This "Getting To Know Me" creation was done by D, a student in my Digital Media course. In this assignment, students were asked to adapt a "getting to know me" questionnaire I had given them into an edited creation of some kind. I gave them free creative reign, as the goal was to dive into Canva and make whatever they wanted to. D decided to make a game show type video in which they used a Canva template to quiz their classmates and I on facts about them. 

Students J and K were assigned the Cyberbullying PSA project, in which they were tasked to create a video PSA that would describe the harm and prevalence of cyberbullying in our world around us. This project was in response to rise in bullying incidents on Instagram and these students created a well edited video. The students used real PSAs as their inspiration and went as far as to use an A.I. voice, which was something we had not tried using yet.  

T, a student who has since graduated, created this poster as part of his English 11 class. Using his classroom teacher as "Big Brother", T created a 1984 inspired poster using Adobe Photoshop. T spent sometime in my ELA Intervention group, during which he was always trying to push creative boundaries and adapt his school work and teachers into his passion for photo editing. 

This piece of propaganda, created by V in my Digital Media class portrays our work attempting to understand different types of propaganda. V was assigned the "circular logic" tactic, in which the argument itself is used as evidence for it. The assignment was to use either your favorite or least favorite animal as your inspiration, and V turned their prejudice against rabbits into a propaganda poster using the circular logic tactic quite well.  

In a project I adapted from my graduate school work in the 2024 Galway Cohort, I had my students take pictures of "everyday objects" that they might see around the school, but from a new angle/perspective. Afterwards, they would edit them but changing the aspect ratios, adding filters, and flipping the image horizontally and/or vertically. Then, their classmates would attempt to guess what the object was. D decided they would try to be a tricky with the prompt, asking that they use the underside of my beard as their object. This out of the box thinking, combined with their editing, was exactly what I was hoping my students would get from this project: a new perspective.