This document provides instructions for current and new students applying to the PSA Art Program on how to create a digital portfolio for their application. It covers how to properly photograph artwork, refine photos in Photoshop, set up a Flickr account to host images, and how to submit the online application form along with a portfolio set on Flickr. The portfolio should include a range of 10 images of different mediums. Tips are provided on photographing drawings, sculptures, and digital artwork to showcase skills in various concentrations for the program.
This document provides a list of educational resources for teachers. It describes websites and apps for lesson planning, organizing class schedules, providing instructional videos, facilitating virtual guest speakers, cloud storage, sharing files, social networking, creating websites and presentations, bookmarking resources, video creation, and interactive assessments. Key resources highlighted include Planboard, Mathvids, the Smithsonian, Google Drive, Twitter, Scoop-It, Symbaloo, Wix, MentorMob, Powtoons, Khan Academy, Animoto, Haiku Deck, Popplet, and Nearpod. The document encourages teachers to use different technological tools that best suit their needs and skill levels in their classrooms.
Bradley Munn is an animator seeking work with a B.A. in Computer Animation from Full Sail University. He has skills in 3D and 2D animation software like Maya, Toon Boom, and After Effects. His experience includes animation featured on Long Winter Studios and collaborating with animator Adam Phillips.
The document describes the technologies and software used to create a magazine, and what was learned from the process. It discusses using a DSLR camera, studio lighting equipment, and Adobe software like Photoshop and InDesign. Specific techniques learned include using manual camera settings, positioning lights for different effects, and editing photos in layers. Comparing an initial student magazine to the final product, it's noted more was learned about magazine conventions like eye contact on the cover and establishing a clear brand identity.
The document discusses what was learned from creating a magazine product. It describes the hardware, software, and photography techniques used, including learning how to properly position lights and use a DSLR camera. Adobe Photoshop was crucial for editing photos and laying out the magazine. Comparisons are made between the initial student magazine prototype and the final product, noting improvements such as using eye contact, appropriate colors, and more visually appealing layouts to engage readers.
This document outlines the structure and navigation of a website for an education portfolio. The top navigation bar remains visible across all pages and includes links to sections on 21st century schools, professionalism, and best works essays. The site navigation is only available from the home page. Key sections include reflections, 21st century teaching standards, and artifacts representing work. Individual pages provide an artifact explanation, sample artifact, and associated teaching standard. Navigation buttons allow moving forward and backward through pages within each section.
Exploring the ICA (Institute of Contemporary Art)Joanna Nawn
This slideshare explains my visit to the ICA and the pieces that I found the most interesting while I was there. The featured artists during my trip were Christopher Knowles, Josephine Pryde and Becky Suss.
The document contains a multiple choice quiz about image editing and hosting sites. It asks 10 questions about image editing techniques like cropping, adjusting brightness and contrast, compression and resizing. It also asks questions about different image hosting sites like Imgur, Flickr, Photobucket, and Zenfolio. An answer key is provided at the end with the letter of the correct answer for each question.
This document provides a list of educational resources for teachers. It describes websites and apps for lesson planning, organizing class schedules, providing instructional videos, facilitating virtual guest speakers, cloud storage, sharing files, social networking, creating websites and presentations, bookmarking resources, video creation, and interactive assessments. Key resources highlighted include Planboard, Mathvids, the Smithsonian, Google Drive, Twitter, Scoop-It, Symbaloo, Wix, MentorMob, Powtoons, Khan Academy, Animoto, Haiku Deck, Popplet, and Nearpod. The document encourages teachers to use different technological tools that best suit their needs and skill levels in their classrooms.
Bradley Munn is an animator seeking work with a B.A. in Computer Animation from Full Sail University. He has skills in 3D and 2D animation software like Maya, Toon Boom, and After Effects. His experience includes animation featured on Long Winter Studios and collaborating with animator Adam Phillips.
The document describes the technologies and software used to create a magazine, and what was learned from the process. It discusses using a DSLR camera, studio lighting equipment, and Adobe software like Photoshop and InDesign. Specific techniques learned include using manual camera settings, positioning lights for different effects, and editing photos in layers. Comparing an initial student magazine to the final product, it's noted more was learned about magazine conventions like eye contact on the cover and establishing a clear brand identity.
The document discusses what was learned from creating a magazine product. It describes the hardware, software, and photography techniques used, including learning how to properly position lights and use a DSLR camera. Adobe Photoshop was crucial for editing photos and laying out the magazine. Comparisons are made between the initial student magazine prototype and the final product, noting improvements such as using eye contact, appropriate colors, and more visually appealing layouts to engage readers.
This document outlines the structure and navigation of a website for an education portfolio. The top navigation bar remains visible across all pages and includes links to sections on 21st century schools, professionalism, and best works essays. The site navigation is only available from the home page. Key sections include reflections, 21st century teaching standards, and artifacts representing work. Individual pages provide an artifact explanation, sample artifact, and associated teaching standard. Navigation buttons allow moving forward and backward through pages within each section.
Exploring the ICA (Institute of Contemporary Art)Joanna Nawn
This slideshare explains my visit to the ICA and the pieces that I found the most interesting while I was there. The featured artists during my trip were Christopher Knowles, Josephine Pryde and Becky Suss.
The document contains a multiple choice quiz about image editing and hosting sites. It asks 10 questions about image editing techniques like cropping, adjusting brightness and contrast, compression and resizing. It also asks questions about different image hosting sites like Imgur, Flickr, Photobucket, and Zenfolio. An answer key is provided at the end with the letter of the correct answer for each question.
This document provides an overview of different technology-based arts topics, including digital photography, video games, digital painting, and video technology/imaging. For digital photography, it describes how digital cameras work and the differences between point-and-shoot and DSLR cameras. It also outlines principles of video games and warns that they should be recreational rather than an entire lifestyle. Digital painting and video technology/imaging are introduced as artistic and medical/scientific uses of technology respectively.
I love free – transforming your classroom with web 2.0Jan Coley
This document discusses various Web 2.0 tools that can be used in the classroom, including their educational uses and advantages. It describes applications like Wordle, Visuword, Quizlet, Animoto, and Photo Story 3 that allow students to collaborate, share information, and engage with course content in new ways. Overall, the document promotes Web 2.0 tools for making learning more interactive, accessible from any device, and tailored to individual students' needs.
A presentation introducing undergraduate marketing students to the use of still pictures in storytelling. Part of a series of practical workshops designed to develop elementary multi-media journalism skills (part of a content marketing module).
The document provides guidelines for creating a website for an Introduction to Sculpture course. Students must include: a bio page, project development page documenting 100 drawings and artist research, and a finished works page with documentation of completed projects, including titles, dimensions, materials, and images. The website should be hosted on platforms like Wix or Weebly and include at least 3 images of each finished work properly lit from different angles. Photoshop tutorials are provided for editing images by cropping, resizing to under 2MB, and adding captions with required metadata.
How did you use media technologies in the construction and research, planning...niallashmore
The document discusses how various media technologies were used at different stages of a coursework project. During research and planning, iMac computers and Photoshop were used to conduct research online and design drafts. Presentations were created using Prezi and SlideShare. Digital cameras and lighting techniques were researched for images. During construction, Photoshop and Weebly were the main tools used to produce the regional magazine, web pages, and billboard advertisement. Photoshop tutorials were referenced to learn new skills. Evaluation of the project was presented using Prezi, SlideShare, Microsoft Word, and PowerPoint to showcase the process visually.
This document provides recommendations for online tools to use for presentations, videos and photography, and mobile tools. It lists several websites for creating and sharing online presentations, slideshows and videos from photos and video clips. It also identifies some mobile apps for conducting polls and surveys, making phone calls and conferences, setting reminders and organizing tasks by voice.
Get the Picture: Bringing life to your institution’s digital marketing with ...Lindsay Nyquist
We all understand the power of imagery in our social and web platforms, but what can we create beyond standard photos and videos? Animated text, GIFs, and cinemagraphs are eye-catching methods to engage with your audience and have fun while you do it! By creating our own content rather than appropriating pop culture memes, we develop content that better represents our unique institutions amd their culture and traditions.
In this session, we'll examine methods to create compelling visuals with Adobe products or specialty design apps. You'll walk away with step-by-step instructions and best practices for producing your own GIFs, animations, and cinemagraphs!
The document discusses the technologies used to create a product and what was learned from using each one. Photoshop was used to make text and designs stand out more on pages. Blogger allowed categorizing posts, including slides and surveys, and learning HTML embedding. Dafont expanded options for fonts. Survey Monkey, PowerPoint and Excel helped with research collection and presentation. A digital camera, USB cable and computer were essential for photo editing and transferring files. While most software choices increased quality, basic alternatives could have worked with sacrifices to professionalism and audience engagement. Both benefits and limitations of technology reliance were discussed.
I used various technologies to create my magazine project. I used Blogger to create a website to upload my work, including images, Scribd documents, Prezi presentations, and YouTube videos. I used Prezi to creatively present my work with images and text. I created PowerPoint presentations to display my work, which I then embedded into my blog using SlideShare. I took photos for my magazine using a Canon DSLR camera. I designed pages in Photoshop, learning tools like the selection, text, and shape tools. I downloaded fonts from Dafont and used QuarkXPress to layout my magazine pages. Overall, I gained experience with multiple technologies for publishing my magazine project.
This document provides guidelines for three IT and digital media projects: a poster, leaflet, and webpage. It specifies the software to use (Adobe Illustrator, Photoshop, InDesign, and Wix), file formats, and skills that must be demonstrated for each project, such as drawing, transforming, coloring images, and applying effects. Students must use their own original work and properly source any online resources. The poster and leaflet require inclusion of graphics, photos, and text while demonstrating specific software techniques. The webpage must contain multimedia elements like graphics, audio, video, and animation across various content sections.
The document discusses various technologies the author learned about and used during the process of creating their product. They used Adobe Photoshop to create professional images for their magazine, learned how to export images and use color gradients. BlogSpot was used to organize their work and research in chronological order and they learned how to edit HTML and embed content. Prezi was used to create brainstorms and present research in an organized manner. YouTube, Slideshare, InDesign, Internet Explorer, Microsoft Word and PowerPoint, and a Canon camera were also utilized at various stages of research, content creation, and production.
Amy Lea has learned how to use various technologies through constructing her media product. She used Blogger to create a blog to upload her work, including images, documents, and videos. Amy also used Prezi to creatively present her work with images and text. She created PowerPoint presentations and embedded them on her blog using SlideShare. Additionally, Amy downloaded fonts from Dafont.com to use in her magazine and took photos for her magazine using a Canon DSLR camera. Finally, she used Photoshop to design elements of her magazine, such as the cover page, through tools like shapes, text, and editing images.
The document outlines several resources and equipment that will be used for production work including a camera, iPhone, Photoshop, Paint.net, and Wix.com. Photos will be taken with the camera and iPhone, uploaded to a computer, and edited in Photoshop to remove backgrounds and add filters before being manipulated in Paint.net to create layered images for a billboard and magazine. Finally, Wix.com will be used to design and publish an interactive website by following the step-by-step guide to insert colors, text, images, and designs.
The document provides tips for digital photography, including basic techniques like using the rule of thirds for composition and getting close to the subject. It also discusses using natural light and fill flash to properly expose scenes. Finally, it lists several photo sharing websites where photographers can display and sell their work.
The student learned several technologies during the process of constructing their magazine product. They learned how to upload photos from their phone to their computer using a USB cable. They also learned how to use Blogger.com to upload their coursework progress and Dropbox to transfer photos from their phone. Additionally, the student learned techniques for using Adobe Photoshop CS6 like resizing images while maintaining proportions. They also had to use Scribd to import Word documents onto their blog since Blogger does not support that file type directly.
The document discusses the various media technologies used at different stages of creating a music video, including:
1) Research was conducted online using YouTube for video analysis and Photoshop tutorials, as well as Google to research conventions and find images. PowerPoint and Word were used to record and organize ideas.
2) A digital camera was used to take photos for the storyboard during the planning stage.
3) A video camera with useful features like zoom and manual focus was used to film footage during the production stage. A tripod was also used.
4) iTunes was used to purchase the song used in the music video for better quality than a YouTube file. Photoshop and InDesign were used
The document discusses the equipment, software, and online applications used to create and present a media production project. The main equipment was a Nikon D5100 camera and Nikon lenses, which were used to film footage. Final Cut Pro and Motion 5 were used for editing, adding titles, and converting the film to black and white. Additional software included GarageBand and iPhoto. Online applications like Prezi, Storyboard, and SlideShare were used to present writing, while YouTube and Vimeo hosted the finished production. Overall, the document discusses the development of skills in using various equipment, software, and online tools for a media production project.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document provides an overview of different technology-based arts topics, including digital photography, video games, digital painting, and video technology/imaging. For digital photography, it describes how digital cameras work and the differences between point-and-shoot and DSLR cameras. It also outlines principles of video games and warns that they should be recreational rather than an entire lifestyle. Digital painting and video technology/imaging are introduced as artistic and medical/scientific uses of technology respectively.
I love free – transforming your classroom with web 2.0Jan Coley
This document discusses various Web 2.0 tools that can be used in the classroom, including their educational uses and advantages. It describes applications like Wordle, Visuword, Quizlet, Animoto, and Photo Story 3 that allow students to collaborate, share information, and engage with course content in new ways. Overall, the document promotes Web 2.0 tools for making learning more interactive, accessible from any device, and tailored to individual students' needs.
A presentation introducing undergraduate marketing students to the use of still pictures in storytelling. Part of a series of practical workshops designed to develop elementary multi-media journalism skills (part of a content marketing module).
The document provides guidelines for creating a website for an Introduction to Sculpture course. Students must include: a bio page, project development page documenting 100 drawings and artist research, and a finished works page with documentation of completed projects, including titles, dimensions, materials, and images. The website should be hosted on platforms like Wix or Weebly and include at least 3 images of each finished work properly lit from different angles. Photoshop tutorials are provided for editing images by cropping, resizing to under 2MB, and adding captions with required metadata.
How did you use media technologies in the construction and research, planning...niallashmore
The document discusses how various media technologies were used at different stages of a coursework project. During research and planning, iMac computers and Photoshop were used to conduct research online and design drafts. Presentations were created using Prezi and SlideShare. Digital cameras and lighting techniques were researched for images. During construction, Photoshop and Weebly were the main tools used to produce the regional magazine, web pages, and billboard advertisement. Photoshop tutorials were referenced to learn new skills. Evaluation of the project was presented using Prezi, SlideShare, Microsoft Word, and PowerPoint to showcase the process visually.
This document provides recommendations for online tools to use for presentations, videos and photography, and mobile tools. It lists several websites for creating and sharing online presentations, slideshows and videos from photos and video clips. It also identifies some mobile apps for conducting polls and surveys, making phone calls and conferences, setting reminders and organizing tasks by voice.
Get the Picture: Bringing life to your institution’s digital marketing with ...Lindsay Nyquist
We all understand the power of imagery in our social and web platforms, but what can we create beyond standard photos and videos? Animated text, GIFs, and cinemagraphs are eye-catching methods to engage with your audience and have fun while you do it! By creating our own content rather than appropriating pop culture memes, we develop content that better represents our unique institutions amd their culture and traditions.
In this session, we'll examine methods to create compelling visuals with Adobe products or specialty design apps. You'll walk away with step-by-step instructions and best practices for producing your own GIFs, animations, and cinemagraphs!
The document discusses the technologies used to create a product and what was learned from using each one. Photoshop was used to make text and designs stand out more on pages. Blogger allowed categorizing posts, including slides and surveys, and learning HTML embedding. Dafont expanded options for fonts. Survey Monkey, PowerPoint and Excel helped with research collection and presentation. A digital camera, USB cable and computer were essential for photo editing and transferring files. While most software choices increased quality, basic alternatives could have worked with sacrifices to professionalism and audience engagement. Both benefits and limitations of technology reliance were discussed.
I used various technologies to create my magazine project. I used Blogger to create a website to upload my work, including images, Scribd documents, Prezi presentations, and YouTube videos. I used Prezi to creatively present my work with images and text. I created PowerPoint presentations to display my work, which I then embedded into my blog using SlideShare. I took photos for my magazine using a Canon DSLR camera. I designed pages in Photoshop, learning tools like the selection, text, and shape tools. I downloaded fonts from Dafont and used QuarkXPress to layout my magazine pages. Overall, I gained experience with multiple technologies for publishing my magazine project.
This document provides guidelines for three IT and digital media projects: a poster, leaflet, and webpage. It specifies the software to use (Adobe Illustrator, Photoshop, InDesign, and Wix), file formats, and skills that must be demonstrated for each project, such as drawing, transforming, coloring images, and applying effects. Students must use their own original work and properly source any online resources. The poster and leaflet require inclusion of graphics, photos, and text while demonstrating specific software techniques. The webpage must contain multimedia elements like graphics, audio, video, and animation across various content sections.
The document discusses various technologies the author learned about and used during the process of creating their product. They used Adobe Photoshop to create professional images for their magazine, learned how to export images and use color gradients. BlogSpot was used to organize their work and research in chronological order and they learned how to edit HTML and embed content. Prezi was used to create brainstorms and present research in an organized manner. YouTube, Slideshare, InDesign, Internet Explorer, Microsoft Word and PowerPoint, and a Canon camera were also utilized at various stages of research, content creation, and production.
Amy Lea has learned how to use various technologies through constructing her media product. She used Blogger to create a blog to upload her work, including images, documents, and videos. Amy also used Prezi to creatively present her work with images and text. She created PowerPoint presentations and embedded them on her blog using SlideShare. Additionally, Amy downloaded fonts from Dafont.com to use in her magazine and took photos for her magazine using a Canon DSLR camera. Finally, she used Photoshop to design elements of her magazine, such as the cover page, through tools like shapes, text, and editing images.
The document outlines several resources and equipment that will be used for production work including a camera, iPhone, Photoshop, Paint.net, and Wix.com. Photos will be taken with the camera and iPhone, uploaded to a computer, and edited in Photoshop to remove backgrounds and add filters before being manipulated in Paint.net to create layered images for a billboard and magazine. Finally, Wix.com will be used to design and publish an interactive website by following the step-by-step guide to insert colors, text, images, and designs.
The document provides tips for digital photography, including basic techniques like using the rule of thirds for composition and getting close to the subject. It also discusses using natural light and fill flash to properly expose scenes. Finally, it lists several photo sharing websites where photographers can display and sell their work.
The student learned several technologies during the process of constructing their magazine product. They learned how to upload photos from their phone to their computer using a USB cable. They also learned how to use Blogger.com to upload their coursework progress and Dropbox to transfer photos from their phone. Additionally, the student learned techniques for using Adobe Photoshop CS6 like resizing images while maintaining proportions. They also had to use Scribd to import Word documents onto their blog since Blogger does not support that file type directly.
The document discusses the various media technologies used at different stages of creating a music video, including:
1) Research was conducted online using YouTube for video analysis and Photoshop tutorials, as well as Google to research conventions and find images. PowerPoint and Word were used to record and organize ideas.
2) A digital camera was used to take photos for the storyboard during the planning stage.
3) A video camera with useful features like zoom and manual focus was used to film footage during the production stage. A tripod was also used.
4) iTunes was used to purchase the song used in the music video for better quality than a YouTube file. Photoshop and InDesign were used
The document discusses the equipment, software, and online applications used to create and present a media production project. The main equipment was a Nikon D5100 camera and Nikon lenses, which were used to film footage. Final Cut Pro and Motion 5 were used for editing, adding titles, and converting the film to black and white. Additional software included GarageBand and iPhoto. Online applications like Prezi, Storyboard, and SlideShare were used to present writing, while YouTube and Vimeo hosted the finished production. Overall, the document discusses the development of skills in using various equipment, software, and online tools for a media production project.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. Portfolio Workshop
For entrance to the PSA Art Program
Photographing work
Documenting digital media
Photoshop refinements
Flickr account
Online application
3. The wrong way to photograph your art:
• Walk up to your art hanging on a wall.
• Bring the camera to your eye.
Photographing work
• Take a snapshot.
Documenting digital media
Photoshop refinements
Flickr account
Online application
4. A good way to photograph your art:
• Choose a good camera. Don’t have one?...
• Go to the Library: check one out from Media Commons
Photographing work
• http://mediacommons.psu.edu/
Documenting digital media • ... but even a point-and-shoot can work
Photoshop refinements
Flickr account
Online application
5. A good way to photograph your art:
• Choose the highest megapixel setting
• Turn off flash
Photographing work
• If possible:
Documenting digital media • set ISO to 100 and aperture to F/8
Photoshop refinements • Choose a fast shutter speed
Flickr account • White balance the camera
Online application • Clean the lens with soft, lint-free cloth
6. A good way to photograph your art:
• Select a location:
• Inside: use a pair of lights equally spaced
Photographing work
• Outside: avoid direct sun... find shade on a sunny day
Documenting digital media • Place your art upright:
Photoshop refinements • Inside: pin or hang on clean wall or backdrop material
Flickr account • Outside: Nearly vertical sheet of cardboard with
Online application backdrop material... lean or pin art to it
7. A good way to photograph your art:
• USE A TRIPOD
• Center your image
Photographing work
• Level camera with 2D artwork: planes should be ||
Documenting digital media • Shoot 3D work from a logical eye level
Photoshop refinements • Composition should include background... we’ll crop later
Flickr account • If available, use a delayed shutter to avoid jostling camera
Online application
8. If you have digital artwork:
• Convert Illustrator (vector) to highest quality JPEG
• Images from slideshows, videos: screen-capture to JPEG
Photographing work
• Videos: Flickr supports 90 second, >500MB clips
Documenting digital media • See Photoshop refinements for image quality tips
Photoshop refinements
Flickr account
Online application
9. Don’t fear Photoshop:
• Available in 343 Woodland
• Download images from camera and inspect for:
Photographing work
• Good detail in lightest and darkest areas
Documenting digital media • Whitest areas should not be COMPLETELY white
Photoshop refinements • Blurriness: not much to do except retake the image
Flickr account • Refocus camera or introduce more light
Online application • Dust: Dust&Scratches can work but better to retake
10. Don’t fear Photoshop:
• Problems Photoshop can help with:
• Distortion: this is known as “keystoning”
Photographing work
• Use Edit>Transform>Perspective and adjust
image against drag-out guides
Documenting digital media
Photoshop refinements • Color adjustments: due to incorrect white point
Flickr account • Use Image>Adjustments>Color Balance and
Online application adjust to take out tinting... watch white values
11. Don’t fear Photoshop:
• Cropping and editing final image:
• Use drag-out guides and the toolbar Crop tool
Photographing work
• EQUALIZE background around image... keep some
background so the edge of the work can be seen
Documenting digital media
Photoshop refinements • Maintain a MINIMUM of 1000 pixels
Flickr account • Use Image>Image Size to inspect pixel dimensions
Online application • Save As... create the highest quality JPEG possible
• Set to 12 with the slider and Baseline (“Standard”)
12. Set up Flickr portfolio:
• You MIGHT already have one... but create NEW portfolio
• Upload 10 images: include a range (drawing, sculpture,
digital, etc.) regardless of intended concentration
Photographing work
Documenting digital media
• A common oversight: set images to be PUBLIC
Photoshop refinements • Instructions are on the sample PSA Portfolio at
Flickr account http://www.flickr.com/photos/williamcromar/sets/72157627167645545/
Online application
13. Apply Current PSU Students
• Application is ONLINE and FREE
• Full submission includes:
Photographing work • A PSA Portfolio Set on Flickr
Documenting digital media • A Portfolio Submission - Current Student form
Photoshop refinements • Instructions and form are available at
Flickr account http://www.abington.psu.edu/academics/majors-programs/majors-abington/art/apply/sub
Online application
14. Apply New PSU Applicants
• Application is ONLINE and FREE
• Full submission includes:
Photographing work • A PSA Portfolio Set on Flickr
Documenting digital media • A Portfolio Submission - New Student form
Photoshop refinements • Instructions and form are available at
Flickr account http://www.abington.psu.edu/academics/majors-programs/majors-abington/art/apply/nsps
Online application
16. Art at Penn State Abington
http://www.abington.psu.edu/art
http://www.facebook.com/pages/Penn-State-Abington-Art-Program/178986435492483
http://newmediaabington.pbworks.com/w/page/25846414/New Media Wiki
Bonnie Levinthal | blevinthal@psu.edu
Yvonne Love | ymm1@psu.edu
William Cromar | wrc11@psu.edu