susanmodule2

Module 2: Susan's Example Information about: From the syllabus, it looks like that the course provides example projects to show the students possibilities for their own projects. In the technical sessions, they may also be given information about how the software operates, so that it may be easier for them to remember “how to” use the software.

Part of: Students are shown photographs in which they discern information about the technical aspects of the photo. Students need to learn a technical vocabulary so they can discuss elements of light and detail. I imagine that in the software, students will identify different parts (toolbars, palettes, etc.) of the software and what it is used for.

Kind of: Students learn about different ways to manipulate photos (Photoshop, Dreamweaver, Flash), which perhaps share some common vocabulary and principles. Students may also classify photos by the effects or emotional landscape that the photo produces.

How to: This course contains instruction about how to look at photographs to discern information about the light and details in the photo. Students also learn how to execute procedures in the different software in order to affect the viewer’s response.

What Happens: This is a skill that may be addressed in the critique sessions. Other students may suggest ways to revise the photo, and the student then needs to predict how to bring about the recommended changes. In addition, as the student works on the photos, they most likely will get photos that they envision in their mind’s eye.

__Revision of Module 2__
 * Information about:** It might be helpful to chunk the different skills that the students will be learning, so that students will have an easier time remembering the different effects of manipulating a photo. For example, there may be three different categories such as light, color, or focus and blur that all of the skills fall into. After looking at the "Information about the presidents in figure 3-1", I think there could be some general information about each of the categories. For example, for the category of light, a brief description of what equipment or "kind of"(camera, computer, printer) could be used to alter the quality of the light and the effects of light. The end goal of the course is to know what equipment (kind) and process (how to) to use when you want to alter certain qualities of the photo.

1. camera 2. computer software 3. website
 * Kind of:** I think there could be 3 groups of "Kind of":

1. camera a. lens b. aperture c. shutter speed 2. computer software-Photoshop a. various palettes b. various toolbars 3. website a. different options for producing and hosting a website b. elements of a website
 * Part of:** For each "Kind of" grouping, there are several parts. For example:

1. Camera How to a. alter exposure through the camera b. alter color through the camera c. alter focus and blur through the camera 2. Computer How-to a. alter exposure through the computer b. alter color through the computer c. alter focus and blue through the computer 3. How-to create a website
 * How to:** This is where the the student connects the categories of light, color and focus to the process of manipulating the equipment. For example:

The larger "how to" is how to take and edit photos so they tell a compelling story about the student's life, commemorate changes or crossroads in one's life, and how a visual journal can help process these changes.

Here is an example of a "what happens". a) Student applies a computer process to alter the quality of the light in a photo (the problem) b) the process is called lightening or darkening c) conditions--the photo should have enough pixels or contrast to enable the process d) consequence--the quality of the light in the photo is changed due to the process
 * What Happens:**

The larger "what happens" is: what happens when effective photos are used to document the student's first year, and what emotional response it elicits. What happens when effective photos are used to tell a story.

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