I had the honor of working with the awesome art teachers of Cobb County, Georgia on their professional development day. I did a 70 minute workshop (3xs) for art teachers who wanted to learn how to integrate technology into their art programs using the iPad. Curated a few Transdigital art examples from my 266 STEAM art lessons indexed on my SMORE page (bookmark this page).
Art teachers in Wisconsin Rapids, WI wanted training in technology integration using iPads. They had recently acquired some iPads (not at 1:1 yet) for their art room. I shared a full day of my creation based transdigital lessons with them. Many of the ideas I shared had both a physical art making component and a digital extension that encompassed more art concepts as well as touching on the national art standards of creating, presenting, responding, and connecting.
All of my art lessons are indexed on my smore page.
Visit them here: https://www.smore.com/tgcne
I've spent months playing with augmented reality in preparation for bringing into my classroom. My 5th graders were my first students to go through the steps I had envisioned of making art, making the art move through animation, then witnessing the art come alive with augmented reality as they scan the art and see the animation.
I wrote about this lesson and every step involved in this post.
Then, I began going bonkers over the idea of painting robots. I called it my robot phase (I might still be in it.) I painted Do-Dad and Alumi-Mum, Polly Phonic, and Anita Toonup. All of these robot paintings are showcased on this blog post. As you can see from the post, I animated each one of the robot paintings so that I would have plenty of examples to show my students when they try the technique this school year. THEN, I received a Shutterfly coupon in the mail. That's when I realized I had enough transdigital pieces of art to fill a Shutterfly book and practice using AR (augmented reality) to make the animations appear over the art. I've seen this technique recently at the ISTE conference and had it in the back of my mind. So, I designed the book, loaded it up with still images of art that I had or intended to animated, added a page with instructions for how to access the AR effects, and set it off to print. I went to HP Reveal studio to build my "auras" by setting the art as the "trigger image" and the animations as the "overlay". When the book arrived all I had to do was use the app to scan over the images and watch the magic.
Make the Painting Move:
Here is the new digital extension animation plan: Import the digital picture of student art into Brushes Redux. On a layer over the image, recreate the center figure by tracing. Save this image as a png with a transparent background. Then mask out the same figure from original painting and redraw the color and pattern the figure had covered. This forces the student to consider the elements of foreground, overlapping, color, and pattern in a dynamic way. Save the masked painting to the camera roll. Import both images into the Do Ink animation and drawing app in composition mode. Set an animation path and add rotation to the figure. Save this as a video. Here is a quick overview tutorial of all the steps here.
I've been thinking that the figure without pattern would be best to isolate in this process. But, what if that figure is not in the foreground. Does it still work? Why not just isolate the most foreground figure regardless of pattern. Students could redraw the pattern digitally. I wasn't planning on this digital extension when I was instructing students in the design of their lesson. (Download the lesson here from TpT) If I were to do this again, I would have students make the unpatterned figure in the center also in the foreground to make this digital animation a bit easier for them.
Turn up your volume. Yep, it's perfectly quiet. Every single student is digitally painting. They understand the app interface, the concept, their purpose, & the overall goal. They are THINKING LIKE ARTISTS as they digitally create. This is what I've wanted to see for 18 years. This is the results of digital art projects since these 5th graders were kindergarteners. This is the results of being an iPad art teacher for 7 years. This is AMAZING! They are feeling right now how cool it is to work in such a forgiving media. They didn't appreciate the possibilities of the media when they struggled with the tools. Now, the struggle has ended with a hush as they drift into a calm flow of art-making.
5th graders will be dynamically demonstrating the concept of movement over their paintings about movement through the magic of stop motion animation and green screen. Here is the post about this lesson from when we first tried it. One big difference this time around is that we have 6 Dewey iPad stands (thanks to an ABC/25 grant) that gives us lift and stability.
Step One: Painting about Movement
Click here to view their gallery of finished art on Artsonia.
You can download this lesson (step by step ppt) from TPT here.
Step Two: Green Screen Stop Motion
I put together a guide for setting up this lesson and a step by step powerpoint for creating the figure painting here:
Download the green screen stop motion lesson from TpT here.
You can also download the figure drawing painting ppt lesson from TpT here.
Step Three: Layer image and video
HINT: Here is what it looked like in 2014 when the 4th graders gave this a try.
Student Results: 2018 5th graders
The Illinois Art Education Association is now offering free webinars for professional development hours. They're short, interactive, and interesting (hopefully.) Check out the list of upcoming and archived webinars on their site (click button or here) to register.
Make it Then Move it: Mixing Physical and Digital Art
Wednesday, September 20th, 7pm Central
Format of Webinar:
The webinar will be synchronous beginning at 7pm central time. I will be sharing short pre-made videos that explain my content and then coming on your screen chatting with you through my webcam. You can interact by sending questions through the interface. Hopefully you will find it helpful. Feel free to watch the videos ahead of time so you can think of questions you might want to ask.
1. Express Yourself in Expressionism
Students made art physically then entered it digitally through the magic of green screen.
View the post here and my brief video below.
2. MAKE IT then MOVE IT: Animated GIF
Students make artwork, take a digital photo of it, then use Brushes Redux on the iPad to make it into an animated GIF. See my post for details and the brief video below.
3. Make Digital Art Physical: HOLOGRAM
Students make a flipbook style animation on the iPad using Do Ink Animation app then make it "come to life" as a hologram. See my post for details and the brief video below.
The more detailed tutorial is on my post.
4. Rotoscope in a Mutoscope
Students collaboratively turned a video into a rotoscope (digital). These individual drawings were then printed and made into a flipbook mutoscope (physical). View my post for more details and the brief video below.
5. Animated Sketchnotes: Mini Stories
Take the sketchnote concept to the next level by animating them. Combine physical drawings and animations to tell mini stories. View my post for details and the brief video below to hear the secrets of some of my mini digital stories.
6. Haunted Masterpieces
Students can enter paintings as if they were ghosts haunting them using the Green Screen App by Do Ink. This gives students a chance to digitally interact with art, change the meaning, and reflect on the new story as if it hung in a haunted art museum. See my post for details and view my haunted paintings and meanings in the video below.
A long time ago I responded to Ian Sands on twitter asking for digital images of children's art that he could offer to his high school students to play with as they learn to animate. Some of his students selected my students "He Came with the Chair" paintings. The animations turned out SO adorable and inspiring-see example below or check them all out here. It has been one of my goals to figure out an elementary level lesson with a straightforward app that would give my students the experience of animating their own artwork in the same style. I think I might have figured it out. This technique isn't perfect, but, it will work.
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Tricia Fuglestad, NBCT,
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