I am pretty proud of myself for figuring out how to take my InDesign slides that I made and placing them into After Effects and creating movement. It was a long process but I did it. I also taught myself how to use Audition which wasn’t too difficult, it took me a bit to figure out some things but in all it wasn’t too bad. I had some trouble with timing. I was over by 15 seconds and then 9 and then I was right on the money. It was difficult to figure out what I needed to cut. After going through everything multiple times I narrowed it down to some things that were less important than others. I think my timing and movement on some of the slides could be improved. Some move too slow and some too fast. I bet if I would have made things in After Effects in the first place this would have been easier to do. Lesson learned for next time. I also gained quite a few new skills which I am also pretty excited about.
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This week I worked on my explanation about what type of design process I was going to use for my project. After viewing quite a lot I decided on using the LAUNCH process for its kid friendly vocabulary, and the fact that it breaks down the steps into digestible chunks. Also, it will be easy for teachers to incorporate it into the content they already teach. I also worked on alignment from the feedback that I got from Jeremy. I really think I have been looking at this project too long, I didn’t even notice until he said something. And today I noticed some more weird things and inconsistencies that I will work on fixing for next week. I think my slides describing LAUNCH could be more interesting incorporating some images. I think things are starting to look pretty good, and they are making sense. I plan on showing this video to some of my co-workers this week to see what they think and if it is making sense to them. I learned about some really interesting ways that people have broken down the design process to suit certain needs. It has been quite eye opening for my project.
For this module's submission I went back and broke down my materials matrix to be much more descriptive in what I was making, quantity and quality. I believe I have everything, but there is always room for improvement. I also updated all of my slides, adding differing shapes, images, and graphic elements to create interest, flow, and draw attention to key points. I also created a script, recorded it, and edited all of my items in Premiere Pro. I think the layout of my slides is working pretty well. It is much more interesting than it was. I could improve some of the graphics. I'm not sure how well they are working. Also there are volume issues with my voiceover, and some slides are too short in length. Last time I had to make a video for a class, I just talked and recorded while I scrolled through the PDF, because I thought using editing software was going to be more difficult. Yes, it is more time consuming because of editing, but it’s so much easier to be able to cut out things and not have to rerecord everytime I mess up when speaking. It has totally been worth the time I’ve spent learning the program.
For this week's assignment I worked on narrowing down my deliverables, by looking at what ones were similar and then grouping them accordingly. I think I successfully grouped them but, I think maybe I could have been more specific. I feel like my presentation is coming along quite well, I am debating whether I should do a voiceover or not. If I do a voiceover it would be nice to elaborate on some of the items that I simplified in order for it not to be too wordy. I wonder if I could animate the building blocks so that they come together looking like they are stacking up. I think I have a good enough grasp of After Effects to make this happen but, I’m also wondering if this would be too much. After discussing my topic with a science and English teacher I learned that certain subject matter and topics are better suited towards incorporating the design process. As I progress they would even be willing to try it out in a lesson, and it is quite fitting for working with our strange shift in grading to the EBR scale.
I feel like I was successful with creating a slideshow that will be simple and yet interesting once I add in the animated elements. I will be animating the speech bubbles to pop up so people can read them one at a time and then have type fade in. I was waiting to see what is said about my design and what could be improved upon in critique this week before I start with the movement, so I did a basic creation for this week. I feel like I could improve upon my icons that I am using to make them more cohesive. I think the lightbulb feels out of place and I need to make it more representative of the other icons. Right now it feels more representative of the boxes with information in them. I could also do something to the slides with only text to make them more interesting however, I’m not sure what yet.
For this module after I met with Jeremy and thought about a lot of things, I reworked quite a few things. I had narrowed down my topic quite a bit and I didn’t have really good justification for doing so. So I went and spoke with teachers in core subject areas and explained what I was doing. After speaking with them and doing a bit more research I have decided to stick with 9th grade students, since incorporating it into all of high school should be a process. Students are new and not set in their ways yet so it is easier to get them on board with something new first. Starting with 9th graders will give them an opportunity to practice, and then when those ninth graders move onto 10th it could be incorporated into 10th grade classes, and so on and so forth. The science teachers thought I would be a great addition to their content area and so I have decided to include them along with social studies, and English. After discussing how the design process could be used in math, there are a few areas where it could be incorporated, but the math teachers felt that it might not be as good of a fit for their courses. However, I am still on the fence because I could incorporate them because it may only help a handful of students with understanding, but a handful is better than nothing.
I also updated insights and deliverables since I did not do the deliverable part correctly last module. Not sure how I misinterpreted this but, I did maybe my brain is just too tired. I also changed one of my keywords from engaging to clarity and added quite a few more pulls to each board. I feel like I have a well rounded set of pulls that I can look to and create a dynamic video presentation. I am also really happy that I used After Effects in a large capacity last semester so I have a pretty good idea what I can do and how to do it for my video this semester.
How I chose my key insights was by taking all of them and placing them into a Word document. Then I printed them out, cut them apart and sifted through them. I placed things that were similar together, things that didn’t help me as much in another pile, and then kept narrowing it down from there. Also after listening to your critique for this week, I chose to delve a little deeper and come up with some more insights to add to the mix. I think my deliverables are quite creative and could be very interesting to use for this project. But I wonder if I went too big. However, I can always narrow them down. I learned that sometimes when students are taken out of the regular learning environment they do better. So that’s why I felt the room or box that is interactive would be an interesting deliverable, putting the learning and problem-solving in the students hands.
I analyzed the focus group data by transcribing the video. Then I went through all the information and highlighted the most interesting information that people said. With that information I cut them out and then placed them in groupings of similar information, and worked on coming up with themes and understanding themes. This was definitely a hard task, an hour of footage to go through, and then narrow down what was relative what isn’t. Sometimes my focus group got off topic, and sometimes things weren’t relevant. But once I got going there was a flow to it and I started to see relevancy in certain things and knew was to discard.
After some discussion with Jeremy over my audience I decided to change my audience to better suit the needs of the project. Focusing on the teachers that don’t teach graphic design but other areas of content that graphic design could be incorporated into. My design plays on graphic design products, I matched the products to the personas skill set. For example the Grandpa has a letter because he would prefer to send a letter rather than use email. The students like to use tablets for digital drawing and laptops. The pencils for drawing and sketching ideas, and so forth. I changed the patterns in the background of each card so that they wouldn’t be exactly the same, as well as the image to differentiate them from one another. I also chose to use color to differentiate the people who are inside my audience and outside of my audience. I think the subtle use of different imagery and the color change are successful to let people know that they fit into different places along the spectrum for the project. I think the body copy could be better thought out, I think time was definitely an issue with so many projects to do and so little time. After discussing things with Jeremy and my focus group I feel like I have a better grasp and understanding of what my project is going to look like. Using graphic design outside of the graphic design classroom in other areas of study will really shape the students in understanding the importance and how versatile graphic design is. I also found out that teachers in other subject areas constantly want to do more visual projects with their students but don't have the time to teach them the technology, so having a place to obtain that information would be very helpful and open up opportunities to expand upon content.
Participant 1: Art teacher, working on incorporating digital art into her classroom. Participant 2: New graphics teacher, who has taught college level and worked in the industry. Participant 3: New graphics teacher, no previous experience in graphic design. Participant 4: Has been teaching for 20+ years. Teaching art, digital photography and video. But has never taught graphics Participant 5: Student who is looking at going into graphic design as a profession. She loves art but is looking to study something that has career potential. Questions:
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AuthorI'm Tonya Stuart-Melland and I am working on choosing my thesis topic for grad school. Here is my step-by-step process. Archives |
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