Category Archives: spring18tedu411section901

TEDU 411 – Week 14 – Blog Post

This week’s assignment was to try one of the activities from our text book related to music. We were to listen to a piece of music and then analyze it in terms of looking at it as a piece of text or literature.

A. For my song, I listened to Sing, Sing, Sing by Benny Goodman. It is a fun swing piece that incorporates a multitude of instruments found in old fashioned swing bands like trumpets, trombones, violins, bass violins, pianos, and all kinds of other instruments. It has a very upbeat, almost bouncy feel to it, and I always feel like it is supposed to evoke a feeling of being in the heat of large party. One should feel hot and sweaty, but be having fun because of all the energy and excitement around them. Through its near constant upbeat tones and roller coaster like crescendos, it keeps the listener waiting for more, excited and happy all at the same time. There are lulls in the music, and I could see how others might see a different image with those, but I feel it just adds to the over all tension, like a sort of calm before the storm. Overall, the piece is super fun to listen to and to dance to, perfect for imagining a party like environment.

B. After listening to it a second time, I also noticed at some points it seemed to almost have a menacing sound to it. It was almost like watching an old fashioned mob movie where a big fight was about to go down or something. Either way, a party or a fight, the song certainly gets one fired up and hanging on the edge of their seat to see what’s next.

TEDU 411 – Final Project- Update 3

For the most part, I have almost finished my final project for the class. All of the large structures are now in place and have a definite shape as well as shading, and the detail work is almost halfway finished. The only thing left to really complete is the final detail work and the over all lighting to hopefully help give the cityscape a more night time like feel. And, as mentioned last time, I do hope to be able to try some sort of animation, even if it is just two frames going back and forth for stars twinkling or something simple like such.

I have learned that pieces that have such intricate detailing and small parts, or at least relatively small compared to the rest of it, require a multitude of different layers. Such layers really do help to keep things organized and facilitate any change that might be required as you continue to work on the piece. I have also learned that perfection is not necessarily needed to make a good piece. In fact, sometimes it is the imperfection and the human error in shape and such gives a piece more of a real feel. Nothing in the world is perfect and to try and replicate perfection in a representation of the world doesn’t really seem to make sense. Embrace the little details and their imperfections to bring a piece to life, as well as to not drive yourself crazy with work.

TEDU 411 – Week 13 – Art Activity

This week, we worked with squishy circuits and considered how we might incorporate such an activity into the various SOLs required by the state.

For one activity, my group thought about incorporating it into teaching the life cycle, science SOL 2.4, by having groups of students create different models representing a frog’s life cycle using the squishy circuits. The groups would then share their step and explain where it fits into the cycle to the class.

The next activity we thought about was using the squishy circuits to teach symmetry in math, SOL 2.15. Students would have to match up different pieces from different shapes and the one that was its pair to the original would be the one that would, ideally, light up when connected and tested with the circuit.

For language arts, we came up with something for teaching punctuation or working with English SOL 1.4. For this students would construct squishy circuits that resembled ending punctuation and then light up the correct punctuation that they believe would correctly fit a sentence given by the teacher.

And finally, for social studies, we created a squishy circuit game for SOL 2.1 or looking at the contributions of Egypt and China. For this, students would create a squishy artifact to represent both China and Egypt. Then they would be tasked with lighting up the correct artifact that represented which civilization contributed what based on questions given by the teacher.