Orientation
Tues. June 21st Tues. June 28th *OFF July 5th* Tues. July 12th
Thurs. June 23rd Thurs. June 30th Thurs. July 7th Thurs. July 14th
Tues. July 19th Tues. July 26th Tues. August 2nd Tues. August 9th
Thurs. July 21st Thurs. July 28th Thurs. August 4th Thurs. August 11th
***To facilitate launching a course of study, with a built-in likelihood of success, we as faculty have several teaching tools available to us. As we proceed through this instruction manual, these tools will be noted in italics, with three asterisks at the beginning and end. (Like this paragraph)***
During the first moments of the first class of this 8 week/16 session course, it is extremely important to set the pace for the entire course. Three important conditions need to be addressed: 1) That the relationship between the students and the faculty is a relationship of (earned) mutual respect. 2) That (just like "real life") all things are monitored by rules and procedures. 3) That one of the purposes of the "Hacker's University" is to teach teens new and creative personal skills (including job skills).
***One of the constants about under employed and unemployed adults, is that their early lives were often void of consistent conditions: Dinner with the rest of the family, at the same time each day; bedtime at the same time; predictable punishment for childhood offenses; school assignments completed on time; etc., etc.... It is important to emphasize the need for all the participants (student's and faculty) to be ON TIME for each class. In fact, it is not out of line for anyone who needs to, to arrive early. Classes need to begin ON TIME each and every time.***
***When it is time for each class to begin, spend a few minutes "decompressing" the group. They bring all the stresses and distractions of their preceding hours to the class. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
Launch a few screen savers on one of the computers. Briefly discuss the graphic, as well as the technical aspects of each screen saver: Color, motion, timing, etc.
Using a large chalk board (or wipe-off board) draw a few images and very briefly discuss the animation process: Thinking in motion; seeing the final animation; understanding the concept of building a scene in steps, etc.
Using a large chalk board (or wipe-off board) draw a grid, draw an image and then draw the image in a different (nearby) location on the grid. Illustrate the "C" Language translation of that simple movement, by writing an "if then" statement. Repeat the process of movement across the grid. Explain how the computer thinks about movement--One step at a time.
***Be sure (as often as possible) to use the correct terms as you talk about the tasks: "xy axis"; "mapping"; "transitions"; "keying an entry"; etc. Students will gradually adopt the language of computers, and they will notice that the terms are identical to terms used in some of their other school subjects: Algebra, geometry, English, even sociology and history.***
Describe x,y locations on the screen. Begin instruction on the "If then" language of "C" programming. (Using an existing example of a program that introduces an object at position 0,0).
Use this time to recap the lessons taught. Shut down the computers, go to the conference table, and ask the students to identify what skills they learned in today's class.
This time should be used to "relate" to the students. Ask how their day went.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
On the drawing board, sketch a few simple characters to be used in demonstration of the animation process. Take a few minutes to discuss how motion appears to the brain, when several still images are displayed in sequential order--An animation. Discuss how important it is to develop an acute sense of timing, with regard to manually rendering the components of an animation--Drawing each frame--and how much additional time required to plot the path of that animation with "C" Language.
Review the concept of assigning residence locations for objects on a screen grid.
Review the concept of "If, then" statements...the graphic calls required to animate an object.
Assign different locations to an oblect, on the screen, so the object appears at a different place each time the program is run. Do at least 3 different locations, to illustrate the concept.
Use this time to recap the lessons taught. Shut down the computers, go to the conference table, and ask the students to identify what skills they learned in today's class.
This time should be used to "relate" to the students. Ask how their day went.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
This time slot will be used to discuss the concept of creating an animation (a "Screen Saver") and what inherent problems may occur during the process--Miscalculating production time; under estimating the complexity of an animation; minimizing the requisite attention to detail and pace required to insure completion of most any project; etc.
***This is an opportunity for the class to meet and discuss their understanding of the information covered, to this point, and assess whether their expectations of the course are on or off the mark. Take this opportunity to remind the class that the main purpose of this course is to help them learn a skill that will either directly or indirectly benefit them in many ways--Learning that if they stick to a project, they will complete the project; learning that they can learn a skill, "completely new" to them, and actually produce a functioning finished product; learning that learning and working together can be rewarding and fun; learning that "brainstorming" with a production group can help fill the gaps in the process of developing an idea; and learning that all complex processes "take time".***
***Now is an excellent time to introduce the students to a few of the skills necessary to work in any "team working" environment.***
The production meeting is conducted very similar to a sales meeting; a management meeting; a marketing meeting, etc. The Production Manager (the instructor) discusses the current project with the Production Crew (the students). The objectives of the course, and the time schedule for each stage of the production needs to be outlined during this meeting.
Using a large chalk board (or wipe-off board) draw a "Time Line" for the course, across the top of the board. The "Time Line" should include eight headings (for the eight weeks of the course) with sixteen columns (one for each of the classes in the course).
Make an objetc move across the screen, without erasing it. (Erasing the objects will be covered in the next Lab session).
Use this time to recap the lessons taught. Shut down the computers, go to the conference table, and ask the students to identify what skills they learned in today's class.
This time should be used to "relate" to the students. Ask how their day went. Engage them in a brief conversation about their lives. It's important to show them you genuinely care about their world, as you introduce them to yours.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
Distribute the "Second Quarter Evaluation" forms to each of the students. You will notice that the forms have few formal questions, and more space for subjective (hand written) input by the students. Be sure to encourage them to express themselves freely...their opinion of the direction and effectiveness of the course, thus far, is crucial to success of the course in total.
This portion of the class will be used to show how to erase previously programmed elements of a graphic routine, so the object moving across the screen is clean (not followed by a previously drawn sequence, or "ghost image").
Review the concept of "If, then" statements...the graphic calls required to animate an object.
Use this time to recap the lessons taught. Shut down the computers, go to the conference table, and ask the students to identify what skills they learned in today's class.
This time should be used to "relate" to the students. Again, ask how their day went.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
It is time to expose the students to "Real Life" programming and graphics environments. Now that the students have "some" idea of what is involved in the process of creating animations, they will be able to appreciate what is involved in the creation and production of computer games; "hi-tech" commercial and industrial productions; cartoons; special effects "Sci-Fi" applications.
Use this time to recap the lessons taught. Shut down the computers, go to the conference table, and ask the students to identify what skills they learned in today's class.
This time should be used to "relate" to the students. Ask how their day went.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
Now that the students have experienced an introduction to the "C" programming creation process (they have created one simple "Screen Saver"), and have visited at least one Multimedia production environment, this production meeting should be more creative and informed than any of the past production meetings. The student's vocabulary should show that they have begun to grasp more of the concepts of programming.
***What we want to hear and feel from the students is that they see the possibilities for animations, and they are beginning to understand the process.***
Load all the students first completed "Screen Savers", and view them (one at a time). Ask the students to keep in mind what could be done to improve each "Screen Saver" (Be sure to have the student who's "Screen Saver" is being viewed, to take note of the comments.
***Make sure the comments are all presented in a "positive tone". It is of no benefit to anyone to have to listen to insulting comments about a persons art ability.***
Distribute Storyboard template sheets to the students. Using the drawing board, draw storyboard panels, and discuss the concept of mapping out an animation, and pre-thinking how it will actually look when it is completed.
Use this short amount of time to take a break from the academic complexity of "C" language, and shift the student's energy toward the comparatively lighter subject of artwork.
Launch each of the student's first completed "Screen Savers" (one at a time), and discuss the graphic and technical aspects of each of them. The students should focus of improving their previous efforts in three ways: 1) Improved movement of elements across the screen--smoother motion; more "three dimensional" effects; more natural cycle of motion; etc. 2) Improved graphic elements--more creativity; more complexity; etc.
***At this point, a good sign that the program is developing well, is if the students suggest a number of improvements for their own and each other's "Screen Savers". The instructor can help this process along by conducting a constructive evaluative analysis of the student's work--Let the students freely comment, and respond to comments, about their own and each other's work...but keep it constructive.***
This period of time should be dedicated to providing the students with an uninterrupted block of time to work on their second "Screen Saver". By the end of this session, each of the student's should have the graphic and programming of their "Screen Saver" completed.
***If any of the students are finished with their own "Screen Saver" before the rest of the class, they should offer graphic or technical assistance to one of the other members of the class. This is a good opportunity to exercise "Team working" skills...after all the "Production" (the class...as a group project) needs to keep on deadline. If the class is measurably off deadline, then planning and pacing should be a topic of discussion at the next production meeting.***
The next few minutes of the class should be allocated to solving any last minute technical problems the students may be having with any of their "Screen Savers".
Use this time to recap the lessons taught. Shut down the computers, go to the conference table, and ask the students to identify what skills they learned in today's class.
This time should be used to "relate" to the students. Ask how their day went.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
Hand out the Mid-term Course Review forms. Discuss the purpose of the break in instruction...that the feedback of the students is essential to the overall success of the entire course.
This time should be used to "relate" to the students. Ask how their day went.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
Use this time to recap the lessons taught. Shut down the computers, go to the conference table, and ask the students to identify what skills they learned in today's class.
This time should be used to "relate" to the students. Ask how their day went.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
This time should be used to "relate" to the students. Ask how their day went.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
Use this time to recap the lessons taught. Shut down the computers, go to the conference table, and ask the students to identify what skills they learned in today's class.
This time should be used to "relate" to the students. Ask how their day went.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
Use this time to recap the lessons taught. Shut down the computers, go to the conference table, and ask the students to identify what skills they learned in today's class.
This time should be used to "relate" to the students. Ask how their day went.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
Use this time to recap the lessons taught. Shut down the computers, go to the conference table, and ask the students to identify what skills they learned in today's class.
This time should be used to "relate" to the students. Ask how their day went.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
Use this time to recap the lessons taught. Shut down the computers, go to the conference table, and ask the students to identify what skills they learned in today's class.
This time should be used to "relate" to the students. Ask how their day went.
***Remember, at the beginning of each class, spend a few minutes "decompressing" the group. Take the time to talk with them (as a group) to help extract them from their problems, and get them more tuned in to what will be going on for the next two hours***
Use this time to recap the lessons taught. Shut down the computers, go to the conference table, and ask the students to identify what skills they learned in today's class.
Use this time to recap all the lessons taught. Go to the conference table, and discuss what skills the students learned during the course.
Extra-Curricular Activities
Field trips
Overnight camping trips
Guest speakers
Product demonstrations
Future Options
Internship positions
Employment opportunities
Advanced programming classes
Multimedia production classes and projects
Commercial production projects
Course Evaluation Questionnaires
Student satisfaction level
Areas needing improvement
Skills learned
Employment Applications (for graduating students)
Internships
Summer and after school jobs
Student teaching jobs
Project leaders and tutors