Hoeben’s Blog

I am torn between migrating over to the new Picasa online photo sharing/management software, which has recently come out for the Mac, and maintaining Flickr as a default online photo sharing site for students. There are clear advantages to Flickr in terms of sharing through groups and the ability to categorise into collections and sets. However, I like the ease of Picasa in being able to sync albums from its desktop programme, making it easy to publish work from within your web album on your hard drive. Here is an example of an embedded album, which I have created in order to showcase different photographers that could be researched for a GCSE photography project called ‘Visual Noise’:

VISUAL NOISE Artist Research

So far, I have required students to have a Flickr account as an e-portfolio. This has worked well as an online showcase, but not enabled students to add more critical analysis of other photographers and interests to their site such as with a blog  like this one. Therefore, this year my GCSE Photography students have created their own blogs using Edublogs – see blog roll below:

These have been successful as each blog has an RSS feed and can easily be collated within Google Reader or on a learning platforms such as Moodle or the London MLE run by Fronter. This year, I have decided to formally submit the blog as evidence of analysis and use the sketchbook as evidence for visual development and the occasional annotations.

I have yet to play with Fronter’s Webfronter, which enables students to create a web page, but this might replace the Edublogs sites if it has enough capacity. It would be good to centralise these blogs within Fronter, but I doubt that there will be the same capacity of ease of use.

What better way to get students out of the classroom that through GPS drawing? The concept is actually quite simple: students are asked to design a shape on a map or open area and then given a GPS tracking device – imagine a hand-held TOM TOM. Using their shape as the guide, students then turn on their GPS tracking device, which traces their geographical position. In effect, they are able to draw by physically moving around with the device – otherwise referred to as a “geodetic pencil”. The results can be uploaded to a computer and transposed onto a map.

Click here to see case studies of GPS drawing projects in education.

What’s the educational value? Apart from burning off a few calories, it helps students develop a spatial awareness, explore the local area, translate concepts between different dimensions, think laterally, problem-solve and, hopefully, enjoy being away from the desk. It is also a great for cross-curricular collaboration between subjects such as art, geography and ICT.

Other possibilities include “geocaching”, more of which can be read about by clicking here.

This great animation was recently produced by director Josh Raskin and animator Alex Kurina and uses the original interview recording between a 14 year old and John Lennon in 1969. I particularly like the way it is a continuous animation with few scene cuts, allowing the illustrator to playfully mutate from one scene to another.

A simple project might be to get students to create an animation of a famous speech using a combination of their own drawings and photographic images to illustrate some of the key concepts, eventually exporting as a video podcast. Alternatively, they could just create a simple animation based on the notion of metamorphosis; the transformation from one form into another.

Forgot to put this in my Risk Assessment… Just taken my tutor group to Wales for a social weekend of climbing mountains, rock climbing and visiting coal mines. Great fun!