Midterms

This week I gave 3 midterms.  How, you may ask, do you give a written midterm in project based classes? It’s not easy, trust me, but that’s the requirement these days.  I’m not a fan of testing in general and believe the ability to practically apply skills learned demonstrates knowledge much better than being able to memorize and retrieve.  You may be able to tell me every one of the hot keys in Blender but can you make a sophisticated character walk?

My aversion to tests came about during my time in grad school.  A professor – the head of the program and my eventual thesis advisor – announced about midway through the semester that he would be administering a midterm in his class.  Yes, it was on the syllabus, but who reads those?

Needless to say, I panicked.

The last written test I’d taken was back in the late 80s when I finally got my B.A.  I had no clue how to prepare, so I went to the experts: my students.  They helped me make notecards, and my last class of the day quizzed me for most of the period because I was so freaked out about this exam that I could barely concentrate on teaching screenplay writing.  After school, I made my own kids quiz me until they mutinied and went to their father’s house.  As I drove to the exam that evening, my stomach protesting and my teeth clenched, I worried that I’d completely blank on what I knew when handed the test.

It was quiet in the classroom when I walked in.  I think we were all scared to death; after all, grad school classes cost a fortune, and the majority of us were teachers who wanted to become supervisors or guidance counselors, professionals hoping to advance in our chosen career.  The silence continued as we completed the exam.

After everyone finished, our professor announced, “I’m not going to grade these exams.”

No one is as irate as a student who’s spent hours prepping for an exam that doesn’t count!  We were floored, but before we could protest, he continued, “I gave this exam to put you through exactly what your students go through every time you give them a test.  Remember this the next time you write a test or get impatient with a student who’s worried about how well they will do on your midterm.”

That man didn’t get to be head of the program for nothing – while his tactic was brutal, it was very effective.  I always remember how I felt during that one experience each time I administer a midterm or final.  So last year, I thought I’d try something different, an approach I thought would be less painful than a written test.

I decided to give a combination written and practical exam in my animation class.

Animation is probably the most enjoyable class I teach and the most fun – who doesn’t like to play with clay or make a cartoon? Every student in that class produced at least a decent stop motion film and Flash animation during the first marking period.  For the midterm, each student had to produce a Flash animation with certain elements during the 2 hour exam period.  Confident that my students would ace the practical, I gave very little thought to the pressure of producing a project in a short time frame using a program they’d only used for approximately 5 weeks.

The majority of the students did well.  One student did not; I think the pressure was too much.

That student left the exam very upset, and I worried about the repercussions.  Our students are very driven and all apply to top ranked colleges and universities.  As teachers reading this know, students and parents don’t always accept a low grade and will ask what they can do to bring that grade “up”.

I worried for nothing.  When I spoke with her father, he said she knew she fell apart but was determined to bounce back during the next marking period … and she did!  She came back even more dedicated to doing well in that class, and I so admire how she took such a negative experience, dealt with it, learned from it, and grew as a student.  I applaud her mature response to what could have been a real blow to her self esteem and wonder if I would’ve responded to a failing grade on that midterm with the same grace and aplomb!

So the past two days I once again administered midterm exams, all written this time.  I’m still deep in the written vs. practical debate though – which do you think correctly accesses a student’s knowledge and ability in a subject?  Or do you wonder like I do whether testing in general may not be the best method to determine whether or not a student will retain what they’ve learned in classes like mine?

Dueling Apps

If you regularly read this blog, you’ll remember I mentioned a Flash animation idea I got while visiting JVV’s creative writing class.  Dueling Apps is here!  Inspired by my addiction to my iPhone and it’s ability to make me feel productive even before I get out of bed on the weekdays, this little Flash animation came in handy when teaching my animation class how to tell a story simple story using basic 2D animation techniques.  Enjoy!

Third Annual Animation Festival

I’ve taught Animation for three years now.  How did I end up teaching Animation when I’ve spent all of my professional life in either IT or Marketing Departments?  That’s what happens when another teacher quits a week before school starts, you happen to know your way around Adobe Flash and have room in your teaching schedule.

Luckily, I have lots of friends in real life and online that probably just got tired of me pestering them for resources so they provided contacts like Stephanie Yuhas of NagyMama fame and Chris Dudick, owner of Small Factory in Fair Haven, NJ.  (I just agreed to create a course in Blender for Small Factory.  I am just that much of an idiot.)  As a parent, I’ve had a lot of experience with PlayDoh, so claymation wasn’t that challenging, and Mrs. Fallon (VC Teacher Extraordinaire) spent quite a bit of prep time with me trying to figure out the best way to build clay characters.

My first class of 9 students in 2009 created the lighthearted and collaborative atmosphere that we still enjoy today. Here’s a picture of them in front of the mural we did for the first Animation Festival:

Yea, they were an interesting bunch!

That class produced the first in the “Holy Crap” series.  Their entry was Holy Crap! It’s a Robot, a stop motion film using Legos and Bionicals.  Class size doubled last year, and the Flash animation Where’s the Booty was a personal favorite.  Best Film of that year was the second entry in the “Holy Crap” series entitled Holy Crap! It’s a Clown, the only claymation entry in the series.

The “Holy Crap” winning streak was broken this year by Attach of the Zombie Dinosaurs by Maria Todd, Mike Burke, and Tanner Muir. However, Holy Crap! It’s a Bear made with Playmobile people was the first runner up in a field of five. Not a bad showing!

Chosen by over 100 students as the Best Film of the Third Annual Animation Festival, here’s Attack of the Zombie Dinosaurs:

If my iPhone could talk…

I have an amazing classroom, I really do.  Just ask Stephanie Yuhas if you don’t believe me! Not only is it twice the size of an average classroom, but it also has 22 Mac Pros and a movie sized mechanized screen that descends and ascends at the press of a button.  Sounds like teacher and student heaven, right?

Just one problem: No office.

Most classrooms in our building have an office attached which teachers share with others in their departments and contain desks, phones, cabinets that lock, and most important, a door that closes.  Nothing separates my desk from my classroom, and I just got a phone last year (not that anyone calls me).  I tried the Les Nessman approach with duct tape a few years ago but it just confused everyone, so I went with an L-shaped desk last year to at least indicate a specific area as mine.

This isn’t much of an issue when I’m teaching, but often during my prep period, my classroom is used by other teachers.  I completely agree that those beautiful 22 computers should be used by students as much as possible, but a class full of sophomores with a substitute teacher does not a quiet work environment make.  So sometimes I have to go on the road and find a better workspace.

I did that this past Thursday ended up in JVV’s Creative Writing class in one of the art rooms.  She too had been displaced by HSPA testing, so she felt my pain when I asked if I could work in that classroom.  I also knew all of the seniors she had that day (I stay very far away from freshman and know very few sophomores) and knew I might get at least get something accomplished that period.

Little did I know what JVV had planned that day.  In her introduction to writing one-act plays, she pointed out that the characters don’t necessarily have to be people.  Her example was a play that used luggage on an airport carousel as characters, each taking on the characteristics of their owners.  Just imagine the dialogue between a Louis Vuitton suitcase and a ripped duffel bag that may or may not contain contraband!  She then asked the students to suggest objects that might converse.

I had an idea immediately!

“A conversation between the apps on my iPhone!” I suggested.  Now, some of you may wonder why I’m participating in a class not my own.  Can’t help it, I love to learn and my limited creativity needs an outlet now and then, and I was sitting right there. (I also have a B.A. in Creative Writing but that’s another blog post altogether.)

That idea stuck with me throughout the day and into the evening, but I couldn’t quite figure out how it would work as a play.  Then that proverbial lightbulb popped up (over my head of course), and I realized this would be a great short animation!  I start teaching Flash to my animation class in a week, and as soon as I began to plan what it would look like, I realized I could incorporate all the basics of Flash into this one file.

Eureka!

So I’ve spent some time this weekend creating the images and began the animation.  Let me tell you, the wrinkle tool in Illustrator is the best thing ever for an artistically challenged person like me.  Every time I get an idea like this, I get out the tablet thinking, “Sure, I can do this, it’ll look cool hand drawn, and Flash has that nice smooth feature.”  Nope, usually looks like a cranky 2 year old did it.  The final image of my iPhone turned out miraculously not bad and really looks like my iphone (my favorite toy ever).  Here’s a quick look:

The script is written, and I’m halfway through the animation and finally figured out what sounds to use and how to edit them.  Stay tuned this week for updates and the final animation!

For those of you wondering about how the March Giveaway scarf is coming along, here’s a look as of today:

Remember, comment on any blog post in the month of March and be entered to win this scarf in my blog’s colors!

ProjectTwenty1

Last Friday, Stephanie Yuhas spoke to animation and film students at the high school where I teach.  Probably one of the best speakers I’ve ever had visit and share their career experiences, Stephanie sent the following information to those 50 kids who listened to her jokes and learned from her experiences.  Stephanie and I met through a former student, @gabsters, who found me on Twitter and made the online introduction to a friend of a friend (and then starred in TeamTacovsGrilledCheese’s P21 entry last year).  The rest is history!  I’ve also included a video of a talk Stephanie gave at a workshop I hosted about a year ago in Asbury Park. Great social media marketing info for artists of all types!

If you want to get in contact regarding any of these opportunities, visit the appropriate website or, if you are one of my students, DM or email me and I’ll send you her email address.  Be prepared – I think JVV and I will be heading down to the P21 launch event this summer!

Here’s Steph’s email:

So wonderful to meet all of you!

Here is the breakdown of some things we discussed, as well as ways to get involved.  Please remember, I am including some sites with video content.  I understand that even some online content is not necessarily appropriate for minors. Please ask your parents’ permission before watching anything rated R.

Most internship opportunities take place at our office in Norristown, PA or at the festival site in University City, Philadelphia.

Project Twenty1
A non-profit org that exhibits, promotes, inspires, and connects creatives through film & animation festivals, workshops, and programs.

Rated G:
http://www.ProjectTwenty1.com
http://www.Twitter.com/ProjectTwenty1
http://www.Facebook.com/SusieFilmmaker

Unrated (podcasts & featured films are uncensored and very often rated R for nudity, profanity, violence, or drug use)
http://www.YouTube.com/ProjectTwenty1

Ways to get involved – (sorry that many of these things do not have links as we are updating our website)
1. We are getting ready for our call-for-entries & team signups! Since we are in the middle of updating our entire site, the best thing to do is sign up for our newsletter with a valid e-mail address: Newsletter: http://oi.vresp.com/?fid=3286f4b1bf
2. Start preparing a film to submit to us in the Spring (people on our newsletter find out first)
3. Start recruiting Team members to produce a 21-Day Filmmaking Team
4. Come to the Launch Event (July 30, details to follow in Newsletters). It will be FREE!
5. Become a Member (costs money, but you’ll get discounts, links to ALL 21-day films from 2006-2010, free event tix & more)
6. Become an intern. We are based in Norristown, PA. Some colleges will even give you college credit! We always need in the field of marketing/social media, PR, and general administration (bookkeeping). In the Fall, we will need seasonal volunteers for the festival such as street teams, ticket takers, etc.

–
AmericanGoulash.org
PG-13 for mild language/”tmi-girl-stuff” in some short stories
http://www.facebook.com/americangoulash
http://www.YouTube.com/lotusdove

Opportunities:
Interns needed in the field of marketing, book layout.
–
Crystalline Studios – corporate video & marketing
Rated G
http://www.CrystallineStudios.com
http://www.twitter.com/phillyvideo
Interns needed in the field of video shooting, video editing, animation (must provide work samples), also general administration
–
Cinevore.com
http://www.Facebook.com/Cinevore
http://www.twitter.com/Cinevore
PG-13 for “Piece of Meat” videos contain suggestive dancing & general weirdness. Ke$ha has probably shown you guys worse.
Interns needed in the field of marketing & public relations
–
OverAnalyzers (coming March 2011)
Facebook.com/OverAnalyzers
http://www.Cinemassacre.com <— this site contains a LOT of over-the-top potty mouth. Please don’t play it in front of young children.
–
Wiccan Chicken
http://www.wiccanchicken.com
http://www.Facebook.com/WiccanChicken
PG-13 for religious parody & mild profanity.
Interns needed in the field of South Park-style comedy writing

–

Here’s Stephanie with some great stories and advice …

… and here’s the very first interview I did with Stephanie back in October 2009 about P21:

Finally, what P21 blog post would be complete without a little bit of Justice?  This is Doug Seidel, Podcasting Master, from Justice Productions speaking about the Marketing Award at P21:

Blender

This post is not an ode to my immersion blender, probably the best little appliance ever (thanks Sarah and Joe), although I do recommend it if you don’t currently own one.  However, as part of reverb10 last December, I came up with 10 goals for 2011. One of them, and probably the most difficult, was learning (and then teaching) blender.

If you read this blog on a regular basis, you might remember that if I could be any character in a book or film I would be Trinity from The Matrix. Faced with teaching a new program unlike any she’d used before to 10 high school boys and one very talented girl, she would’ve asked Tank for a disk and uploaded all of the instructions into her brain in about 30 seconds.

Sadly, I am not Trinity.

Over a year ago, I sat down with a former student and worked through our current textbook Introduction to Character Animation using Blender (more on that in a minute).  This is the first class I’ve ever used a textbook with, and I chose to do so because Blender’s user interface is such a change from the Adobe Creative Suite GUI my students and I are used to.  We memorized hot keys and got comfortable using basic shapes to create simple characters in multiple views.  After that eight week experiment, I thought myself ready to teach this free software to a group of upperclassman.

Class approved … then I didn’t look at Blender for a year.  Forgot everything.

Luckily (well in this instance), our snow overlords returned after Christmas so I had great amounts of time to work through the textbook again.  My lady’s head sported multiple tumors and Captain Blender’s pecs had, like many aging superheros, sunk closer to his waist that optimum when fighting crime.  However, I once again believed I knew how to use Blender even if I didn’t have the artistic talent to create a decent character.  After all, I’m the middle-aged computer science instructor not the perky visual communications teacher!

A month went by, new semester starts, I introduced Blender, the kids start mesh modeling the lady’s head … and once again all those hot keys, workarounds, and solutions to problems not addressed by the book were no longer in my head.  I realized Blender was going to be even harder to master than Illustrator!

So now I’m working along with the kids on my third version of Captain Blender.  In the last few days, I finally feel not only comfortable but actual enjoy creating a 3D model in this program.  I recently overheard another teacher say something to the effect that it’s hard for a person to teach a subject they are just learning.  I strongly disagree; teaching Blender while once again working through the tutorials in the book has finally put all the techniques unique to this type of design in my head for good (although I have written copious notes about all of our experiences in my book).

[We interrupt this blog post to address a thought some of you may have at this point. You're thinking, "how can you be teaching something you don't know thoroughly and completely?"  Technology is not math, or Spanish, or History.  Academic disciplines change very little over decades if not centuries, yet the technology I want and am expected to teach in 2011 was barely a dream 8 years ago when I came to this profession. Technology teachers are the true lifetime learners; we learn the "new new thing" at least once a year if not more, and don't go thinking we get paid to do that - we learn on our own time after teaching all day, grading projects, and dealing with our own families.  Academic disciplines have their own issues, but comparing their content to mine is like comparing apples to, well PCs.]

Now a word about that book.  It was the only one I could find that specifically addressed character animation using Blender back when I had to recommend a textbook for this course.  I think all of the students would agree, it has significant shortcomings.  My belief is that the author is very adept at Blender and never gave the book to a beginner to test whether or not his instructions were interpreted in the manner intended.  As my Java students learned the hard way, the most important part of any process is testing!  The author neglects to document numerous steps and many that he does indicate are so brief we spend at least 10 minutes trying to figure out exactly what he means.  At times, he gives up and just tells the reader to follow the pictures yet the pictures either don’t indicate what you are supposed to do or, in one case, are the wrong picture altogether!

Frankly, I think I might just write my own book after this experience.  Works out well since writing is another one of my reverb10 goals for 2011, and I’ve already been asked to teach a summer camp in Blender, so there are my test subjects!!