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Computer Graphics and Multimedia - Applications, Problems and Solutions (Laxxuss)(283s).pdf |
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Size 4.7Mb Date Dec 8, 2005 |
U S VS. THEM
Although collaboration is the goal, often artists and programmers stray from each other’s tools, techniques, and processes. Therefore, the debate begins. Here is an example of a typical artist vs. techie debate; What is better to use in web design, HTML hand coding, or WYSIWYG software such as Macromedia Dreamweaver? Is HTML hand coding better than writing the code transparently within an intuitive user interface? Does it truly matter? The result is the same — a web page. Why the debate? Well, we all want to think that our discipline and approach is a better solution. One main cause for tech vs. art is the natural inclination of the masses to view technology as simply a term for computers and peripherals. When in fact, the Greek word technikos means of art. The word technical is also defined as: of or relating to technique. In addition, the word also carries the meaning: having special knowledge of a mechanical or scientific subject. Technology is defined by Merriam Webster as: a manner of accomplishing a task using technical methods or knowledge. If the word technology is so scientific, where did it find its way into art? Billy Kluver, a Swedish-born engineer in the late 1950s became a chief catalyst for the art and technology movement in the 1960s. Kulver was a pioneering proponent in the marriage between art and technology. Inspired by Aristotle’s notion of Techne — in which there was no differentiation between the practice of art and science. Kluver was a crucial conduit in interdisciplinary collaboration between artists and scientists. In a 1996 essay titled, “The Great Northwestern Power Failure,” Kluver states, “The artists work is like that of a scientist. It is an investigation which may or may not yield meaningful results; in many cases we only know many years later.” Kluver was a visionary who understood the value of technology as a gathering force in collaboration, not a obstacle. The work Kluver accomplished with Robert Rauschenberg in their founded group Experiments in Art and Technology (E.A.T.) was critical to today’s interdisciplinary collaborations. E.A.T. encouraged artists and engineers in interdisciplinary technology-based art projects (Packer, 2001)....
S e c t i o n Two: Computer Science
Chapter Five, Adaptive Narrative Virtual Environments, will explore the technologies and issues surrounding Adaptive Presentation Management for Narrative Virtual Environments. Discussion will also examine the subject in a broader context, with regards to plans for enhancements and future systems in order to make VE technology more accessible to a wider range of applications in areas such as education and training, visualization, and communication, and even to enable new types of entertainment and games. Some...
ABSTRACT
This chapter defines and examines situations, problems, and processes faced by teachers of technology. Based on experience teaching at three colleges with different economic, academic, ethnic, and financial attributes, this chapter provides stable and practical approaches to solving common issues. Each school environment and student population presents different technical and interpersonal challenges. Real experiences involving set up of college laboratories, development of digital curriculum, and creation of accredited programs are highlighted and transferred into tangible strategies. If you are new to teaching digital subjects, this text may help you get started. If you are an experienced teacher, this may bring you a new strategy or perspective. Ultimately, this chapter aims to assist...
Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited....
Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited....
TEACHING STRATEGIES FOR B U I L D I N G SUCCESS
Understanding Your Objectives
The first question that must be clarified before you start to teach is, “What are my objectives?” What do I want to accomplish? What goals are to be met? There are certain state standards that must be reached when teaching in a public
Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited....
Use a Topic Outline
1. The topic outline should include this information: Provide an overview of the technology to the class. Explain what medium the technology is used for (TV, computer kiosk, video, gaming, print, etc.). Provide the names of the companies who make the applications. Give an overview of the class projects that will be created using these tools and technologies. Present some new, vital vocabulary words. These will come up so you need to clarify them early. Explain resolution to a digital imaging class or vector graphics to a digital illustration class on the first day....
Talk About it First to Get Feedback and Levels of Experience
Always discuss the subject before everyone jumps to use the computers. Make your discussion interactive. Don’t just lecture — question. Make a strong appeal to have the entire class give answers. What are you asking? Questions that you have devised from your outline. These questions will help you gain an understanding of the experience levels of your students. It will also help generate some background information on the students that may come in helpful later. Shy students, talkative ones, highly experienced, inexperienced, and exceptional students will all coexist within your learning environment. Have a general discussion that involves the class. Begin with a question directly related to the name of the course. WHAT IS DIGITAL VIDEO? What does digital mean? Does our VCR play Digital Video? These are the questions I ask eager students. Who has heard of Adobe Premiere or Apple Final Cut Pro? What do they do? Who in the class has used them? When you ask with enthusiasm and you demand involvement, students respond. You will notice that everyone is thinking. There is no better gratification for a student in class then presenting the right answer in a class discussion. Students strive for it. They may give all the wrong answers, but that’s fine at this point. The chance to give the right one is worth it. The main thing is that we have succeeded in making them think about the processes, technologies, and applications they will use shortly....
Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited....
Copyright © 2004, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited....
S E T T I N G UP YOUR LABORATORY AND CLASSROOM ENVIRONMENT
Take an Active Role in the Development, Maintenance, or Upgrade of your Lab
The way to learn about technology purchasing is to get your hands dirty in it. Dig in to catalogs and websites. Find out the names of manufacturers, vendors, and get a sense of what prices exist (the catalogs will tell you that). Developing a lab requires you to take the time to learn about the environment. Lab maintenance is a good way to keep the lab running well. You should acquaint yourself with standard maintenance procedures for each platform (especially the one you use). They can be found in your systems owner’s manual. You can also use software tools such as Norton Utilities to help you maintain and repair your workstations. Learn about future upgrade items by researching. Find out early when there are new versions and tools that are important to progress. Understand the technologies early and then, when they are instituted, you will be a step ahead....
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