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Goal

My goal is to continue with a curriculum that lets students learn and explore with traditional art media while incorporating the use of current technology. 

What will be done with my students

The initial project in which we will use the cameras is a papier-mâché sculpture. Cameras will be used to document the building of the sculpture from sketch plan, to armature building, to adding the papier-mâché skin and to the final painting. Students will upload their pictures and use Google Slides (a free web version of MS Power Point) to “animate” them essentially creating a time lapse video of the building of their sculpture. That project will act as a prelude to a more refined Clay Stop Animation project. For that project, students will hand build sculptures from clay. With what they have learned from the rudimentary papier-mâché sculpture, they will attempt to more seamlessly show the growth of their clay sculpture from a ball of clay to a completed sculpture. More advanced students may challenge themselves with actual stop animation of limbs and facial features of their sculpture. Students will end each of these projects having created both a traditional piece of art and a digital piece of art while learning skills from both ancient and modern times.

Cameras will also be regularly used by Digital Design (Yearbook) Students. 

Benefits to my students

Not only will students continue to be able to supplement their education with exploration of the traditional arts, but they will learn to use technology and enhance their software skills in conjunction with their art projects. 

Budget Narrative

Although cheaper cameras can be purchased, these should be cost effective both due to their superior photographic quality and “tough” design that allows shooting of photos and videos in extreme temperatures and underwater. The camera is designed to be freezeproof, shockproof, dustproof and waterproof. Though temperature should not be a problem, shock (dropping), water (wet hands) and dust (clay) will be a constant issue. 

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