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Of, course, the software available will make a big difference in what can
be done. To my mind Fractal Design's Painter is worth every penny--and
sophisticated as it is, even younger students can learn to use its basic
tools without too much hassle.
I would welcome any sharing on this .....
> From: Robert Alexander Fromme <rfromme>
> To: artistlps
> Cc: artsednet
> Subject: Re: graphic arts
> Date: Friday, August 01, 1997 3:53 PM
> At 05:18 PM 7/28/97 -0400, Linda Stauffer wrote:
> >I too am looking for ways to use the computer, esp. hypermedia in the
> >art classroom. I am in the middle of a research paper on the uses of
> >hypermedia in the Art Classroom, both as a "media" for creation of art,
> >and a tool for teaching art. Did you get any replies to your posting?
> I am not sure which posting you are thinking about. I looked back in the
> mail out box of my Eudora mailer and found the following comments. You
> have been thinking of this posting. I did not get much in the way of
> responses. I do know that Liz Ridgway. here in S.A. is trying to build a
> course in this area and has been working on a curriculum for the thing.
> may want to talk to her about sending you a copy of her curriculum.
> her at Liz <sridg> and mention my name. She will probably be
> pleased to make another contact in the area of computer art.
> Recently, I sent our a request for participants in CU-SeeMe video
> conferencing between students concerning art topics. I had only a few
> responses from teachers who were interested in the exchange and many more
> wanting to learn about the technology.
> At 11:32 PM 6/4/97 -0500, Chaney wrote:
> >I just got a new job offer to teach art to grades 9-12. (I currently
> >teach in a small K-12 school). A class which will be offered in the
> >fall will be computer art graphics. The class will have about 20
> >students with 10 computers.
> >Can anyone please send me information on lesson plans for this class.
> >Also what do others of you do when half the class is on the computer?
> >What projects can the other half be doing?????
> We have a course called "Electronics in the Visual Arts" which sounds
> something similar to your situation. I have taught the class several
> and it is probably one of the brightest spots in my day. Students seem
> love it and this creates the same problem which you face with too few
> computers and too many kids. Last semester I had 26 kids sign up for
> class and we had only six computers provided by the school. I ended up
> bringing one of my own" home made" platforms in to bring the total to
> I also provided one additional color flatbed scanner, a camcorder, and
> specialized software since the school simply did not have the budget to
> support all that we needed. dI also provided a modem, ISP account and the
> teacher next to me had a phone line so I strung an extension over to my
> class and we shared the line using an AB switch in here office. This
> us access to the Internet and all of its resources. We had students
> the stations in class every third day. Some of them came before school,
> lunch if I did not have duty, during their other classes if they had
> work finished and could get a pass from the other teacher, and after
> Needless to say, it was a popular course.
> You will need to try to find out what kind of equipment they have for the
> class. If you have a scanner, quickcam or camcorder with at least one av
> machine. The kids can construct ink drawings, collages, claymation,
> paintings and other traditional media when they are not on the platforms
> then they can digitize the work and use it the computer image processing
> environment when it is their turn to use the equipment.
> Much of your success will be determined by the quality of the hardware
> the software that you will have. Images take up huge amounts of space.
> Most of the class projects are larger then a 1.44 meg disk and we must
> compress it or use zip drives to hold the works in progress.
> Memory is also a problem. We have only 16 megs on most of the machines
> FD Painter 4. 0 is such a memory hog that it often locks up the machine
> simply will not load after the install. Virtual memory slows down all of
> processes and should be avoided if possible. Other programs such as
> Fusion, Avid VideoShop and Premier will require huge amounts of hard disk
> space and memory. Most professional image processors have hundreds of
> of memory in order to deal with images in high resolution.
> Mac Software provided by the school for us included Ofoto, Photoshop 3.0,
> ClarisWorks, FD Painter, Avid VideoShop, Premier Claris HomePage. I also
> provided Windows 95 software to be used on my "home made" machine. This
> software included Power Goo, Photoshop, Illustrator, Scantool, Hotdog
> Eudora, Netscape, and other web animation tools.
> Projects involved:
> 1. claymation
> 2. creating and then scanning a collage and manipulating the image in
> 3. creating and then scanning an ink drawing and adding color and
> effects in photoshop and painter
> 4. Capturing three images of themselves with the camcorder on the av
> machines and then combining and flipping the images to create a self
> portrait which included five views of themselves in the same form.
> 5. creating a name design using specific photoshop tools such as the type
> tool, render clouds and lighting, and Filters such as distort-spherize,
> still, wave, etc.
> 6. manipulating images of themselves in Power Goo, loading them in
> and then creating a totem pole of their own distorted face. Then they
> to scan and environment and place their totem pole in that environment.
> 7. They were also give the freedom to create their own unique works
> my suggested processes. The early days of the course will work best if
> are placed in a situation where they must use as many of the tools as
> possible. This pays off later when they get the freedom to create their
> 8. They were to make an eight cel animation and load it into one of the
> video manipulation environments or to create an animated gif for the web.
> 9. They were asked to get involved in assorted other learning
> involving specific tools and image processing methods. I encouraged all
> them to have a little time using both the Power PCs in the class and my
> "cobbled together" Windows 95 pentium. The world outside the classroom
> involve both kinds of equipment.
> 10. Students were also given the option to learn a bit about html and
> were encouraged to develop pages where they could show their own work.
> As far as teaching methods, I had a low heat overhead projector and an
> panel so I could demo the software directly on a machine and the whole
> could watch me work and see the tools in action. They were also able to
> surf the web and see what other college students, professionals and high
> school kids were doing. I also purchased some of the Mac Academy videos
> about Photoshop 4.0 and I used parts of them to help the kids understand
> difficult digital imaging concepts. I give short lectures about the
> computer, its history, digital vs analog media, resolution, file formats,
> resampling and interpolatioin, the Internet, web and web authoring, and
> printing. We do not have a quality printer so I use Kinko's to make
> hardcopy of only the best work. I end up footing much of the bill here
> there are times when the kids need to show their work and the traditional
> exhibition logic has the work matted and framed in a public place rather
> then on the web or in a file.
> Keep in mind that no matter how much equipment the school provides for
> class, it will never seem like enough. There is the constant demand for
> or better equipment and software. You will have to set your own policy
> learn to try to avoid using your own personal equipment, but the tendency
> to try to give the kids the best experience possible and often that means
> using your own funds to make something neat happen for those who are
> motivated to learn about the new technology.
> I will continue to develop and experiment with the assignments for this
> class. Next year I will try to set up a project where they take a work
> modern master and create their own version of it using distorted images
> themselves or other willing classmates. I am thinking of Picasso's
> as a start. The kids will have fun using Power Goo and Photoshop to
> the experessions. They will have to overlay multiple views of the face
> layers in photoshop and they will have to learn to scale and control
> selections to develop their own version about the horrors of war. This
> give me a chance to confront them with some traditional content and
> and help them to make a link between our tradition and the power of this
> hope this helps.
> Bob Fromme