Multimedia Capstone Presentation Spring 2008
Coming up with an original concept that is able to be completed.
The past 4 multimedia capstones have had a presentation success rate of 50%.
Most students focus on animation because they are driven to and do not focus on their talents as a means to their project.
Students that do focus on animation as a means to producing their concept usually have a weak concept.
Attendance to the Capstone presentation is always an issue.
Having a high success rate with the largest Multimedia Capstone class, of 10, in over 1 year.
Come up with original concepts and come up with creative presentations.
To prepare students for a short, thorough presentation.
Advertise the presentation.
Entire presentation more formal and creative at an offsite location instead of in a lab.
Presentation prep with instructor.
Individual project and presentation guidance with instructor.
ADDIE structure as a means to producing a project.
Student developed timeline.
Produced posters, flyers and mass emails to advertise.
Success rate of 9/10 students.
Various means of concept included 2 animation movies/trailers, 2 Web site designs, 2 graphic design projects, 1 music video, 1 Web site portfolio and 1 Director projector game.
Students improved on presentation skills and had short, efficient presentations.
Advertising increased attendance by various faculty, family and friends.
We had one SAP student present his database at this presentation as well.
Rapid Visualization Summer 2008
A curriculum engaging 2 programs and the challenge of improving retention.
The Winter 2008 Evening section of Rapid Viz had the highest drops out of all the classes that quarter.
My morning section of Rapid Viz in Spring 2008 resulted in many failures and a drops.
My students in Winter 2008 seemed unmotivated and segregated.
The Summer 2008 Rapid Viz population is 23 students.
To get students to turn projects in on time has always been a challenge.
To get the students engaged and motivated.
To get them to mingle with each other.
To improve attendance.
To motivate them to want to draw and produce good work.
To buy supplies that will help prepare them.
I wrote a proposal to our Director and received a sketch pad and drawing kit for every student.
I employed drawing lessons from drawspace.com/Brenda Hoddinott to help drive the class. I had an easel at the front of the class and would draw each item step by step with the students.
I turned the desks into a circle every morning so that all students could see me, see each other and keep them engaged.
I employed mini-presentations so that students could bring their interests outside of the classroom in the classroom. Students were able to select their favorite artist and present a small body of work with a brief history.
I used ice-breakers every morning that got the students active and acquainted with one another.
I followed up morning ice-breakers with a reading-recap drawing, to help get them more involved with their text book as a guide.
I took the students on mini field trips to draw man-made spaces and structures in the area.
I brought in current students as guest speakers to show the value of drawing in both the CAD and Multimedia programs.
I created a field trip for a private tour of the Albright Knox Art Gallery by its education curator, who geared the tour to CAD and MM with preparation.
Attendance rate has greatly improved.
90% of Project 1 not handed in on time.
80% of Project 2 not turned in on time.
Work produced has improved 500% and is thoughtful and invoking.
Students seemed to really enjoy and look forward to the different topics in the class.
Students seemed to be using their time more wisely by focusing on producing a good body of work each class.
Students expanded upon their present skill level.
Survey Results (13 students handed back the poll):
Seating Circle: 12/13 students polled liked the seating circle because they felt they got to know and see everyone, easier to see the instructor and it made them pay attention.
Provided Sketch pad and drawing utensils increased preparation: 10/13 felt the provided materials helped their experience in class.
Private Tour of the Albright Knox: 10/13 students really enjoyed the experience, the different pieces of art work, felt it was good to get away from school and felt the docent was very knowledgeable.
Relaxed Atmosphere (with the circle and music):12/13 students felt the relaxed atmosphere increased their intrinsic motivation.
Ice Breakers: 11/13 students felt that ice breakers were a good way to start class and get to know individuals in the class, was a good wake up for everyone, helped them to overcome their shyness and got them motivated in the morning.
General Impression of the Instructor (me): good, into everything being done, hyper, nice, cheerful, creative, okay, made it easy and fun to draw, fun, outgoing, needs to help more.
Structure of the Class (Ice Breaker, Group Activity, Theory, Lab): made for a good atmosphere, Labs were a lot of work, did not like theory but did like ice breakers and group activities, lab should start earlier, didn’t like selected groups, Liked the structure, Liked everything about the class, Everything, Liked group activities
Overall Impression of the Class: everything was good this quarter, it was fun, liked the class, should be more geared toward CAD, would like to draw all class and hand in work at the end to be graded (instead of guided), disliked the labs, liked having a morning class, liked that it was active, liked the techniques being taught, “7th grad art class that has noting to do with CAD”