Archive for the ‘openonline’ Category

 

Metal Mushrooms in Stereo

Tuesday, July 24th, 2012

I have been dying to do the Wiggly Stereoscopy assignment by Bill Genereux—it basically uses the animated GIF method to create a 3D effect with just two images. It sounds easier than it really is—nailing it is all in the images you choose—though I must say Norm makes it look easy. Once I had two images I believed would work I wanted to see if I could find some useful tips from folks in ds106 who already did the assignment. Turns out I could, Katie Girard wrote this helpful post that introduced me to the animation filter in GIMP, something I knew nothing about.

Not only can you use the Animation filter to view the image moving through the layers, but you can also change the speed using this helpful tidbit from Katie:

….under Filters >  Animation, I chose Playback….you can see your .gif in action as it rotates between layers. To change the delay between the two frames, select the layer and add a time written in milliseconds using this format: [imagename (nms)] where n = the number of milliseconds. I chose to use 750ms.

The default speed worked well for my stereoscopy, but here is a more specific tutorial for changing the speed at which layers switch in GIMP for anyone interested.

One thing this reinforces for me is how amazing the ds106 assignments repository is. It not only has a ton of great assignments but lists everyone who has done that assignment. Sure some links to example posts will break in time, but the bottom line is it gives other people thinking about what to do ideas, inspiration and even helps them learn some technical details they might not have known otherwise. As time goes on I’m convinced we’ll see more and more tutorials in the assignment repository as well, and to that end this post is the change I want to see ;)

flickring clouds

Monday, July 23rd, 2012

Rolling the remix dice I get: haiku it up [remixed]: Media Bender — Remix Machine

Original assignment: haiku it up For the writing assignment, take a random Dailyshoot photograph and create a haiku using that image Remix Card: “Media Bender”: Change up the media for the original assignment- take a video assignment into audio or design.

So I grabbed some images from here: Take a picture of a cloud and tell us what it looks like to you using A flickr CC search toy to get the ones with suitable licenses. I skipped the cloud pictures that had annotations or drawing and and was left with six strong pictures. I wrote a haiku to go with them, dragged the images into iMovie and added a voice recording and a by Kevin MacLeod.
Nothing that any primary 5 or 6 could not do. I am not terribly please with the audio, using a usb headset mic, recorded so many times my voice loses all meaning. Better mics not avaliable and I wanted to get these 2 stars down quickly and get back on the ds106 horse.

Flickr Photos by
Dare to dream7: Attribution-NonCommercial-Share Alike License
@DrGarcia: Attribution-NonCommercial License
cogdogblog: Attribution License
Michael Branson Smith: Attribution-NonCommercial-Share Alike License
Rowan Peter: Attribution-Share Alike License
Music: Kevin MacLeod

Back after AWOL

Monday, July 23rd, 2012

I’ve completely ducked out of DS106 for the last two weeks. Work, family and a week long conference meant I’ve not don anything for week 7, 8 or Week Nine: Remixing it Up — Camp Magic MacGuffin and didn’t do anything for the wonderful: Seven Day Daily Create Challenge.

I did see a tweet from Mike Berta inviting me to Radio campfire with stories and songs which I could not follow up. For the sounds of it: Digital Raconteur: Radio Campfire Show it was great. As I’ve been digging into Internet Radio at Radio Edutalk I would have loved to join in.

So I am going to try a few daily creates this week, I started yesterday:
Night fades into day
Two photos taken out my window with iPhone, layered and with a fade applied with photoshop touch on an ipad.

and I’ve made a quick one on the Remix Machine Tell A Tale On A Tapestry [remixed]: DS106-ersizing, whicxh turns out to be quite easy:

The Bildwirkerey von Bayeux looks useful: Create your own stories with the historic tale construction kit.


Hopefully heading for a slightly more creative week.

Choice Words: Chapters Five and Six

Monday, July 23rd, 2012

Chapter five in Choice Words is Flexibility and Transfer (or Generalizing). Dr. Derek Cabrera, about whom I have written before, refers to transfer as the Holy Grail of education. The idea is that if we can help students take skills, concepts, or ideas learned in one subject or one setting and transfer them to another independently we have significantly upped our impact.

On page 44 Johnston explains how the language from the earlier chapter on identity plays into transfer:

Once a child incorporates into his identity a sense that he is a writer doing writerly things (or a scientist, mathematician, and so forth), he can ask himself in a new situation (not necessary consciously) what he might do as a writer, since those roles do not stop at the border of a single activity setting.

Another piece that struck me was using the word like. Johnston says on page 46:

This means thinking beyond the literal to the metaphorical, and the word like is very good for invoking metaphors.

If I remember correctly, and I’m being lazy and just going with my memory rather than any research, metaphors were one of the, if not the most,  powerful tool Marzano wrote about in Classroom Instruction that Works. Johnston goes on to talk about the power of metaphor because it allows one to take what is known and stretch to what is unknown. I have clearly not thought enough about how and why to use metaphor in my classroom.

Chapter six, Knowing, struck me as being essentially about creating an atmosphere and community in a classroom that makes taking risks doable for everyone. Johnston starts off with language that offers the students some control and ownership of the learning and conversation. He continues with language that clearly sets the teacher with the students, such as “Thanks for straightening me out.” Showing students that we make mistakes or that we don’t always know the answer sets up an environment in which they are willing to do the same.

I think my favorite bit is on page 60:

Never believe everything I say. Never believe everything any adult says.

I firmly believe that as a teacher and as a parent one of my jobs is to help my kids question things, not accept things at face value. Actually saying something as explicitly as this has never occurred to me however.

Building a community that allows students the opportunity to grow requires that they feel comfortable taking risks and making mistakes. It is no surprise to me that my language impacts that but Johnston’s ideas are helping me identify areas in which my language is weak in regards to this goal.

Is Everything Good a Remix?

Sunday, July 22nd, 2012

So you want to be creative?

1. Copy
2. Tinker
3. Combine

In part 3 of Everything Is a Remix: Elements of Creativity, Kirby Ferguson states that

“creativity isn’t magic. It evolves by applying ordinary tools of thought to existing material.”

He expands this idea by explaining that no one starts out original and that copying masters in order to learn isn’t a new or bad thing. Emulation allows you to get to know and understand the art form. After that you can tinker with it and create variations to come up with something completely new. You can them combine the variations with something else to create something unique and original.

In part 2 of Everything Is a Remix: Remix Inc. Kirby Ferguson proclaims that most box-office hits rely heavily on existing material.

By way of example, any spaghetti western takes the standard elements of a western and appropriates them, transforms them or subverts them.

According to SG Newwave, the West­ern began in the 1800′s as tales from the frontier (e.g. The Last of the Mohicans) which were later turned into movies. The plot of American Westerns usually consisted of a town in the American west being ter­ror­ized by a group of ban­dits until a nomadic gun­slinger came to their res­cue. It ended predictably with a show­down between the pro­tag­o­nist and the antag­o­nist and good triumphing over evil. In most Westerns, Native Americans were generally depicted as savages. The first and old­est American Western film was the 10-minute silent film, The Great Train Robbery from 1903 (turn down the sound).

Spaghetti Westerns got their name because they were westerns made in Italy and some of the first were directed by Sergio Leone. According to swdb,  spaghetti westerns usually have an American-Mexican border setting and boorishly feature loud and sadistic Mexican bandits coming up against heroes with unusual names (e.g. Sartana, Sabata, or Django). Unlike traditional American Westerns, the story lines usually feature Gringos and Mexicans, but rarely Native Americans.

Posters to Wikipedia shared that

the Spaghetti Western stars a ragged, laconic hero with superhuman weapon skill who joins an outlaw gang to further his own, secret agenda. There is usually a flamboyant Mexican bandit and a grumpy old man who serves as sidekick for the hero. For love interest, rancher’s daughters, school marms and bar room maidens were overshadowed by young Latin women (sometimes mothers) desired by dangerous men. The terror of the villains against their defenseless victims became ruthless and their brutalization of the hero when his treachery is disclosed became just as merciless, or more – just like the cunning used to secure the latter’s retribution.

Since these films were not originally made in the USA, the morality of the American west was less clear-cut than in American Westerns. According to Fistful of Westerns, many of the heroes of the Spaghetti Western are in fact ‘anti-heroes’ and it is not uncommon for the all the principle characters to be killed off by the end of the movie. As such, Spaghetti Westerns tend to be more violent than traditional American Westerns and several of the original met with censorship problems upon their release in the 1960s causing them to be cut or even banned in certain markets. Given their origin in a strongly Catholic society, it is perhaps not surprising these Spaghetti Westerns were also often rich in religious allegory.

In terms of cinematography, Marylin Wong explains on SG Newwave that Leone’s so-called Spaghetti Westerns were characterized by long takes, extreme wide shots, extreme close-ups and com­po­si­tion in depth. The long takes with moments of silence and still­ness brought about both a slow rhythm and empha­sized the inten­sity of particular scenes. This “calm before the storm” long shot and silence worked effec­tively in stand­offs as it allowed the audi­ence to either admire the beautifully shot scenery, pay close atten­tion to the character’s body lan­guage or, rel­ish in the music play­ing in the back­ground. In addition, as in American Westerns, there was a recur­rent use of close-ups. Extreme close-ups were able to cap­ture the slight­est move­ment of the face and eyes and, thus, get into the mind of the char­ac­ters. Leone would cut from an extreme wide shot of the desert and jump right into an extreme close-up of the character’s eyes. In addition, he would make use of “com­po­si­tion in depth” by filming trains along the same axis as the train runs or showdowns by looking over the shoulder of one of the participants rather than shooting from the side. This provided a more 3-dimensional look to 2-dimensional film and allowed the audience to feel more as though they were part of the action.

Extreme wide shot

Extreme Close up

Composition in depth

Despite this, according to Swdb, Spaghetti Westerns tend to be more action oriented than their American counterparts. Dialogue is sparse and some critics have believe that they were originally constructed more as operas, using the music as an illustrative ingredient of the narrative. Ennio Morricone worked closely with Leone to compose music that was as unusual as the visuals. Not only did he use instruments like the trumpet, the harp or the electric guitar, he also added whistle, cracking whips and gunshots. Marilyn Wong adds that since Morricone per­son­alized each character’s theme music, occa­sion­ally alter­ing it to reflect the change in char­ac­ter or emo­tions, Leone ensured that the dia­logue and music wouldn’t overlap each other. This allowed the audi­ence to fully appre­ci­ate Morricone’s music and further build tension. Some say he was a key factor in the genre’s success.

As Marilyn Wong also points out, Leone took the traditional American Western plots and infused his own style into it, cre­at­ing a seem­ingly new and unique prod­uct. This cycle of reinvention continues.

In an interview with Quentin Tarantino that I watched on YouTube a few weeks ago (but can’t currently find) he said the best preparation for making movies is to watch a lot of movies. I suspect that he has spent many hours copying the work of masters (or at least looking at their work and dissecting it), transforming it and combining it. In my opinion, he is shockingly adept at fusing modern storylines with traditional genres and this it makes for some very good movies. In his films, he tends to stick to a specific genre or sub-genre but with very unlikely settings or very unlikely characters. I am looking forward to his upcoming spaghetti western about American slavery.

All this seems to uphold Kirby Ferguson’s hypothesis that everything is a remix but it also made me wonder if the converse is true…

Do non-hits also rely on existing structures or formulae or are they not commercial successes, at least in part, because they are not based on story-telling narratives that have stood the test of time?

Yesterday I had a chance to attend Elliot Grove’s Saturday Film School through Raindance Canada and he was certainly of the belief that without a good story, you have nothing. He illustrated that point by showing 15 second videos created with cell phones that were still effective because they told a good story. I need to remember that the next time I post a video!

I wonder, are there still stories left to be told? How did the structures we keep going back to come about? Can new structures be developed that others will emulate?

In the meantime, keep copying, tinkering and remixing. It leads to come great stuff!

It’s a remix and a mashup

Sunday, July 22nd, 2012

So the Remix Generator gave me the Music Mash assignment, which I suspect is very difficult to by itself, with the Pretty in Pink remix card: Molly taught us all that everything is prettier in pink, so make that assignment more pink somehow, either literally or metaphorically. It’s interesting that I got a mashup and a remix, given cogdog’s Twitter question and blog post about the difference between the two.

Pink Floyd immediately jumped to mind, and the singer Pink, but that’s too obvious. Pink Panther? That would go well with some Pink Floyd. I’d be surprised if that hasn’t been done already (to death, even). There’s the Pink Fairies (SLYT), who I only know about because the Rollins Band covered “Do It.” That might be something to work with. I looked for some Pinky Tuscadero, but didn’t have the stomach to sit through more than a few seconds of Happy Days. Maybe I’m looking at pink the wrong way. There’s Music from the Big Pink, and Never Mind the Bollocks had a garish pink cover. There’s author Daniel Pink. I listened to his audiobook Drive a year or so ago. What if I used a bunch of them – like in that six songs in six seconds assignment? Or take ten seconds each from six songs, to get the 106 thing in there, if in an obscure way. So break out the Audacity and do something audacious. Don’t write about it – do it!

Credits:
Pink Floyd – Time
Sex Pistols – Pretty Vacant
Pink Fairies – Do It
The Band – Chest Fever
Pink Panther Theme Song
Dan Pink – Drive: The surprising truth about what motivates us

SNAP Challenge

Saturday, July 21st, 2012

I’ve got a ridiculous number of tabs open, many because I wanted to do some more thinking about them or share them. Of course, sharing them requires that I stop to reread and think about them. Hence the still open tabs.

One is Joshua Malina’s tumblr. A couple of weeks ago he took the SNAP (Supplemental Nutrition Assistance Program) Challenge. For one week he ate on the average food stamp budget of $31.50 per person per week and wrote about the experience. His family did not join him, although they seem to have been quite supportive. Personally I can’t imagine eating for an entire week on so little money.

From this experience he seems to have found that on such a budget fruits and vegetables were unlikely to be affordable, water was about all he drank, and he didn’t have dessert. I would guess he also dealt with being hungry more often than normal.

Sadly, that is normal for a lot of people. I have a lot of respect for Joshua Malina for trying this because I can’t do it. Instead I’m doing the least possible and spreading the word.

Jumping Jive

Saturday, July 21st, 2012

Recent excursions into Hollywood and pop-culture history have made me realize that there’s a lot of awesome stuff out there that I’d never even knew existed. When I leave Japan next week for a few weeks of R & R before heading to the next chapter, I plan on looking up for some recently discovered films. On the top of my list is Story Weather from which the Nicholas Brothers animated GIF above was captured.

The 6 minute YouTube clip from which 15 frames of a dynamic three second sequence were extracted also features electrifying performances by Cab Calloway and Bill “Bojangles” Robinson. According to wikipedia, this 1943 20th Century Fox film featuring an African-American cast is considered one of Hollywood’s best musicals. The wikipedia entry also says that the film was included in the National Film Registry of the Library of Congress in 2001.

As I mentioned in a recent podcast, as much as I’d like to learn to dance, it’s a wee bit too late in the game for me. But someday some youngster might come across an animated GIF like the Nicholas Brothers’ Jumping Jive and be inspired to learn how to make such awesome art as they did in the olden days.

ds106 Breakfast Club Edition Post-Mortem

Saturday, July 21st, 2012

Teacup Pigs

And now for something totally tiny, as opposed to massive.

Yesterday I finished up a two-week whirlwind class of ds106 (which I fondly refer to as the Breakfast Club edition) with five local high schoolers. To be more specific they consisted of two rising freshman, two rising sophomores and one rising senior. What I found after this most enjoyable two weeks (it was really only 8 days cause we had Fridays off, which made me sad) was that ds106 travels well from college to high school age kids, and I bet even elementary age kids as well. I wrote about this already to some degree here, so I won’t rehash it, but suffice it to say I think this model is brilliant for K12, and we may soon get to see something like it unleashed on a nearby middle school—put more on that anon.

Anyway, over the last two weeks I did an abbreviated, slightly pared down version of ds106 and had students in week 1 do 10 visual stars and 10 design stars. In week two they did 10 audio stars, 10 video stars, and 1 mashup trailer. It’s very quick, and I thought it might be too intense for them, and what I found out is that it really wasn’t too bad. They rose to the challenge beautifully, and seemed to have a blast doing it all the while. And once again, I really didn’t have to get bogged down in teaching a particular tool. I usually modeled one assignment for them that I thought would introduce them to a larger concept like working with audio (I—well actually Andy Rush—used the sound effects story assignment for that intro) that we all work on together for the first part of class, and then they’re pushed to complete as many different assignments as they can in the remaining 2 hours.

As we moved into video, however, I just let them do whatever they wanted and would show them tips in a one-off fashion as they needed to do them—it seemed to work well. Learning something you need to do is very different than learning something you may eventually need to do. In my mind this is where the assignment bank has proved revolutionary– it’s a fun way for them to pick and choose what they want to do and for me to help them accomplish it in the time we had together. This was by far the most enjoyable class I have taught to date: awesome students; no grades to worry about; very intense and very quick—all an amazing combination of factors. But add into that mix the now robust ds106 site framework and assignments and my job becomes a million times easier, and the experience a million times better for everyone involved.

As for the students, well they were all awesome to a person—and I’m still marvelling about the work they did. But rather than writing extensively here about it, I’m gonna just showcase some of their best stuff over this past week.

Tristan did some amazing video work this last week, but her mashup of Clueless and HBO’s Game Change was brilliant. Check it out:

What is interesting to me is that the Breakfast Club edition of ds106 was far more political than any of my college classes have been. The Pallin video above is one example, and I mentioned the Obama art in my previous post, but this 1 Second Video story about 9/11 is one I can never get comfortable with:

What struck me about this story was the horrific image moment it captures—one I personally saw unfold in real time from Long Island—but when I think about it these students don’t even remember 9/11. They were 2 or 3 years old when it happened. But it has shaped them, they’ve grown up in the wake of this historical event. In many ways they have been shaped by something they can’t even remember, and for me this 1 second video had that much more power coming from them. It was a testament to what it must be like to become cognizant of the world in a post-9/11 reality. A horrific reality on many levels. What’s interesting is that this student had also recently saw the film Extremely Loud and Incredibly Close (based on the 2005 novel by Jonathan Saffron Foer) which seemed to have made an indelible mark on her given she based several of her assignments on it, like this 4 icon challenge:

And that’s just the tip of the iceberg. We had another awesome mashup wherein Anna took Bedknobs and Broomsticks (1971) and remixed it to be a horror film:

Or her trailer of Prehistoric Women which focuses on the truly stronger sex—yet another politicized video in all its b-movie glory!

What’s amazing about all of this is they finished all their stars during class. The lab approach was fun, and I got to see and comment on their work in person right away. Check out Emma’s Easy A in stereo assignment:

The 30-Second documentary as well as the 5 Archetypes in 5 Seconds were picked up y KC, and they were fun. below is 5 animal archetype in five seconds followed by a 30 second documentary of killer pit bulls:

What’s more I didn’t even get to all the audio assignments. These were extremely impressive projects done in very little time. The Breakfast Club edition of ds106 showed me just how much more is possible with this class, and how useful the assignment framework can be for freeing up time to work with each of the 5 students one-on-one to hone skills. Say what you will about massive, small and intimate groups for getting stuff done and honing skills does not suck.

Note: I used the plugin WordTube to upload and link all the students videos. I did’;t feel like I could ask any of them to start YouTube accounts (no one had one, and given my recent issues with YouTUbe I wasn’t about to push it). I had 4 of 5 on UWM Blogs, so I had everything set to go there, we just activated WordTube and they were off. One other student already had her own Blogger blog, so she uploaded it to YouTUbe as a private video, and embedded it on her site. All-in-all the posting and technology concerns for the students to tag, embed, etc where seamless, next to no issues and I think this course will become more and more fundamental as the shift in the familiarity with media production itself becomes another assumed literacy.

Well, that’s all for now, but let it be know I was miss the Breakfast Club version of #ds106, you all were very much 4life.

Design Assignment: Hark! A Tapestry!

Friday, July 20th, 2012

Tell a Tale on a Tapestry: Go to Bildwirkerey von Bayeuxbe at , where you will find the “Historic Tale Constrvction Cit”, a web-based app inspired by the Tapestry of Bayeux. Follow the directions to create your own tapestry, then be sure to share it with us!

I found the “Historic Tale Constrvtion Cit” at Bildwirkerey von Bayeux while doing some Tumblr surfing. It’s funny what you can find on the Internet when you’re not even trying.

The Cit you find at the site is actually a reproduction of a defunct web app created by two German students, Karnebogen and Jungbluth, using Flash. The app was apparently an early source on the Internet for memes.

The Cit was rebuilt in 2011 by Johannes Jander using HTML and Javascript. I dub him an Honorary D106 Internaut for his initiative in preserving a cool and unique piece of Internet history that otherwise might have passed some of us younger users by.