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Standard
VIII - Subset 2 - Digital Graphics/Animation
Information Acquisition | |
The original
version of Technology
Application Standard VIII is published on the Texas
State Board for Educator Certification Web site.
Based on class criteria for ETEC 589, materials are
reproduced below. | Teachers
of Students in Grades 8–12
The beginning teacher of Digital Graphics/Animation
knows and understands: | | # | Standard
VIII Subset Definition | My
Knowledge / Proficiency | | 8.4k | a
variety of strategies for acquiring information from
electronic resources; | I
am knowledgeable with using various strategies to
acquire information, including traditional methods, such
as paper based publication research in a library, as
well as using electronic databases, search engines,
discussion lists, etc. The information I acquire could
be distributed in Adobe Acrobat PDF format, online
PowerPoint format, Zip format, etc and I would have no
problem accessing it. I evaluate electronic information
based on first hand implementation of a specific
process, collaboration with other professionals, and
source validation. | | 8.5k | how
to acquire electronic information in a variety of
formats; | | 8.6k | how
to evaluate acquired electronic information; | | 8.13s | obtain
print and digital information from a variety of
resources including, but not limited to, encyclopedias,
databases, and libraries of images;
| | 8.14s | use
the Internet to retrieve information in electronic
formats including text, audio, video, and graphics,
citing the source; | I
am capable of acquiring information in a variety of file
formats, include MP3, AVI, HTM, DOC, MPEG, WAV, JPG, PNG,
BMP, GIF, etc. When I acquire any material from the Web,
I document the location for source citations, if
applicable. | | 8.15s | demonstrate
the appropriate use of digital imaging, video
integration, and sound in documents; | I
am capable of demonstrating the appropriate use of
digital imaging, video integration, and sound in
documents on both an ethical (dealing with copyright and
credit/citation issues) and aesthetic (dealing with
unity) level. | | 8.16s | import
sounds from a variety of sources; | I
am capable of acquiring, importing, or converting file
formats with respect to sound in a variety of ways,
including, but not limited to:
 | CD-Rom "audio
grabbing," if applicable and legal |
| Live audio feed via
computer microphone |
| Separating an audio
track from a recorded audio and video track |
| | 8.17s | compare
and contrast the rules of visual composition, such as
rule of thirds
and the golden section/rectangle, with respect to
harmony and balance as well
as discord and drama; |
| I was introduced to the
rule of thirds in a beginner's photography course.
The rule applies to 2-D images in a traditional,
squared off or rectangular format. The rule involves
dividing the composition into 3 sets of thirds by
drawing out equidistant horizontal and vertical
lines. The strongest part of the composition should
fall within any of the intersecting lines. Click
here for a sample of a rule of thirds
layout. |
| The golden rectangle,
also known as the golden ratio, golden section, or
golden mean, is a staple art term referring to the
most pleasing of all possible layouts in a
composition. It is based on mathematical principles
developed by ancient mathematicians, and if often
applied to both historical and contemporary works of
art as a measure of compositional success. |
| | 8.18s | evaluate
the fundamental concepts of a graphic design, including
composition
and lighting; | Composition
and lighting, as with any art endeavor are an integral
and necessary aspect of the creation process. I have a
wide array of resources on the subject, including art
history books, contemporary art books, and graphic
design guides and journals to help me assist students in
producing high quality digital works. | | 8.19s | analyze
graphic designs to decide the point of interest and the
attributes that
determine prominence and support of the subject; | A
good deal of my coursework in college, as well as
current teaching applications in the junior high level
classroom, involve the visual study, evaluation, and
criticism of media images to determine whether they are
aesthetically pleasing, as well as to whether they
appeal to the viewer with regard to the subject. | | 8.20s | distinguish
among the categories of typefaces while recognizing and
resolving conflicts that occur through combined usage; | I
am familiar with typography and letter stylization, and
understand that different types of fonts, used
sparingly, can produce an interesting effect, while
mixing too many typefaces into one composition, for the
sheer sake of variety, is ineffective, visually
confusing to the viewer, and in general, an amateurish
approach to visual production.
I understand terms relating
to typeface placement, such as leading and kerning, and
recognize that fonts, similar to visual images and
sounds, have very distinct personalities. |
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