Today, Will designed the first slide of his "Lord of the Rings" presentation. I assisted him in (1) opening PowerPoint (which he remembered how to access through the Windows Start menu), (2) searching Google Images for an image of the ring and an image of fire, (3) adding text and changing the font type on the slide, (4) designing the background of the slide with his saved images, and (5)animating slide elements.
Assignment
Practice building PowerPoint slides and finding images. Bring a memory stick to class, in order to keep a copy of your work.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Great session. Will was very hands-on and did most of the clicking, typing, choosing, and saving images. I want him to enjoy the process and become more independent in the computing process. So far, so good.
Define the standard scale for both human and non-human characters in Brooke's story.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Brooke was able to get started on defining the scale of her lizard characters and she settled on a name for the race/species. However, she began to get paranoid about people being able to find her online and locate her house. After some encouragement, we were able to get back to creating new/modified models of her lizard characters.
Research - Live research 1.Taling to people like your charater. 2.Talking to people who were maybe involved in similer situations. 3.Talking to historians, or archeologists, ar archivists, etc...
Assignment
none
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Character Bios - Students read the biographies of their main charaters 2.Instructor and classmate critiques.
Define and practice the main facial characteristics of the female lead character. Pay special attention to repeatable visual cues and reproducible facial features when settling on the female character's look.
Assignment
select a daily sketch time to begin a discipline of timed activity
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Brooke was very responsive to the idea that she needs to graduate into the realm of apprenticeship by assigning herself a daily ritual of focused work - as opposed to whiimsical drawing - to move her projects toward completion. She also did a nice job creating a visually neutral, though pleasant, female character that she can recreate by following a few self determined rules.
Deconstruct and analyze still frames of characters in motion, throwing punches, kicking, running, etc.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Brooke seemed a bit tired though she was very attentive and comprehended the gist of the topic. This might have been a little premature, but she's been spending a little too much time with some character details and I wanted her to start working on her characters in a broader sense and illustrate movement and intention through kinectic cues in addition to facial expressions.
1.Who is your audience 2.Who is (are) your amin character(s)? 3.What happens in the course of the story?(Outline of the various events). 4.What is the conflict?(The inequalty that needs righting)
Assignment
none
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
What is at stake? (That which is worth dying for) 2.How does it end? (The resolution)
