Teachers
of Students in Grades 8–12
The beginning teacher of Digital Graphics/Animation
knows and understands: |
| # | Standard
VIII Subset Definition | My
Knowledge / Proficiency |
| 8.7k | how
to use appropriate computer based productivity tools to
create and modify solutions to problems; | I
am skilled with a wide variety of productivity tools to
create and modify solutions to problems. I use Microsoft
Publisher for printed matter, GIF and JPG optimizers to
reduce file sizes without diminishing the integrity of
originally produced works, etc. |
| 8.8k | how
to use research skills and electronic communication to
create new knowledge; | I
have a thorough knowledge and understanding of
electronic research, including using electronic
databases, search engines, journal indices, etc. I also
understand and have actively participated in publishing
findings as well as my own observations to assist in the
production of new and useful information via the Web. |
| 8.9k | how
to use technology applications to facilitate evaluation
of work, including
both process and product; | I
am skilled with Microsoft Office products for use in
setting up rubrics as well as sharing information with
others. |
| 8.21s | combine
graphics, images, and sound for foundation and
enrichment
curricular projects; | I
am skilled at integrating graphics, images, and sound
into packaged presentations (For example, interactive
PowerPoint presentations) or computer based worksheets
to assist in curricular enrichment. |
| 8.22s | integrate
productivity tools, including, but not limited to, word
processor, database, spreadsheet, telecommunications,
draw, paint, and utility programs, into digital
graphics; | I am
capable and have integrated productivity tools into a
variety of formats, as applicable. For example, on a
commercial level, I have produced invoices using
Microsoft Word containing imported images from Adobe
Photoshop and figures from Excel. In the classroom, I
have created reference sheets in Word that were
comprised of a combination of imported, custom created
graphics and spreadsheet chart information. This
material was further converted into .htm format and
published on the class web site. |
| 8.23s | use
perspective, including backgrounds, light,
shades/shadows, and scale to
capture a focal point and create depth; | Click
here to view a sample of my proficiency in
Standard VIII, 8.23s. |
| 8.24s | use
the basic principles of proportion, balance, variety,
emphasis, harmony,
symmetry, and unity in type, color, size, line
thickness, shape, and space; | Click
here to view a sample of my proficiency in
Standard VIII, 8.24s. |
| 8.25s | use
repetition of color, shape, texture, spatial
relationships, line thickness, and
size to develop organization and strengthen the unity of
a product; | Click
here to view a sample of my proficiency in
Standard VIII, 8.25s. |
| 8.26s | create
three-dimensional effects using foreground, middle
distance, and
background images; | Click
here to view a sample of my proficiency in
Standard VIII, 8.26s. |
| 8.27s | apply
a variety of color schemes to digital designs, including
monochromatic, analogous, complementary,
primary/secondary triads, cool/warm colors, and split
complements; | Click
here to view several of my color theory samples. |
| 8.28s | use
the basic concepts of color and design theory to work in
a bitmapped
mode, creating backgrounds, characters, and other case
members as needed for an animation; | I
am familiar and skilled with color theory in a
traditional format and have used used and transformed
these skills to become proficient with color usage in an
electronic format. Various examples featured on this
site illustrate effective use of color, background, and
objects in both a still image format as well as animated
format. The entry point to this site is an animation. To
view this animation again, click
here. |
| 8.29s | use
appropriate scripting languages to create an animation
or movie; | I am
familiar with and have used various scripting languages
in order to create or place animated sequences on the
Web. Some of the language syntax used is based on DHTML
and javascript, as embedded within the software. |
| 8.30s | read,
use, and develop technical documentation related to
digital
graphicss/animation; | I
frequently read and use technical documentation to learn
and master new processes with respect to digital
graphics as well as animation. I often rely on software
vendor based documentation first, then do research to
find expert level Web tutorials as well as recommended
"how to" books on the craft. |
| 8.31s | edit
files using appropriate digital editing tools and
established design
principles including consistency, repetition, alignment,
proximity, ratio of text to white space, image file
size, color use, font size, type, and style; | I
use a wide variety of appropriate digital editing tools
to produce works that meet the type of requirements
found in industry. I have become familiar with the
strengths and weakness of a variety of products. For
example, I use Macromedia Fireworks almost exclusively
for all vector based graphic development, Photoshop for
photo editing, and Paint Shop Pro for lighter, more
basic work --all based on experience with the
three applications and accumulated knowledge as to which
program works more efficiently in these modes. |
| 8.32s | use
a variety of techniques to edit, manipulate, and change
sounds; | I have
spent a good deal of time working with Sound Forge in
its effects preview mode to discern what impact the
effect filters have on a given sound file. |
| 8.33s | use
technology to participate in self-directed, meaningful
activities in the larger community and society; | I
use technology for everything with respect to
communication. It has assisted me in making sure my
students, colleagues, etc. are well informed of all
things relative to ongoing pursuits and projects. |
| 8.34s | demonstrate
proficiency in, appropriate use of, and navigation of
local area networks (LANs), wide area networks (WANs),
the Internet, and intranet for research and for sharing
resources; | I
have experience with LANs and WANs from spending several
years in a corporate environment, although I was not
aware of the distinction between the two until I took my
ETEC courses. I am an expert user on both Internet and
Intranet and frequently use widget applications to
compile and publish my bookmark files to share with
others. |
| 8.35s | participate
with electronic communities as a learner, initiator,
contributor, and teacher/mentor; | I
frequently join and actively participate in listservs
relative to the topics I am working with and addressing,
in order to stay apprised of trends as well as to share
the knowledge I have acquired over time. |
| 8.36s | create
technology specifications for problem-solving tasks and
rubrics to
evaluate digital graphics/animation products and product
quality against
established criteria; | Based
on previous responses to criteria within Standard VIII,
I am capable of creating technology based specifications
and rubrics for evaluation, based on my own education
and understanding, as well as valid industry and
organizational resources providing information on these
matters. |
| 8.37s | design
and implement procedures to track trends, set time
lines, and review/evaluate problem-solving progress; | I
have documented previous project time lines to use for
future reference when setting up new projects in the
classroom. This has assisted me in discerning which
topics need less time for addressing, and which need
more. It has also helped me to determine where my own
weaknesses lie with respect to instruction, and given me
material to improve my own techniques with. |
| 8.38s | evaluate
data using criteria appropriate for the purpose; | I
am fully capable of designing specifications and
evaluating materials based specifically on the topic or
technological approach being covered. |
| 8.39s | resolve
information conflicts and validate information through
accessing,
researching, and comparing data; | I
spend a good deal of time doing research, and further
time doing comparisons of the data I retrieve. I rely
first on governmental and organizational data with
respect to electronic resources, and then move onto .com
resources if they have been recommended in professional
journals or are authored by reputable, knowledgeable
individuals and groups. |
| 8.40s | seek
and respond to advice from colleagues and other
professionals in
delineating technological tasks related to solving
problems in digital graphics/animation; | I
confer with a number of industry professionals regarding
the majority of digital practices I engage in. Over the
years, I have made numerous contacts that I touch base
with frequently in order to stay apprised of trends and
changes in digital media. Further, I always make myself
available, via person to person contact or e-mail with
individuals seeking help from me. |
