When reading the book several pieces of information seemed very beneficial in the process of creating my digital narrative.  One for example is in Chapter 3 titled, Blood in the Gutter. I’m not sure what the connection is from title to subject matter, but that’s just a side note.  Anyway, the author discusses “Closure.”

Most people see a face even though there are only two dots and a line. Another example is if I had two frames present. One image of an eye closed and another with an eye open.  Our brain is able to easliy identify what happend in between these images, which eliminates the necessity to have a step-by-step strip showing the eye’s movement.

Another topic I thought would be beneficial is discussed on page 31. 

Image supplied from Understand Comics by McCloud

Please go to my personal site to see the image above 

Here the author talks about imagery of characters, detail to simplification.  If the character has a detailed face, the audience will identify that person as an individual, but if the face has more simplified features then the image will become more universal. Though this information seems very obvious, I thought it was a good refresher.  It made me realize I need to think a little more critically about my images.  Should my character in my narrative be ambiguous so that my audience can relate easier?  I’m still working on that answer, but I will probably should shoot both, in case I change my mind.

            The students were spread out in the room to their individual computer.  The teacher began his lesson with discussion of key terms such as “browser.”  Then he continued his lesson with understanding of search engines and how to use them successfully.  Some students became easily distracted and started searching random images, but the teacher would scan the room and call on the students who would get off task.  He would ask them to point out information to the rest of the class and then sit down. 

            After the students had learned basic searching information, they were given a ten minute activity to search for key images they had listed in an earlier class.  The list was comprised of hobbies, family, friends, and basically their favorite things.  Students were shown how to look for images with high resolution that would show up on their slideshow.

            When the time had passed, the students were refocused and shown two students’ previous work that were quite different.  The object of the digital story was to visualize who they are individuality.  Then the teacher would gather all the projects and put it on one cd to form a digital year book for all the students to take with them.  I thought this assignment was great idea for their age since teenagers struggle with their identity.  This gives them the chance to understand basic computer skill while at the same time enjoy the activity. 

            As the class wrapped up, the students had to tell the teacher what they had learned.  This was their ticket to leave the classroom and cannot repeat someone else’s answer.  I thought this was a great idea for assessment.  When everyone left he told us that he continues doing this strategy so that the students have more incentive to learn the material.

            The only negative issues that came underway were computer problems, filters, and copyright issues.  The class began with half of the computers unable to connect to servers.  The teacher devised a class activity surrounding the internet and because the computers didn’t work this ate up class time.  Fortunately, he was able to fix the problem quickly.  Secondly, there aren’t any filters for the internet.  When the class had to look up the color “blue” a semi pornographic image came up and luckily the teacher noticed this right away and moved to another search.  If the teacher wasn’t attentive to what popped up this could be very problematic.  The last thing was copyright issues.  The teacher told the students to bring in their favorite songs for their slideshow.  Though I doubt the teacher is going to put these digital narratives in publication, it is something he should think about.  Unfortunately I didn’t have time to discuss this with him.

            Overall I thought this was a good experience to see how other schools use technology with in their class rooms.  When I was in high school the computer was mainly used for instructional use, except for my Photoshop class.  I thought it was interesting the teacher to generate a creative and interactive way to teach the same material. 

            In deciding my concept, I thought about artists who used appropriated images and DADA was the first thing that came to mind.  Like other artists of his time, Duchamp took several found objects and made them his own.  As Heather stated in class the copyright laws were different at the time, which is great for his pieces.  Although I doubt anyone really cared that he took someone else’s urinal, they were more interested in the fact that he put it in a gallery.

            After our discussion on copyright laws, I still feel as if I don’t understand everything.  I kind of wish they were matter-a-fact, but then again I’m glad we are able to gain access of images for free.  I think you would have to go out of your way in order to get caught or even sued.

            In response to our reading assignment, 4^th Chapter of Freedman’s Teaching Visual Culture, I feel somewhat perplexed.  I understood about half of it.  I enjoyed reading about how people view visual media and how they obtain the information.  I liked the point he made about first experiences.  He discusses if a student has a bad experience with art it will become apart of their educational history in/out of the classroom.  I feel some teachers don’t comprehend the power they could have with students.  That one negative comment could last a lifetime. 

Several days ago I was talking to student, who told me that an old teacher of hers told her that she would never become a photographer based on her work in class.  I was shocked that a teacher would do such a thing.  Based on the teacher’s comment the student is trying to pursue her goals even harder.  Even though Freedman was discussing visual media, his point could be connected to other experiences as well, such as a doctor’s visit, being a part of a sport team, etc.

            I also liked his point on how humans obtain visual information.  There is more going on within the body than someone just looking at something.  He states that we are going through simultaneous activation or “massive parallelism” when viewing art.  Based on our intellect, when we view a piece of art, humans are going through a database of information.  We are gathering our culture, environment, our experiences, and etc to formulate what the artist is conveying or what we may think that art symbolizes. 

            Although this only a small portion of what he was talking about, I’m hoping we could have a discussion on this chapter, especially on Constructivism.  It went a little over my head.

When Lessig discussed copyright laws and movie production, it made me want to know more.  I wonder if there is a committee that goes down a list of items that are being used in the movie.  I didn’t realize it was so complicated. 

Speaking of movie production, did anyone see Douglas Gordon’s “24 Hour Psycho?”  If it’s difficult to obtain someone’s work for creative purposes, I wonder how long it took him to legally use Hitchcock’s film.  Without discussing Gordon’s intent, he basically put Psycho on the slowest speed and replayed it in galleries. 

Douglas Gordon, «24 Hour Psycho»
24 Hours Psycho | © Douglas Gordon 

Anyway, the point of my blog is that I understand that it’s a real bummer that we can’t get everything free, but I wouldn’t want my art to be floating around cyberspace and someone claiming it as their own.

I think the best strategy would be to figure out what are your goals for your class.  Then decide what educational tool provided would work better.  Not every resource works, so by thinking ahead and becoming prepared would help you teach effectively. 

            As for the reading assignment A Human-Centered Technology, I found it very interesting.  In the first article the author breaks technology apart.  Humans first created inventions to better our daily lives, but as we progress or some may say digress, humans are truly making inventions for money.  The author discusses how technology is used as tool for enslavement, to capture the audience and make them feel as if they can’t leave, like a drug. 

            Then the Simpsons popped into my head.  There’s a scene where Homer Simpson says, “I love you T.V., let’s never fight again.”  If you watch the Simpsons you may already know it’s a show commenting on modern society.  Many people like Homer Simpson rely on television as a main source of entertainment and news, but the author discusses how many people don’t realize it doesn’t give you enough information.  Only a few sentences publicize a top news story, then they will quickly switch to Tom Cruise’s baby. 

            The second chapter then goes in depth about human cognition.  There are two types of cognition, Experiential and Reflective.  Experiential cognition is a state in which we perceive and react to the events effortlessly around us.  Reflective cognition is a state in which we are in thought and in decision making.  When using technology we are mainly using experiential.  To maintain balance we need to be using a healthy dose of both.  I agree with this statement.  I believe humans rely on technology way too much.  The general public or maybe just Americans live vicariously through television characters.  I believe the author’s agenda in writing these two chapters are to make people aware that technology is a great resource if used or created properly, but the best tool is to experiencing it yourself.

           I agree with his statement, but I also have to note that audiences need to gain some ownership of the problem as well.  You can’t always blame the creator.  If the audience seeks a stupid unintelligent show they will find it.  I understand that you also need to have empathy and consider class and resource availability, but sometimes I think that people never consider themselves to be at fault, but someone else.