Jordan and Ms.Carothers
DIGITAL ARTS
Pixel Art
Our class began its year by exploring the basic unit of visual measurement on a computer screen - the pixel. Students used a website called pixilart.com to create their own images.
Students began with fairly simple images, which quickly developed to be more and more complex. One day, Mr. Jordan was wearing a shirt that the students liked, so he challenged them to recreate their favorite image.
Above, students recreate elements of Jordan's shirt, which was designed by contemporary design duo, Extra Vitamins.
Below, students use pixel art to design their own stickers. Students went with Mrs. Carothers to the office to print their own stickers on sticker paper. Students then cut out their stickers and traded with each other.
Students took their pixel art projects even further by figuring out how to animate their images, making small changes frame by frame.
Pixlr
After pixel art, students delved into more complicated graphic design, using the website, Pixlr. Students looked at music album art for inspiration of different approaches to graphic design. They then used photographs of themselves to create manipulated self portraits.
Students looking at album art.
Students discussing and
workshopping ideas.
Original photograph.
Manipulated self-portrait.
Original photograph.
Manipulated self-portrait.
Self-portrait in progress.
Students share their final self-portraits.
Music Production
Students used Groove Pizza in combination with SoundTrap to create their own own music. Students frequently helped each other solve issues that arose.
Absurd Commercials
Our next project combined graphic design and music production. Students were broken into groups and given random objects with no apparent function. Students used iPads to create commercials for their objects. Before they were given iPads, each group created brainstorming sheets, which included storyboards. Each commercial needed to be between 30 seconds and one minute and include a custom logo and custom song.
Students helping each other.
Finished commercial by Cashmere Upshaw
Finished commercial by Maggie and Joel
Finished commercial by Kamren and Kingston
Finished commercial by Armand, Richard and Logan
Finished commercial by Alancye
We celebrated the completion of our absurd commercials with a pizza/ viewing party in which everyone's video was shared with the class and students were able to share comments/ ask questions.
Much of our classroom culture was about hanging out. It was a safe place for students to convene and be themselves without judgement from adults. It was also one of the few places students were allowed to hang out after school. What better way to celebrate completion of work that to hang out?
Classroom Space
In order to make the classroom feel more welcoming and for students to have a sense of agency in their environment, students were invited to design and install pixel art post-it note works in the windows. Students measured the dimensions of windows using post its, designed their images with those dimensions on the computer, and then installed their designs by placing post its on the windows.
The whiteboard in the back became a surface for expressing ideas in writing and drawing. If students had a creative block on the computer, they often went to the whiteboard to write, draw, or just zone out.
Making Space
On many days, student's partners wouldn't be present or students would be having a hard day. Maybe they were just tired or weren't interested in what they were interested the prior week. We always made space for the way students were when they walked into our classroom. Sometimes students just wanted to spend a day doing something completely different. Below, Armand took a day to create a stop-animation video using cars he just happened to have in his backpack on that particular day.
Below are photos of other short-lived, but potent student pursuits. Our rule was that as long as it didn't disturb another other student's ability to learn and wasn't against school rules, students could spend class time doing whatever they needed to do. Some students would show up to do homework and spend time with friends. Others would design online characters using various websites. Whenever students were asked what they were doing, they were eager to share. Of course, all extra-extra-curricular activities were encouraged to occur using computers.
Final Projects
The initial idea for the final project was an expanded movie project. Students brainstormed the necessary elements of a movie. They created a checklist of what they needed to accomplish with their movies. Very quickly, though, students interests diverged. Some students wanted to work with music. One wanted to make a video game. A few wanted to make movies. Some weren't around consistently enough to make any cohesive project. It became apparent that flexibility was necessary on our parts as educators.
Student-made checklist for movie project.
Printed out movie checklist.
Movie packet.
Kingston and Kamren Final Project
Kingston and Kamren began by wanting to make an animated video using hand-drawn elements. They provided us with a list of necessary materials, which we provided for them. After completing the drawing and construction of their characters and backgrounds, the duo decided to divide forces. Kingston continued with the video project, while Kamren used block code to create a video game version of the movie.
Requested materials list.
Above, Kamren and Kingston collaborate on constructing the characters and scenes for their movie.
In order to record overdubs, Kingston turned our supply closet into a soundbooth, where students could record sound away from the noise of the classroom. He employed Jordan to record narration for his movie.
Final movie from Kingston and Kamren
Alancye's Final Project
Alancye began by working alongside Logan, exploring the possibilities of Raspberry Pi, but eventually switched gears and made a highly rendered pixel art image.
Alancye working with Raspberry Pi
Alancye's final project
Logan's Final Project
Logan learned how to code a Raspberry Pi microcomputer to function as a camera. He installed the hardware and coded in the terminal. He also figured out how to share the operation of the Raspberry Pi remotely so that it could be controlled by other computers. On our final day, he used the Raspberry Pi Camera to take a class portrait.
Cashmere's Final Project
Cashmere made an incredibly ambitious video, which involved custom props, a custom soundtrack, and participation from nearly the entire class.
Cashmere constructing props.
Above, Cashmere enlists the help of students.