using these selection and filling tools. Some areas like clothing were challenging to select but patience was used. More details could be added next time using tools like the pencil tool.
EASY WRITING MAGIC STEPS
creative writing, writing a book, how to write, writing tips, writers block, how to become a writer, how to write an essay, writing a novel, how to write a short story, story writing, how to write a novel, writing inspiration, creative writing tips, how to start a novel
Opie analysis
The document discusses the tools used to create a self-portrait in Photoshop, including the magnetic lasso to select areas like hair, the dropper tool to sample skin and clothing colors, and the color fill tool to fill selections and the background with solid colors. The pencil tool was used to carefully draw the pattern on the t-shirt. The only challenge was using the lasso tool, which sometimes traced inaccurately.
Diary Writing KS3 (Year 7)
This document provides guidance on writing a diary entry, including:
- The features of a diary entry are an informal tone, first person point of view, emotive language, chronological order, and opinion.
- When writing a diary entry, include the date and consider stickers, doodles, or drawings to express feelings. Write about events, celebrations, disasters, or freely about what is on your mind.
- Be truthful in a diary entry as it will always listen without judging, and keep secrets safely. Try adding creative endings each day or souvenirs/photos for decoration.
Student Led Conference - Miyu
1. This document summarizes a student-led conference for Miyu Tanaka.
2. It includes details about her learning styles, strengths in various subjects like writing and spelling, and goals for improvement.
3. The conference also covers Miyu's self-assessment, after school activities, goals for the next quarter, and a positive teacher comment praising her work.
Writing a diary entry!
A quick guide for writing a diary entry, and reflecting on something that happened.
Diary writing helps you to relax.
Diary writing
This is a simple way to show the students what are the features required for a diary entry,. Can be used for Ks3 as the language used is very simple.
Recommended
Opie self assessment
The document summarizes how the author completed a self-portrait assignment in Photoshop. They used the polygonal lasso, dropper, and paint bucket tools to select and fill shapes. The pencil tool was used to refine details like eyes. The author initially struggled with layers but rearranged them so facial features appeared above the face. Overall, they felt successful in completing the brief on time but would improve the neck area on a future portrait.
Lukather larkin – opie self portrait
The document describes the process of creating an Opie self-portrait in Photoshop. First, the original photo layer was renamed and hair was selected using the auto select tool. Colors were then filled in using the fill bucket tool by copying and filling selections of skin, shirt, and jacket. The pencil tool was used to fill in any gaps and add details. Lewis was also added to the portrait using these selection and filling tools. Some areas like clothing were challenging to select but patience was used. More details could be added next time using tools like the pencil tool.
EASY WRITING MAGIC STEPS
creative writing, writing a book, how to write, writing tips, writers block, how to become a writer, how to write an essay, writing a novel, how to write a short story, story writing, how to write a novel, writing inspiration, creative writing tips, how to start a novel
Opie analysis
The document discusses the tools used to create a self-portrait in Photoshop, including the magnetic lasso to select areas like hair, the dropper tool to sample skin and clothing colors, and the color fill tool to fill selections and the background with solid colors. The pencil tool was used to carefully draw the pattern on the t-shirt. The only challenge was using the lasso tool, which sometimes traced inaccurately.
Diary Writing KS3 (Year 7)
This document provides guidance on writing a diary entry, including:
- The features of a diary entry are an informal tone, first person point of view, emotive language, chronological order, and opinion.
- When writing a diary entry, include the date and consider stickers, doodles, or drawings to express feelings. Write about events, celebrations, disasters, or freely about what is on your mind.
- Be truthful in a diary entry as it will always listen without judging, and keep secrets safely. Try adding creative endings each day or souvenirs/photos for decoration.
Student Led Conference - Miyu
1. This document summarizes a student-led conference for Miyu Tanaka.
2. It includes details about her learning styles, strengths in various subjects like writing and spelling, and goals for improvement.
3. The conference also covers Miyu's self-assessment, after school activities, goals for the next quarter, and a positive teacher comment praising her work.
Writing a diary entry!
A quick guide for writing a diary entry, and reflecting on something that happened.
Diary writing helps you to relax.
Diary writing
This is a simple way to show the students what are the features required for a diary entry,. Can be used for Ks3 as the language used is very simple.
Mouth and Meaning
The document provides instructions for several mindfulness exercises focused on slowly experiencing water and mapping the interior of one's mouth through senses and drawing.
The first exercise has one slowly smell, taste, and feel water in their mouth before swallowing. The second asks one to draw the shape and textures felt inside their mouth using different media over three, one-minute drawings.
The third exercise invites revisiting mapping the mouth interior with eyes open, the non-dominant hand, varied papers and media, and different drawing speeds to further contemplation and sensory awareness.
6. production reflection (1)
The document describes the process the author takes to create a comic book page. They start with rough sketches in boxes to layout the story. Details are added and speech bubbles are indicated. The drawing is then inked with finer lines. It is scanned into Photoshop where rough marks are cleaned up, speech bubbles and text are added in Comic Sans. Sound effects text and boxes are also added. The same process of rough sketch, adding detail, scanning, and finishing digitally is described for the cover and coloring a page background.
Panpan 111
Panpan's writing evaluation from June 17, 2009 assessed their ability to recount personal experiences and explain ideas at a level 3. The evaluation noted that Panpan could develop personally significant thoughts but struggled to explore meaningful events with substantial details. It was also noted that Panpan could organize and link ideas logically but needed to develop ideas with more significant detail and elaboration. The writing goals focused on using a variety of sentence structures for effect, selecting clear words to convey stories and feelings to audiences, and developing a personal voice with a conversational tone and imagery.
National hobby month pow 2nd
This document provides instructions and an example for writing a paragraph about a hobby for National Hobby Month in January. Students are asked to choose a hobby they enjoy or would like to try, and answer questions about what materials are needed, where it can be done, why they like it, and whether they prefer it alone or with others. An example paragraph is provided about scrapbooking that addresses each question.
Writing a diary
The document provides instructions for students to analyze excerpts from the diary of Bridget Jones. It outlines activities for students to complete in groups:
1) Analyze diary excerpts and answer questions to understand Bridget Jones's personality and emotions.
2) Groups will report their findings to the class and take additional notes on Bridget Jones's character.
3) Students will describe Bridget Jones's personality in a few words based on what they learned.
The document then discusses elements of diary writing like expressing feelings through swearing or listing hates, and the style of first person narrative and repetition. Students will scan another excerpt analyzing these elements.
Year 7 Assessment Powerpoint
The document provides instructions for Year 7 students to write a brochure about a town in Japanese. It instructs students to write at least 5 sentences in hiragana describing the town. It reminds them of two key sentence patterns: "I live in [town name]" and "There is a [location/thing] [description]". It recommends spending the lesson working on the script for the brochure and adding visuals later. It also notes there is an additional handout with more sentence patterns for higher marks.
Portfolio Theo
The student reflected on their learning from the first term of the 2009-2010 school year. They studied making healthy choices like brushing teeth and eating well. In math, they learned about shapes like cones. For a writing assignment, they recounted their weekend using symbols and letters. In host country studies, they made a paper hat and lanterns and were working on using capital letters and coloring pictures to improve. The student demonstrated self-reflection on their learning and areas for improvement.
How to write a diary entry
This document provides tips for writing a diary entry, including writing chronologically from early to late events of the day, using first person pronouns to feel like part of the story, including detailed descriptions of places, people, and events while avoiding unnecessary details, focusing on familiar events involving yourself or close friends/family rather than strangers, and explaining feelings and emotions rather than just stating them.
Portrait ppt
The student chose an oil painting of a powerful woman for their portrait assignment because they found the simplicity and direct gaze aesthetically pleasing. They aimed to reflect the subject's personality and success in their own portrait.
The student used sketches and annotations to plan their portrait composition, taking inspiration from source paintings. They experimented with different painting materials like acrylic, watercolor, and oil to see which they were most experienced with before choosing acrylic for the final piece.
The student had difficulties getting the skin tones and proportions correct in their initial portrait attempts and had to restart twice. Through practice and research on painting skin tones, they were eventually able to complete a successful final portrait and learned more about watercolor and acrylic
Portaiture ppt
The student chose an oil painting of a powerful woman for their portrait assignment because they found the simplicity and direct gaze aesthetically pleasing. They aimed to reflect the subject's personality and success in their own portrait.
The student used sketches and annotations to plan their portrait composition, taking inspiration from source paintings. They experimented with different painting materials like acrylic, watercolor, and oil to see which they were most experienced with before choosing acrylic for the final piece.
The student had difficulties getting the skin tones and proportions correct in their initial portrait attempts and had to restart twice. Through practice and research on skin tones, they improved their portraiture skills with acrylic and watercolor.
Audacity tutorial
The document provides tips for creating an audio production using Audacity. It discusses an example where the author initially tried just reading their story aloud, but it did not convey the key points well. They then developed a script formatting it as a public service announcement to better engage the audience. The final production was a minute and a half long and focused on connecting families. Tips include taking time to brainstorm formats, starting early, and recording when well rested to use an upbeat voice.
Angela Stockman's Notebooks for Writers
Angela shares her process for designing a meaningful notebook cover and dividing the notebook into four powerful sections: Ideas, Notes, Tinkering, and Reflection. The cover is a collage reflecting images and words that inspire the writer. Each section has a specific purpose - the Ideas section is for idea generation strategies, the Notes section is for recording lessons and conferences, the Tinkering section allows writers to experiment with small slices of their drafts, and the Reflection section provides space for daily written reflections. Angela emphasizes that the sections should align with the critical learning and work of the individual writers.
Learning2gether st valentines'day
This document discusses using creativity and imagination in the classroom. It describes an interactive book that will showcase creative writing and speaking exercises, including digital postcards, comics, and poems about St. Valentine's Day. Students will write poems individually or in pairs, using a template or their own original ideas. Their poems will be illustrated and added to a digital book created with the Book Creator app, where students can also record themselves reading their poems aloud. The goal is for students to practice writing and speaking in creative ways to improve their learning.
The board
This document provides guidance on effective use of the board in teaching. It outlines that the board can be used to check student understanding, draw attention, and summarize lessons. It recommends writing clearly and simply on the board. Good board use involves writing quickly, standing where students can see, and keeping their attention. Bad practices include writing with your back turned or allowing chatter. The document also provides tips for highlighting important information using different colors or chalk/pens.
Daily Writing Examples
Writers in the classroom engage in various writing activities throughout the week, including analyzing videos, trying different writing techniques, and sharing their work with peers. The document outlines the daily schedule, learning targets, and sharing structures for different writing exercises, such as musical chairs shares, chair shares, and family shares. Students are encouraged to freely write without worrying about typical conventions in order to generate and develop ideas.
Opie Evaluation
The document describes the tools used to create an "Opie Self Portrait", including the magnetic lasso tool to select parts of the body, pencil tool to add details and fill gaps, eraser to clean up mistakes, and paint bucket and color picker tools to fill areas and select colors. It notes the magnetic lasso tool was tricky to use and occasionally left gaps or locked onto the wrong area. The self portrait turned out well overall, though more detail could be added to the shirt next time, such as folds and creases.
Actualidad en la tecnologia
El documento describe la tecnología actual en el país y sus efectos. Explica que estamos viviendo una gran revolución tecnológica que requiere que nos mantengamos actualizados constantemente. También describe cómo las nuevas tecnologías como Internet y dispositivos electrónicos están agilizando actividades diarias y la comunicación. Finalmente, señala que la tecnología ha traído grandes beneficios a la humanidad al mejorar la calidad de vida y promover el compartir de ideas.
honors_paper
This document summarizes a project to predict NBA game outcomes using statistical analysis. It scrapes data from ESPN, develops an Elo rating system to rank teams, and analyzes player and team statistics. Key findings include accurately predicting 15 of 16 playoff series in 2014 using maximum season Elo ratings. Salary is also found to correlate with success, as most top-paid teams made the playoffs. Elo alone predicts single games at 65.6% accuracy, identifying areas for improvement.
Cexcelencia
La compañía Cexcelencia reconoció al empleado por su excelente rendimiento y duradera contribución al trabajo del proyecto, otorgándole un premio. El premio fue entregado en la fecha por el presentador en nombre de la compañía.
La mezcla de géneros fomenta la innovación
Un estudio de la Universidad de Castilla la Mancha encontró que la diversidad de género en equipos de investigación y desarrollo contribuye a soluciones más innovadoras y aumenta la competitividad de las empresas; al analizar datos de más de 4,000 compañías, hallaron una relación positiva entre la mezcla de hombres y mujeres y la innovación radical. El estudio recomienda que los gestores formen equipos con un mayor equilibrio de géneros para aprovechar las ventajas de la diversidad.
Little richard
Little Richard was an influential American singer and pianist who recorded in 1957. He is known for hit songs such as "Long Tall Sally" and "Tutti Frutti" which helped define the emerging sound of rock and roll. The document provides brief biographical information about Little Richard but does not include many details.
Evaluation powerpoint
This document is an evaluation of a media studies student's magazine project. It discusses how the magazine challenges conventions by placing the masthead over the main image and using a female-centered approach. It maintains a consistent style inspired by NME magazine. The student learned skills with Photoshop and their camera in creating professional photos and layouts. Looking back, the student improved on combining fonts, colors, and conventions from their preliminary to final project.
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Mouth and Meaning
The document provides instructions for several mindfulness exercises focused on slowly experiencing water and mapping the interior of one's mouth through senses and drawing.
The first exercise has one slowly smell, taste, and feel water in their mouth before swallowing. The second asks one to draw the shape and textures felt inside their mouth using different media over three, one-minute drawings.
The third exercise invites revisiting mapping the mouth interior with eyes open, the non-dominant hand, varied papers and media, and different drawing speeds to further contemplation and sensory awareness.
6. production reflection (1)
The document describes the process the author takes to create a comic book page. They start with rough sketches in boxes to layout the story. Details are added and speech bubbles are indicated. The drawing is then inked with finer lines. It is scanned into Photoshop where rough marks are cleaned up, speech bubbles and text are added in Comic Sans. Sound effects text and boxes are also added. The same process of rough sketch, adding detail, scanning, and finishing digitally is described for the cover and coloring a page background.
Panpan 111
Panpan's writing evaluation from June 17, 2009 assessed their ability to recount personal experiences and explain ideas at a level 3. The evaluation noted that Panpan could develop personally significant thoughts but struggled to explore meaningful events with substantial details. It was also noted that Panpan could organize and link ideas logically but needed to develop ideas with more significant detail and elaboration. The writing goals focused on using a variety of sentence structures for effect, selecting clear words to convey stories and feelings to audiences, and developing a personal voice with a conversational tone and imagery.
National hobby month pow 2nd
This document provides instructions and an example for writing a paragraph about a hobby for National Hobby Month in January. Students are asked to choose a hobby they enjoy or would like to try, and answer questions about what materials are needed, where it can be done, why they like it, and whether they prefer it alone or with others. An example paragraph is provided about scrapbooking that addresses each question.
Writing a diary
The document provides instructions for students to analyze excerpts from the diary of Bridget Jones. It outlines activities for students to complete in groups:
1) Analyze diary excerpts and answer questions to understand Bridget Jones's personality and emotions.
2) Groups will report their findings to the class and take additional notes on Bridget Jones's character.
3) Students will describe Bridget Jones's personality in a few words based on what they learned.
The document then discusses elements of diary writing like expressing feelings through swearing or listing hates, and the style of first person narrative and repetition. Students will scan another excerpt analyzing these elements.
Year 7 Assessment Powerpoint
The document provides instructions for Year 7 students to write a brochure about a town in Japanese. It instructs students to write at least 5 sentences in hiragana describing the town. It reminds them of two key sentence patterns: "I live in [town name]" and "There is a [location/thing] [description]". It recommends spending the lesson working on the script for the brochure and adding visuals later. It also notes there is an additional handout with more sentence patterns for higher marks.
Portfolio Theo
The student reflected on their learning from the first term of the 2009-2010 school year. They studied making healthy choices like brushing teeth and eating well. In math, they learned about shapes like cones. For a writing assignment, they recounted their weekend using symbols and letters. In host country studies, they made a paper hat and lanterns and were working on using capital letters and coloring pictures to improve. The student demonstrated self-reflection on their learning and areas for improvement.
How to write a diary entry
This document provides tips for writing a diary entry, including writing chronologically from early to late events of the day, using first person pronouns to feel like part of the story, including detailed descriptions of places, people, and events while avoiding unnecessary details, focusing on familiar events involving yourself or close friends/family rather than strangers, and explaining feelings and emotions rather than just stating them.
Portrait ppt
The student chose an oil painting of a powerful woman for their portrait assignment because they found the simplicity and direct gaze aesthetically pleasing. They aimed to reflect the subject's personality and success in their own portrait.
The student used sketches and annotations to plan their portrait composition, taking inspiration from source paintings. They experimented with different painting materials like acrylic, watercolor, and oil to see which they were most experienced with before choosing acrylic for the final piece.
The student had difficulties getting the skin tones and proportions correct in their initial portrait attempts and had to restart twice. Through practice and research on painting skin tones, they were eventually able to complete a successful final portrait and learned more about watercolor and acrylic
Portaiture ppt
The student chose an oil painting of a powerful woman for their portrait assignment because they found the simplicity and direct gaze aesthetically pleasing. They aimed to reflect the subject's personality and success in their own portrait.
The student used sketches and annotations to plan their portrait composition, taking inspiration from source paintings. They experimented with different painting materials like acrylic, watercolor, and oil to see which they were most experienced with before choosing acrylic for the final piece.
The student had difficulties getting the skin tones and proportions correct in their initial portrait attempts and had to restart twice. Through practice and research on skin tones, they improved their portraiture skills with acrylic and watercolor.
Audacity tutorial
The document provides tips for creating an audio production using Audacity. It discusses an example where the author initially tried just reading their story aloud, but it did not convey the key points well. They then developed a script formatting it as a public service announcement to better engage the audience. The final production was a minute and a half long and focused on connecting families. Tips include taking time to brainstorm formats, starting early, and recording when well rested to use an upbeat voice.
Angela Stockman's Notebooks for Writers
Angela shares her process for designing a meaningful notebook cover and dividing the notebook into four powerful sections: Ideas, Notes, Tinkering, and Reflection. The cover is a collage reflecting images and words that inspire the writer. Each section has a specific purpose - the Ideas section is for idea generation strategies, the Notes section is for recording lessons and conferences, the Tinkering section allows writers to experiment with small slices of their drafts, and the Reflection section provides space for daily written reflections. Angela emphasizes that the sections should align with the critical learning and work of the individual writers.
Learning2gether st valentines'day
This document discusses using creativity and imagination in the classroom. It describes an interactive book that will showcase creative writing and speaking exercises, including digital postcards, comics, and poems about St. Valentine's Day. Students will write poems individually or in pairs, using a template or their own original ideas. Their poems will be illustrated and added to a digital book created with the Book Creator app, where students can also record themselves reading their poems aloud. The goal is for students to practice writing and speaking in creative ways to improve their learning.
The board
This document provides guidance on effective use of the board in teaching. It outlines that the board can be used to check student understanding, draw attention, and summarize lessons. It recommends writing clearly and simply on the board. Good board use involves writing quickly, standing where students can see, and keeping their attention. Bad practices include writing with your back turned or allowing chatter. The document also provides tips for highlighting important information using different colors or chalk/pens.
Daily Writing Examples
Writers in the classroom engage in various writing activities throughout the week, including analyzing videos, trying different writing techniques, and sharing their work with peers. The document outlines the daily schedule, learning targets, and sharing structures for different writing exercises, such as musical chairs shares, chair shares, and family shares. Students are encouraged to freely write without worrying about typical conventions in order to generate and develop ideas.
Opie Evaluation
The document describes the tools used to create an "Opie Self Portrait", including the magnetic lasso tool to select parts of the body, pencil tool to add details and fill gaps, eraser to clean up mistakes, and paint bucket and color picker tools to fill areas and select colors. It notes the magnetic lasso tool was tricky to use and occasionally left gaps or locked onto the wrong area. The self portrait turned out well overall, though more detail could be added to the shirt next time, such as folds and creases.
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honors_paper
This document summarizes a project to predict NBA game outcomes using statistical analysis. It scrapes data from ESPN, develops an Elo rating system to rank teams, and analyzes player and team statistics. Key findings include accurately predicting 15 of 16 playoff series in 2014 using maximum season Elo ratings. Salary is also found to correlate with success, as most top-paid teams made the playoffs. Elo alone predicts single games at 65.6% accuracy, identifying areas for improvement.
Cexcelencia
La compañía Cexcelencia reconoció al empleado por su excelente rendimiento y duradera contribución al trabajo del proyecto, otorgándole un premio. El premio fue entregado en la fecha por el presentador en nombre de la compañía.
La mezcla de géneros fomenta la innovación
Un estudio de la Universidad de Castilla la Mancha encontró que la diversidad de género en equipos de investigación y desarrollo contribuye a soluciones más innovadoras y aumenta la competitividad de las empresas; al analizar datos de más de 4,000 compañías, hallaron una relación positiva entre la mezcla de hombres y mujeres y la innovación radical. El estudio recomienda que los gestores formen equipos con un mayor equilibrio de géneros para aprovechar las ventajas de la diversidad.
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Evaluation powerpoint
This document is an evaluation of a media studies student's magazine project. It discusses how the magazine challenges conventions by placing the masthead over the main image and using a female-centered approach. It maintains a consistent style inspired by NME magazine. The student learned skills with Photoshop and their camera in creating professional photos and layouts. Looking back, the student improved on combining fonts, colors, and conventions from their preliminary to final project.
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Similar to Evaluation of opie
Opie self portrait assessment
The student created a self-portrait using Photoshop tools like the magnetic lasso and paintbrush. They found the magnetic lasso somewhat difficult to use precisely due to inexperience with Photoshop and Macs. Overall, the student was pleased with the final self-portrait but would improve it by taking more time, especially with the hair, and ensuring hair overlaps the face to avoid gaps when using selection tools.
Opie self portrait assessment
The student created a self-portrait using Photoshop tools like the magnetic lasso and paintbrush. They found the magnetic lasso somewhat difficult to use precisely due to inexperience with Photoshop and Macs. Overall, the student was pleased with the final self-portrait but would improve it by taking more time, especially with the hair, and ensuring hair overlaps the face to avoid gaps when using layers.
Opie evaluation
The document describes an evaluation of a self-portrait task completed in Opie. The respondent used the lasso tool to select and copy sections of their face to new layers. They then used the color sampler and paint bucket tools to give features a cartoony effect. While the lasso tool caused some issues by forgetting to select layers, the respondent believes they were very successful and may only add more detail next time.
Evaluation
The document describes the process of creating a self-portrait using Photoshop tools. It explains that the user used the magnetic lasso tool to select facial features, the fill tool to give selections a cartoon look, and the paintbrush tool to add black outlines and create the background. The only difficulty was initially getting used to the magnetic lasso. The user believes they were successful overall but could improve by completing the task more quickly next time.
Evaluation of OP Portrait
The student used the magnetic lasso tool to create layers and isolate parts of the image like their shirt. They added detail to the shirt using the round brush tool matched to the shirt color. Facial features were made using ellipse tool for eyes and round brush for nose and mouth. A background layer was added and filled with color.
The student found the round brush hard to control for outlines. The ellipse tool was difficult to make eyes the same size and aligned. Adding shirt detail was time-consuming. The magnetic lasso tool sometimes confused colors. Completing the task on time, the portrait resembled the example but could be improved with added details like hair highlights and shading.
Opie evaluation
The student took a self portrait with Photo Booth and used the pen tool in Photoshop to trace their body and head. They filled the selected area with color using the bucket tool. The hardest part was drawing straight lines with the mouse without a mouse pad, which caused jittering. For next time, the student would spend more time perfecting details and eliminating white spaces to improve their self portrait.
Opie self portrait evaluation
The student created an Opie self-portrait using Photoshop tools including the magnetic lasso tool to outline features, the color picker tool to select colors, and the paint bucket tool to fill areas with color. They also used the text tool to add "SAFC" to the background for personalization. The only difficulty was selecting the wrong layer initially with the lasso tool. Overall, the student felt successful in completing the assignment on time but notes areas for improvement like being more detailed with the lasso tool and potentially adding more fine details.
Opie self portrait evaluation
Shaun Moat used various Photoshop tools like the pen tool, magnetic lasso tool, color picker, paint bucket, pencil, brush tool, and rubber tool to create a self-portrait. He outlined features with the pen and lasso tools, selected skin color with the picker, filled areas with the bucket, and refined edges with the pencil, brush, and rubber tools. Shaun did not find any of the tools difficult to use and felt his self-portrait was fairly successful in completing the task by using the requested tools and making the portrait resemble his actual face.
Opie self-portrait evaluation
The student created an Opie self-portrait in Photoshop using various tools, including the magnetic lasso tool to outline the image, the fill tool to change skin color, and the paint brush and pencil tools to add finer details. The magnetic lasso tool was difficult to use initially due to issues with adding and removing points. Overall, the student was pleased with the self-portrait but felt it could be improved with more time and care, particularly by using the pencil tool instead of the lasso for features like the nose.
Opie self
The student created an Opie self-portrait in Photoshop using various tools, including the magnetic lasso tool to outline the image, the fill tool to change skin color, and the paint brush and pencil tools to add finer details. The magnetic lasso tool was difficult to use initially due to issues with adding and removing points. Overall, the student was pleased with the portrait but felt it could be improved with more time and care, especially around details like the lips and nose.
Opie self portrait evaluation
The student took a self-portrait photo and edited it in Photoshop to resemble the style of Opie's famous album covers. They used tools like the magnetic lasso, lasso, eyedropper, paint bucket, and brush tools to select and color features of their face and draw circles for eyes and nostrils. While struggling with the magnetic lasso at first, they achieved a cartoon-like self-portrait and felt they were somewhat successful completing the task, though have room to improve their Photoshop skills over time.
Opie evalution
The document summarizes how the author completed a self-portrait task in Photoshop. They used tools like the magnetic lasso, eyedropper, brush, pencil and paint bucket to select areas and fill colors. While some tools like layers were initially difficult, with practice the tools became easy to use. Overall, the author was pleased with their finished self-portrait but would add more detail to the eyes and nose next time.
Opie evalution
The document summarizes how the author completed a self-portrait task in Photoshop. They used tools like the magnetic lasso, eyedropper, brush, pencil and paint bucket to select areas and fill colors. While some tools like layers were initially difficult, with practice the tools became easy to use. Overall, the author was pleased with their finished self-portrait but would add more detail to the eyes and nose next time.
Cartoon Me Evaluation
The student used the quick selection and magic wand tools to select and color their self-portrait image to make it look like a cartoon. They also used the paint bucket tool to fill sections with single colors for the cartoon effect. While familiar with Photoshop and iMacs, the student found it difficult to paint around the subject without a mouse mat due to the bumpy table surface. To improve next time, the student would add more detail to the hair and eyes to create a higher quality cartoon character.
Opie evaluation
The document describes a self-portrait task completed using digital art tools. It lists the tools used - magnetic lasso, brush, paint bucket, and color palette - and how each was used to create the self-portrait. No difficulties with the tools or task were reported. The brief is assessed as quite successfully completed, though more detail could be added to features like hair next time. Presentation of the task and evaluation is advised to be neat.
Opie self portrait evaluation
The document provides evaluation questions and responses for a self-portrait assignment completed using Photobooth and Photoshop. The student used the magnetic lasso tool in Photoshop to select and isolate different parts of the photo taken in Photobooth before filling the separate parts with color. The magnetic lasso tool was found difficult to use as it did not always recognize the outlines and could delete the entire selection if clicked incorrectly. Overall the brief was completed to a moderately good standard, and next time more time would be spent editing the picture for neater results.
Opie task evaluation
The student completed an animated version of themselves in Photoshop with some difficulties using the tools. They initially struggled with the Magnetic Lasso tool to select their hair but found the normal Lasso tool easier to use. Colors were filled in using the paint bucket tool and facial features were drawn using pencil and paintbrush tools. Additional details like glasses, pockets, and buttons were added freehand before changing the background color to pink on a separate layer.
6. production reflection
Brendan-Storr created a comic book production process that involved drawing pages with pencil and then inking them with sharpies, scanning them into Photoshop, coloring the pages digitally using tools like the paint bucket and quick selection tools, and adding speech bubbles and text using custom shapes, text effects like strokes, and adjusting the size and boldness of the bubbles and text. The process was challenging due to issues with scanning, finding the right art tools, and fitting text into speech bubbles precisely. Overall, Brendan-Storr improved their skills and produced more pages than their previous comic book project.
Question 7
The document discusses the learning and improvements the author experienced from their preliminary magazine project to their final music magazine product. Specifically, the author learned better photography skills like composition and focus; improved organization of models, costumes and photos; developed writing and research skills; and gained expertise using Photoshop for advanced editing techniques to enhance images. The preliminary magazine lacked these skills and research, so the final product was more polished and professional as a result of the learning experience.
Portait presentation new
The document summarizes a student's portraiture project where they analyzed George Seurat's painting "Bathers at Asnieres" and created their own pointillist self-portrait in the style of Seurat. The student discusses how Seurat's use of pointillism and composition influenced their work, including using side profiles and a plain background. They evaluate their self-portrait as generally successful but needing some proportional adjustments. The student reflects on learning new techniques over the year and plans to improve time management and organization for future projects.
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Evaluation of opie
- 1. Evaluation 1. Which tools did you use to complete the task and describe how you used them to complete your self-portrait. To complete my self-portrait I used a few different tools, for their different uses. First of all I used the magnetic lasso tool to cut around the different features of my face. E.g. Hair, face, mouth etc. Once I had cropped all of me features, I then coloured them in to make a cartoon like image for my Opie, using the paint bucket tool and filling in the whole area. Now my Opie was almost complete, I finished it off by adding some fine details with the pencil tool to give a more realistic impression. Upon completion, I went over the gaps with the brush tool as there were spaces in between two parts of my image on some occasions. 2. Were there any parts of the task/specific tools which you found difficult and if so, what were they and why? At first I found it slightly difficult using some of the tools available on Photoshop, as I wasn’t sure which one was which, and what did what job. By the second lesson I was comfortable though, but still found the magnetic lasso tough to manoeuvre as it likes to grab things out of line, and sometimes I found that there was a gap between my ear and my face, so I had to start the whole ear/face again. 3. Finally, how successful were you in completing the given brief and what improvements would you make next time.
- 2. Evaluation Next time I would probably add more detail to the lettering on my shirt, and maybe crop me face and neck on the same layer and make them the same colour, as it looks a bit weird with them being two different shades. Overall however, I think I was quite successful in completing the given brief.