This document provides instructions for a photography art project that can be done with students in Key Stage 2. It involves looking at example artworks, learning about cameras, taking photos around the school, manipulating the photos digitally, and further developing the compositions in sketchbooks. The project is designed to be completed over multiple sessions or condensed into a longer session. It aims to teach students photographic composition and digital editing skills while exploring themes from example artworks.
Production techniques evaluation. - I-C-KIndieKidd
This document summarizes a student's graphic design, radio production, and advergame experiments project. It includes reflections on the strengths and weaknesses of the projects, things learned, and areas for improvement. The student created a recycling-themed poster in Photoshop, a radio advertisement in Premiere Pro promoting taking a break with Coke, and an advergame in Photoshop about recycling Coke bottles. The poster is identified as the most professional product. Key lessons included time management, triple checking work, and asking more questions when unsure. Areas to develop further include skills with animation and game development.
How to create powerful presentationsllashleybocker
The document provides guidance on creating effective presentations and using different types of technology to support teaching and learning. It discusses 10 steps for planning a presentation, including starting with the intended outcomes, researching the topic, creating an outline, drafting the presentation, and incorporating repetition. It also describes different audio, visual, video, and display technologies that can be used in the classroom, such as cassette recorders, projectors, printed materials, and internet videos. The guidance emphasizes choosing a clear structure, developing an engaging opening, and leaving time for questions.
Status Media, Inc. is a full service media and marketing company that has over a decade of experience offering services like graphic design, video production, printing, vehicle wrapping, billboards, and street marketing. It has a range of clients in industries like fashion, music, and advertising. The company can help design marketing campaigns across various channels including websites, print, mobile media, and billboards.
Windows Firewall can be preconfigured by modifying the Windows Firewall .inf file before or after installation. The .inf file allows modifying default settings like the operational mode, disabling notifications, and adding programs or ports to the exceptions list. Network administrators can use these options in the .inf file to customize Windows Firewall settings for scenarios like having a third-party firewall enabled by default or ensuring certain preinstalled programs or services work properly out of the box.
Shinsei produces various body care products including foot deodorant, peeling cream, high hydration cream, relaxing gel, moisturizing cream, relaxing body gel, emollient gel, laser cream, and a feet spa kit set. The products contain natural ingredients like aloe vera and calendula and are designed to hydrate, exfoliate, relax, and care for the skin. Shinsei uses a strict production process with selected raw materials to ensure high quality products.
This document is a preface to the book "Think and Grow Rich" by Napoleon Hill. It summarizes that the book conveys the experiences of over 500 men who became wealthy from nothing except their thoughts, ideas, and organized plans. It describes what to do and how to do it to make money, including how to sell your personal services. It also provides a system to self-analyze what has previously prevented the reader from becoming wealthy. The book was inspired by Andrew Carnegie and aims to teach the principles of accumulating enough money to achieve financial independence.
This document outlines an art project using photography that was developed with children. It includes sections on the artist's own work, other artists' work, developing the project with children through taking photos and manipulating images, examples of the children's final outcomes, and links to the national curriculum. The project aimed to motivate boys in art by having them explore landscapes through photography.
This document outlines an art project using photography with children and its connections to the national curriculum. It includes a breakdown of the project, examples of children's work, and motivations for engaging boys. The project introduced children to the artist's photography work, had them take and discuss photos, then manipulate and arrange them in sketchbooks. It links to subject areas like science, geography, and history. The goal was to engage a boy disliking art by developing his ideas and perception of ability.
Production techniques evaluation. - I-C-KIndieKidd
This document summarizes a student's graphic design, radio production, and advergame experiments project. It includes reflections on the strengths and weaknesses of the projects, things learned, and areas for improvement. The student created a recycling-themed poster in Photoshop, a radio advertisement in Premiere Pro promoting taking a break with Coke, and an advergame in Photoshop about recycling Coke bottles. The poster is identified as the most professional product. Key lessons included time management, triple checking work, and asking more questions when unsure. Areas to develop further include skills with animation and game development.
How to create powerful presentationsllashleybocker
The document provides guidance on creating effective presentations and using different types of technology to support teaching and learning. It discusses 10 steps for planning a presentation, including starting with the intended outcomes, researching the topic, creating an outline, drafting the presentation, and incorporating repetition. It also describes different audio, visual, video, and display technologies that can be used in the classroom, such as cassette recorders, projectors, printed materials, and internet videos. The guidance emphasizes choosing a clear structure, developing an engaging opening, and leaving time for questions.
Status Media, Inc. is a full service media and marketing company that has over a decade of experience offering services like graphic design, video production, printing, vehicle wrapping, billboards, and street marketing. It has a range of clients in industries like fashion, music, and advertising. The company can help design marketing campaigns across various channels including websites, print, mobile media, and billboards.
Windows Firewall can be preconfigured by modifying the Windows Firewall .inf file before or after installation. The .inf file allows modifying default settings like the operational mode, disabling notifications, and adding programs or ports to the exceptions list. Network administrators can use these options in the .inf file to customize Windows Firewall settings for scenarios like having a third-party firewall enabled by default or ensuring certain preinstalled programs or services work properly out of the box.
Shinsei produces various body care products including foot deodorant, peeling cream, high hydration cream, relaxing gel, moisturizing cream, relaxing body gel, emollient gel, laser cream, and a feet spa kit set. The products contain natural ingredients like aloe vera and calendula and are designed to hydrate, exfoliate, relax, and care for the skin. Shinsei uses a strict production process with selected raw materials to ensure high quality products.
This document is a preface to the book "Think and Grow Rich" by Napoleon Hill. It summarizes that the book conveys the experiences of over 500 men who became wealthy from nothing except their thoughts, ideas, and organized plans. It describes what to do and how to do it to make money, including how to sell your personal services. It also provides a system to self-analyze what has previously prevented the reader from becoming wealthy. The book was inspired by Andrew Carnegie and aims to teach the principles of accumulating enough money to achieve financial independence.
This document outlines an art project using photography that was developed with children. It includes sections on the artist's own work, other artists' work, developing the project with children through taking photos and manipulating images, examples of the children's final outcomes, and links to the national curriculum. The project aimed to motivate boys in art by having them explore landscapes through photography.
This document outlines an art project using photography with children and its connections to the national curriculum. It includes a breakdown of the project, examples of children's work, and motivations for engaging boys. The project introduced children to the artist's photography work, had them take and discuss photos, then manipulate and arrange them in sketchbooks. It links to subject areas like science, geography, and history. The goal was to engage a boy disliking art by developing his ideas and perception of ability.
The document summarizes a student's final project at the Copenhagen Institute of Interaction Design where he explored new potential uses for cameras beyond just taking photos, with a focus on designing cameras for children. Through research including interacting with children, he developed several camera concepts aimed at communication, outdoor play, and new ways to view and share images. He created prototypes to test the concepts and refined the designs based on feedback from experience testing with children.
The document provides guidance for developing a 4-day unit plan to teach at summer camp. It recommends choosing an engaging title, planning interactive daily activities centered around active learning rather than lectures, incorporating work on a final product each day, and using "hooks" like video clips to grab students' attention at the start of lessons. The goals are to create two overarching goals for the unit that span the content and may be guided by but do not have to directly use the state standards.
Digital stories begin with an idea that is made more concrete by writing a proposal, crafting a paragraph, or using other pre-writing tools. Students then research and learn about their topic to build a base of information for their story. They plan their story visually with a storyboard that maps out images, video, and script. Finally, students gather and create the images, audio, and video for their story, then combine these elements and share their finished digital story.
The document provides guidance for students creating a video tour of their school for incoming students. It outlines objectives like planning the video, deciding locations to photograph, and assigning roles to team members. Students are instructed to make lists of locations they want to capture and may miss. The next lesson involves taking photos around the school, with rules to not photograph people. Later lessons focus on planning the movie using a storyboard, considering audience and purpose, and deciding which photos and transitions to use.
Our students need to develop skills in analyzing and constructing sequential narratives in visual form. One way to do this is by having students construct their own visual narratives using images from films. Initially, this involved printing out images from films and arranging them with blu-tack. However, using Comic Life software allows students to digitally arrange and annotate images within templates. This helps students learn to deconstruct trailers and other visual texts by analyzing things like editing, camera work, and narrative structure.
This document summarizes Chelsea Kierans' induction project for developing study skills at CERTA L2. It includes tasks such as research on optical art using web sources and images by artist Bridget Riley, idea generation for a poster individually and in a group, planning and scheduling, poster production, and evaluation. Chelsea found it challenging to find an appropriate background for the poster and to use Photoshop again after forgetting skills, but was able to solve these problems. Feedback from her tutor helped improve the poster. Chelsea learns best visually and kinesthetically by seeing examples and doing hands-on work.
This document lists 18 ways to use a visualizer in the classroom and provides tips for each idea. Some of the suggested uses include using the visualizer to peer review student work, model shapes and skills, view changes over time in plants or other objects, teach calculator functions, and share apps using an iPad. Contributors are invited to add their own tips and ways they have used visualizers in the classroom.
The document summarizes design decisions made for the BuurtArt project, which has pupils use tablets to create artworks based on locations in their neighborhood. Key decisions included using the iPad for its connection to students' experiences and choosing apps like Aurasma and Sikkens Color Concepts that allow importing photos and adding colors. Teachers have a guide on the tablet and significant role in the project. The interface uses a square of blocks and colors for visibility. Feedback was gathered from teachers, publishers, and students to improve the clarity and support provided in the tasks and instructions.
This document provides instructions for using the augmented reality app Aurasma in the classroom. It explains that Aurasma allows teachers to create augmented reality content called "Auras" by recording videos and linking them to printed trigger images. Teachers can then create a public channel to share their Auras so students can scan the trigger images to view the augmented content. The document outlines the step-by-step process for teachers and students to create and view Auras, including downloading the app, making accounts, recording and linking videos to images, and sharing the content with a class channel. It suggests ways Aurasma could be used in the classroom and encourages teachers to contact the author for additional help or resources.
This document lists and describes 17 ways to use a visualizer in the classroom. Some examples include using it to peer review student work, model shapes and skills, investigate magnetic fields, view changes over time in plants or other objects, teach calculator use, and share apps on an iPad. Tips are provided for each idea, such as recording students as they work through problems or annotating over images on an interactive whiteboard. The document encourages sharing additional tips and provides contact information for the author.
This lesson plan outlines a 2 hour art and ICT lesson with the following learning objectives: for students to participate in a discussion about other artists' work and to use ICT to create art. The lesson involves students discussing an example piece of art, taking photos around the school with digital cameras, uploading the photos to computers, and using software to manipulate the images. Teaching assistants will help facilitate discussions and assist students. The lesson aims to have students consider composition and techniques when discussing and creating their own digital artworks based on photographs.
This is my presentation from our EARCOS Weekend Workshop "Transforming Learning with the iPad" at Shekou International School in Shenzhen, China.
http://elearning.sis.org.cn/transformipad/
As educators, we are constantly assessing our students’ understanding of their learning to inform instruction and evaluation. When we can see and hear how they are processing and making meaning of concepts and skills, we can provide more targeted instruction and support for their success. In this session we will explore ways teachers and students can use iPads to demonstrate and document thinking and learning.
This document provides guidance for teachers planning a 4-day instructional unit for a summer camp. It recommends choosing an engaging title for the unit, developing interactive daily activities rather than lectures or internet research, incorporating "hooks" to grab students' attention, and scheduling time each day for students to work on their final project. Teachers should avoid packing too much information into the first day or leaving most project work until the last day.
This document provides guidance for teachers planning a 4-day instructional camp unit. It recommends choosing an engaging title, developing interactive daily activities rather than lectures, incorporating hands-on work each day toward a final product, and using attention-grabbing hooks like videos or facts to introduce lessons. Teachers should avoid cramming information on the first day or relying solely on internet research. The goal is to create an interactive learning experience for students throughout the camp.
The document discusses 20 ways that digital cameras can be used in the classroom, including taking photos to illustrate vocabulary words, document science experiments, and prompt creative writing. It then discusses using photos taken by students for self-portraits, avatars to represent students online, creating photomontages inspired by artist David Hockney, and an anti-bullying campaign where students take self-portraits styled as someone else. Overall, the document provides ideas for incorporating student-taken photos into classroom lessons and projects across various subjects.
This document provides tips and strategies for promoting learning and understanding in a virtual classroom setting. It discusses using tools like chat, emoticons, and polling in web conferences to encourage interaction. It also recommends using games, worksheets, activities, and exercises to help learners process and apply the material in an engaging way. Some key tips mentioned include practicing presentations, allowing for long pauses, considering class size, and recording demonstration videos. The overall message is that doing activities helps solidify understanding better than just hearing or seeing material.
Postcode Stories is a location-based story challenge in which teams create their own guided tour to a neighborhood through stories plotted on a map. This guide enables facilitators to run their own Postcode Stories challenge through a step-by-step process including preparing theme, picture, and knowledge cards; having teams choose locations, develop stories, and record audio; and sharing the finished stories through online and offline channels. Further assistance is available from the Postcode Stories team.
This document provides guidance on preparing for a film shoot by outlining 7 key steps: 1) writing a script, 2) walking through scenes, 3) scouting locations, 4) creating a digital storyboard, 5) making a shot list, 6) taking test footage, and 7) scheduling the shoot. It emphasizes the importance of being organized through thorough pre-production work like writing a script, scouting locations to identify challenges, and creating a shot list and schedule to ensure all necessary shots are captured. Being prepared through these steps allows the creative talents of the filmmakers to shine on the day of the shoot.
The document summarizes a student's final project at the Copenhagen Institute of Interaction Design where he explored new potential uses for cameras beyond just taking photos, with a focus on designing cameras for children. Through research including interacting with children, he developed several camera concepts aimed at communication, outdoor play, and new ways to view and share images. He created prototypes to test the concepts and refined the designs based on feedback from experience testing with children.
The document provides guidance for developing a 4-day unit plan to teach at summer camp. It recommends choosing an engaging title, planning interactive daily activities centered around active learning rather than lectures, incorporating work on a final product each day, and using "hooks" like video clips to grab students' attention at the start of lessons. The goals are to create two overarching goals for the unit that span the content and may be guided by but do not have to directly use the state standards.
Digital stories begin with an idea that is made more concrete by writing a proposal, crafting a paragraph, or using other pre-writing tools. Students then research and learn about their topic to build a base of information for their story. They plan their story visually with a storyboard that maps out images, video, and script. Finally, students gather and create the images, audio, and video for their story, then combine these elements and share their finished digital story.
The document provides guidance for students creating a video tour of their school for incoming students. It outlines objectives like planning the video, deciding locations to photograph, and assigning roles to team members. Students are instructed to make lists of locations they want to capture and may miss. The next lesson involves taking photos around the school, with rules to not photograph people. Later lessons focus on planning the movie using a storyboard, considering audience and purpose, and deciding which photos and transitions to use.
Our students need to develop skills in analyzing and constructing sequential narratives in visual form. One way to do this is by having students construct their own visual narratives using images from films. Initially, this involved printing out images from films and arranging them with blu-tack. However, using Comic Life software allows students to digitally arrange and annotate images within templates. This helps students learn to deconstruct trailers and other visual texts by analyzing things like editing, camera work, and narrative structure.
This document summarizes Chelsea Kierans' induction project for developing study skills at CERTA L2. It includes tasks such as research on optical art using web sources and images by artist Bridget Riley, idea generation for a poster individually and in a group, planning and scheduling, poster production, and evaluation. Chelsea found it challenging to find an appropriate background for the poster and to use Photoshop again after forgetting skills, but was able to solve these problems. Feedback from her tutor helped improve the poster. Chelsea learns best visually and kinesthetically by seeing examples and doing hands-on work.
This document lists 18 ways to use a visualizer in the classroom and provides tips for each idea. Some of the suggested uses include using the visualizer to peer review student work, model shapes and skills, view changes over time in plants or other objects, teach calculator functions, and share apps using an iPad. Contributors are invited to add their own tips and ways they have used visualizers in the classroom.
The document summarizes design decisions made for the BuurtArt project, which has pupils use tablets to create artworks based on locations in their neighborhood. Key decisions included using the iPad for its connection to students' experiences and choosing apps like Aurasma and Sikkens Color Concepts that allow importing photos and adding colors. Teachers have a guide on the tablet and significant role in the project. The interface uses a square of blocks and colors for visibility. Feedback was gathered from teachers, publishers, and students to improve the clarity and support provided in the tasks and instructions.
This document provides instructions for using the augmented reality app Aurasma in the classroom. It explains that Aurasma allows teachers to create augmented reality content called "Auras" by recording videos and linking them to printed trigger images. Teachers can then create a public channel to share their Auras so students can scan the trigger images to view the augmented content. The document outlines the step-by-step process for teachers and students to create and view Auras, including downloading the app, making accounts, recording and linking videos to images, and sharing the content with a class channel. It suggests ways Aurasma could be used in the classroom and encourages teachers to contact the author for additional help or resources.
This document lists and describes 17 ways to use a visualizer in the classroom. Some examples include using it to peer review student work, model shapes and skills, investigate magnetic fields, view changes over time in plants or other objects, teach calculator use, and share apps on an iPad. Tips are provided for each idea, such as recording students as they work through problems or annotating over images on an interactive whiteboard. The document encourages sharing additional tips and provides contact information for the author.
This lesson plan outlines a 2 hour art and ICT lesson with the following learning objectives: for students to participate in a discussion about other artists' work and to use ICT to create art. The lesson involves students discussing an example piece of art, taking photos around the school with digital cameras, uploading the photos to computers, and using software to manipulate the images. Teaching assistants will help facilitate discussions and assist students. The lesson aims to have students consider composition and techniques when discussing and creating their own digital artworks based on photographs.
This is my presentation from our EARCOS Weekend Workshop "Transforming Learning with the iPad" at Shekou International School in Shenzhen, China.
http://elearning.sis.org.cn/transformipad/
As educators, we are constantly assessing our students’ understanding of their learning to inform instruction and evaluation. When we can see and hear how they are processing and making meaning of concepts and skills, we can provide more targeted instruction and support for their success. In this session we will explore ways teachers and students can use iPads to demonstrate and document thinking and learning.
This document provides guidance for teachers planning a 4-day instructional unit for a summer camp. It recommends choosing an engaging title for the unit, developing interactive daily activities rather than lectures or internet research, incorporating "hooks" to grab students' attention, and scheduling time each day for students to work on their final project. Teachers should avoid packing too much information into the first day or leaving most project work until the last day.
This document provides guidance for teachers planning a 4-day instructional camp unit. It recommends choosing an engaging title, developing interactive daily activities rather than lectures, incorporating hands-on work each day toward a final product, and using attention-grabbing hooks like videos or facts to introduce lessons. Teachers should avoid cramming information on the first day or relying solely on internet research. The goal is to create an interactive learning experience for students throughout the camp.
The document discusses 20 ways that digital cameras can be used in the classroom, including taking photos to illustrate vocabulary words, document science experiments, and prompt creative writing. It then discusses using photos taken by students for self-portraits, avatars to represent students online, creating photomontages inspired by artist David Hockney, and an anti-bullying campaign where students take self-portraits styled as someone else. Overall, the document provides ideas for incorporating student-taken photos into classroom lessons and projects across various subjects.
This document provides tips and strategies for promoting learning and understanding in a virtual classroom setting. It discusses using tools like chat, emoticons, and polling in web conferences to encourage interaction. It also recommends using games, worksheets, activities, and exercises to help learners process and apply the material in an engaging way. Some key tips mentioned include practicing presentations, allowing for long pauses, considering class size, and recording demonstration videos. The overall message is that doing activities helps solidify understanding better than just hearing or seeing material.
Postcode Stories is a location-based story challenge in which teams create their own guided tour to a neighborhood through stories plotted on a map. This guide enables facilitators to run their own Postcode Stories challenge through a step-by-step process including preparing theme, picture, and knowledge cards; having teams choose locations, develop stories, and record audio; and sharing the finished stories through online and offline channels. Further assistance is available from the Postcode Stories team.
This document provides guidance on preparing for a film shoot by outlining 7 key steps: 1) writing a script, 2) walking through scenes, 3) scouting locations, 4) creating a digital storyboard, 5) making a shot list, 6) taking test footage, and 7) scheduling the shoot. It emphasizes the importance of being organized through thorough pre-production work like writing a script, scouting locations to identify challenges, and creating a shot list and schedule to ensure all necessary shots are captured. Being prepared through these steps allows the creative talents of the filmmakers to shine on the day of the shoot.
This tutorial offers a step-by-step guide on how to effectively use Pinterest. It covers the basics such as account creation and navigation, as well as advanced techniques including creating eye-catching pins and optimizing your profile. The tutorial also explores collaboration and networking on the platform. With visual illustrations and clear instructions, this tutorial will equip you with the skills to navigate Pinterest confidently and achieve your goals.
Boudoir photography, a genre that captures intimate and sensual images of individuals, has experienced significant transformation over the years, particularly in New York City (NYC). Known for its diversity and vibrant arts scene, NYC has been a hub for the evolution of various art forms, including boudoir photography. This article delves into the historical background, cultural significance, technological advancements, and the contemporary landscape of boudoir photography in NYC.
Hadj Ounis's most notable work is his sculpture titled "Metamorphosis." This piece showcases Ounis's mastery of form and texture, as he seamlessly combines metal and wood to create a dynamic and visually striking composition. The juxtaposition of the two materials creates a sense of tension and harmony, inviting viewers to contemplate the relationship between nature and industry.
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
Fashionista Chic Couture Maze & Coloring Adventures is a coloring and activity book filled with many maze games and coloring activities designed to delight and engage young fashion enthusiasts. Each page offers a unique blend of fashion-themed mazes and stylish illustrations to color, inspiring creativity and problem-solving skills in children.
1. ESAD304 Carly Peart
Using Photography within Art
Although I did this project with a Year 4 class it could easily be achieved with any Key Stage 2 class.
Additionally, by working in smaller groups and with more TA’s, it could also potentially be achieved with a KS1
class but may need to be done over several sessions.
This project was done over a two hour session, however alternatively you may want to break it down
over several sessions, spending time on:
- Looking at the artwork itself and deciding what theme to take from there
- Investigating cameras
- Taking the photos and uploading them
- Manipulating the images
- Working on the images further in their sketchbooks
However if time is limited, prior to this, you may just want to spend a session getting to know the software
(refer to Step 6) and how to manipulate the images so they are comfortable with this and it’s not new to them.
Resources
Resources required for this project: Access to computers
Printer (preferably colour)
Example of artists work (starting point) Sketchbooks
Examples of interesting photographs * Scissors
Digital cameras (preferably 1 between 2) Glue
Cables or card-readers to upload images Pencils
* Not essential
Step 1
Introduce artwork/image to be used as an initial starting point. I used an example of my own artwork;
however there are many other artists you may draw from.
Discuss what methods/materials/techniques may have gone in to creating this piece of art.
How do you think we could replicate that, or do something similar?
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2. ESAD304 Carly Peart
What do you think their theme/starting point was?
What makes the piece interesting to look at?
How has the artist considered composition?
Step 2
Discuss with children about their understanding of cameras;
Have they ever used a camera? If so, what sort of camera? (Digital, SLR, manual, disposable etc...
Do they know the different types of camera? Maybe they’ve seen some old cameras at museums, or
even at home!
Handing out the digital cameras, go over basics of how to use them, showing them;
How to turn on/off
How to take a photo
Hot to zoom in/out
Extension/Challenge: If working with Gifted and Talented, or wishing to challenge children, you may wish to
look more closely into some of the settings, e.g. fast shutter speed, portrait images, light sensitivity etc...
Discuss when and why you would need certain settings.
Step 3
Discuss what you will be photographing. We chose the theme of ‘Our School’ so discussed what sort of images
we could take that would be visually interesting. Weather permitting, why not take the children outside and
make the most of the outdoors (risk assessment). Perhaps have some examples of what you want from them
composition wise.
Composition:
Can we use zoom to make an object more ‘visually interesting’?
Can we think about the position of an object to make it more interesting to look at?
Do we have to photograph the whole object or could we select a smaller aspect?
Step 4
In pairs or small groups, send children out with Digital camera
Discuss boundaries/rules:
Being responsible with the camera
Taking turns
Staying within the designate area as set by you
Clear about how many photos you want them to take (I suggested 1 or 2 per person)
Time limit; when do you want them back?
Perhaps designate your TA to work with a lower ability group or with a higher ability group to stretch them,
whilst you have overall supervision of the children.
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3. ESAD304 Carly Peart
Step 5
Once they have taken their photos, the children will be eager to see them! So return to the classroom or ICT
suite (as appropriate), allowing the children to log on to the computers.
We then used cables (that come with the camera) or a card-reader to upload the photos off the camera onto
the computer. Where possible, encourage the children to do this process themselves to gain experience, many
of them may be competent at doing this, others however may not.
Cable: Attach cable to computer and camera. Follow individual camera instructions. Otherwise turn
camera on. The option to transfer the images should come up automatically, otherwise open the folder
in ‘My Computer’, and copy and paste them into a class folder.
Card-reader: Insert memory stick from camera into reader. Attach via USB port in computer. The option
to transfer the images should come up automatically, otherwise open the folder in ‘My Computer’, and
copy and paste them into a class folder.
If you can, try saving them in a general class folder as opposed to individual accounts (much easier to access!).
Step 6
Once images have been uploaded, demonstrate on the IWB where the children can access their images. Go
through these steps slowly to ensure all children are at the same stage.
Children should open up the software they are going to use. We used 2Simple; Photo Simple, but you may
have similar software. Basically you’re using a photo manipulation package aimed at children, however you
may want to try using Photo Shop however this is a more advanced package.
Once software is open, open up the photo.
Overview of 2Simple Software.
Brief snapshot of 2Simple: Photo Simple.
Step 7
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4. ESAD304 Carly Peart
Once the children have opened up their image, they can then start to manipulate it how they wish; e.g.
distorting the image, changing the colours, orientation, contrast, etc... Encourage them to play around with it
as they wish.
Step 8
The next few stages no longer involve the use of ICT so you may want to leave it there, and either print them
off or leave them on the school server. However, we chose to continue it into sketchbook work and expand it.
Print off images (preferably in colour if allowed).
Thinking back to composition and the artwork we looked at initially, how could we change the
composition of our photograph?
How could we cut it up to change how it looks?
Where can we add drawing to enhance the image? E.g. filling in the gaps between images, maybe
adding colour, or crossing over bits of the image.
Try to have as little input as possible at this stage to encourage the children to be as creative and original as
possible; they will probably come up with plenty of ideas you hadn’t even thought of!
Step 9 – Assessment and Display
Once the children had all completed their work, they laid them out on the tables. Each child then went around
the classroom to observe all the different outcomes. Once everyone had had a chance to look at everyone
else’s’ work we re-grouped as a class and had a discussion; teacher prompted questioning; however encourage
the children to ask each other questions about their work. Here are a few suggestions:
Which piece did you particularly like? Why?
Which image did you think was most powerful? How do you think they achieved that?
Can you tell who had most experience with a camera? Why do you think this?
How do you think you could have changed your own composition?
How could we have done the process differently? Do you think using a different type of camera would
have made a difference?
The children then recorded a few words about their own work in their sketchbooks alongside the final image
as a personal record of achievement/development.
You may then wish to display the work produced by colour-photocopying the images from the sketchbooks
and possibly displaying these alongside the original photos they produced to see the differences.
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