Learning and Teaching using ICT
The author of this website reported on the teachers' initiatives to adopt and implement ICT in an elementary school. Videos during the class sessions were also made available.
Below is the course outline from the Art & Design - Poster advert.
Poster advert
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Information |
Objectives
• To learn how to use a digital camera to capture an image
• To learn how to transfer a digital photograph to a computer
• To review, modify and evaluate work as it progresses
Prior learning
To benefit from this lesson, children should:
• have looked at and discussed examples of:
– the work of graphic designers or artists such as Matthew Roby, by using the Internet, making visits to galleries, looking at posters;
– adverts, including posters, fliers, magazine adverts, TV or radio adverts;
• have analysed critically different examples of graphic designs and discussed how the artists have exploited text and images;
• have decided on a product to advertise in a poster, such as a book or video, and the purpose and audience for the advert;
• have listed the ideas and types of media to use in their poster designs;
• have produced their poster using a range of media.
Vocabulary
advert, image, digital, digital camera, open, save, image, graphic designer, artist, poster, purpose
Resources
• data projector or interactive whiteboard linked to a laptop
• ICT suite or set of laptops
• presentation software (in this Example, PowerPoint)
• graphics software that enables colour manipulation of selections (in this Example, Revelation Natural Art)
• digital cameras
• scanner and scanner software
• posters/designs created previously
ICT skills needed by teachers
To teach this unit, teachers need to know how to:
• use a digital camera and transfer photographs to a computer.
Preparation for this lesson
Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are transferring digital photographs to a computer.
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Lesson extract |
Introduction
Begin by reviewing children’s completed adverts. Ask:
Q What do you think and feel about this advert?
Q How could you develop this work in the future?
Q If you could create your image again, what would you do differently?
Encourage others to evaluate the work by commenting on the image in a positive way.
Remind children how to use the digital camera, including taking pictures and deleting images. For example, you could pretend that you have forgotten how to use it and ask children to give you instructions. Encourage them to come to the front to show what to press.
Main activity
Organise the class to work in groups so that each group has a digital camera. Give the groups time to practise taking photographs of the classroom, their friends, and various objects. Using one group as an example, show how to save a digital image from a disk or media card onto the computer as a JPEG file. Ask each group to practise this skill, saving one image each.
Now demonstrate how to place a design flat on a surface and use the digital camera to take a picture of the image. Transfer the photograph to the computer. Ask the groups to take digital pictures of their own design and save them on the computer as before. Remind children that they will need to remember where they have saved their work as the photographs will be needed in the next lesson.
Alternatively, children could scan their images and save their scanned image as a JPEG file.
Plenary
Bring the whole class together. View and review a selection of the digital images.
Next steps
Show children how to use the tools in image manipulation software (in this Example Revelation Natural Art) to change the size, colour, focus or shape of the image, to flip or rotate it, to use the brush tool, to fill an area, to undo or erase, to add details from other images using copy and paste, and to use special effects such as smearing, spraying, highlighting, softening and spraying.
Ask children to refine their images and experiment with adding text to them.
Use a selection of questions to encourage the children to think in a reflective manner:
Q How did you feel as you worked on this image?
Q Did you have a good starting point?
Q What could have been better about your starting point?
Q How could you develop your work in the future?
Q If you could create your image again, what would you do differently?
Q What are the similarities and differences between your original photograph and the end product?
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Notes |
Links to QCA schemes of work
The lesson links to:
QCA ICT Unit 2B: Creating pictures
QCA ICT Unit 3A: Combining text and graphics
Context of this lesson
This lesson is the third or fourth session in a series of six lessons.
Subject links
Links can be made in literacy to non-fiction writing for an audience. For example, children could be asked to write a review of their adverts.
Why use ICT?
The advantages of using ICT are as follows.
• A digital camera can be used to record children’s compositions created using traditional materials. The photographs can be used for discussion and evaluation with the whole class.
• Using image manipulation software, children can explore, draft and present pictorial information. They can experiment directly and quickly with different images. Their work can be saved, developed and refined later.
• ICT
allows teachers to project enlarged visual images and to model different
compositions for whole-class demonstration, discussion and evaluation.
Data retrieved from http://primary-strategy.nen.gov.uk/ on 21/8/07
