Learning How to Draw: Faces From Different Perspectives

After getting a sense of drawing faces from a front view, I worked at learning to draw faces from different angles and perspectives.
I worked a little more on the front view as well (practice makes improvement!). Additionally, I learned how to draw faces from a side view and from a three-quarter view. My learning of this step has mainly been construction as realistic drawing of facial features have been and will continue to be developed separately and then together as I get better.

I learned a few different approaches. The first approach came from the first video I watched was “Drawing Heads on Different Angles“. It offers a straight forward way of drawing faces from various perspectives. I learned the lines that go into drawing the facial structures for front, 3/4, and side viewpoints. One reason that I prefer this video a little less than the other (which I have embedded above) is that the youtuber draws using a computer program. While this allows him to copy and paste, as well as lighten lines and delete different layers, I as a learner am not always able to keep up with my pencil and paper. However, the information was useful and re-create-able.

FacePerspectives

The second video I watched, “How to Draw the Head from Any Angle” gave me a different method of constructing a facial structure for “any angle” I please. Additionally, the tutorial is done in pencil and paper, and the youtuber provides video of his own face to show a real life connection to the angles and facial structure we are trying to re-create. I did have to watch the video a couple more times to gain a fuller understanding, but I did enjoy having two ways of creating a facial structure form multiple perspectives.

Faces2 MoreFaces

These are methods I have practices over and over to try and get used to enough to be able to help them construct realistic portraits. I feel that knowing the basic structures to greatly improve my drawing ability. I look forward to seeing how they help me once I am ready to put all the feature together and create a full portrait. I think it may be helpful for me to do so once I learn how to draw noses, mouths, and perhaps hair, so that I can then work on connecting all of the individual pieces I’ve been working on. Also, if anyone knows of any other helpful web resources I would love to hear about them and check them out.

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Getting My Feet Wet: #saskedchat

This past Thursday, I participated in my first “#saskedchat” on twitter. I was a bit nervous at first, as I had never partaken in anything like it before. As others were introducing themselves, I felt more comfortable and introduced myself also. I felt welcomed by the other people participating and began commenting.

The experience was fast paced and exhilarating. The topic was edcamp, which is something I had no information on. I sat back at first, answered the first question and made some connections. I learned a lot about both the topic and the community of educators that get involved with saskedchat Thursdays at eight p.m.

Edcamp is an “un-conference” for educators that reminded me of the process of designing classes in the movie “Accepted” by asking students what they want to learn and writing it on a whiteboard. Edcamp is designed and structured by the attending teachers. It is a great opportunity for professional development and collaboration. As a pre-service teacher, I would love the opportunity to attend such an event. However, be part of the saskedchat also opened my eyes up to ways of connecting with other educators.

I look forward to future experiences with saskedchat. The app “you tweet deck” was suggested to help keep up and I think that it would help me in subsequent conversations. Although I didn’t know that much about the topic, I was still able to contribute from my perspective and learn from others who have experience with edcamp.

I would encourage any pre-service teachers to participate and don’t be afraid to speak up and join the conversation. If you’re feeling uncertain, feel free to join even if you’ll just be viewing the conversation at first. It was a positive experience and it will help you feel connected, at least it helped me. If you have any questions about my experience I would love to share, just ask.

On Genius Hour: Where Have You Been All My Education?

I think I have been waiting for “genius hour” to be a part of my education my entire life. I didn’t really no what I was searching for at first; I only knew that something was missing for me, something wasn’t working. Because I enjoy learning just about anything, I can feed off any opportunity to expand my knowledge. However, as I grow so to do my passions. I am passionate about education, without a doubt. I am also a passionate writer (working on expanding my creativity to drawing). The thing that was missing, for me, in my education was the opportunity to connect the things I am most passionate about to my education.

I feel that genius hour opens the door to allowing students to both learn important skills, fall in love with learning, and personalize their education in ways that are meaningful to them. Creative hour gives students time to take control of their learning and explore things that they are interested, passionate, and/or curious about.

In Nichole Carter’s article on Genius Hour, she outlines six important ways to personalize education and incorporate genius hour into the learning environment. They are, dual teacher role as coach and adviser, learn about your students, create a collaborative culture and an interactive learning environment, create flexible pacing that still has structure, and lastly create authentic assessments.

In the video, three guiding “rules” that can be helpful are provided. These guidelines are: make sure there is a driving question (what do they want to learn about), project has to be something that requires some sort of research, and lastly the project has to be shared with the class and the world. I believe these are good guidelines to keep genius hour productive and structured in ways that are helpful to the learning process.

I believe that just as I am discovering this as an educator, I am experiencing it as a learner. In ECMP 355, I am working on an online learning project: Learning How to Draw. This is my “genius hour” type experience. I am learning something I have always been interested about, I am finding many helpful resources online, and I am sharing my process and progress online. This experience is also helping me see how I can fit genius hour into my teaching.

I would love to hear other thoughts, opinions and advice on genius hour and other ways of personalizing education. What do you think of genius hour? Is it something you would do or are currently doing?

Here is what some students had to say about their experience:

For and Against Using Social Media in the Classroom

An Argument Against Using Technology in the Classroom

     While the use of technology in the classroom grows, and can be a very positive learning tool, I don’t believe that there is a place for social media in education. I believe that there is a time and a place for social media. That time and place is not in the classroom during class time.

First, more often than not, social media like twitter, facebook, and instagram (among others) become a distraction. Students will stop listening and engaging in the material if they are able to chat with their friends and scroll through non-educational material. Allowing social media into the classroom is like asking for classroom management issues. How do you know who is on task and who isn’t? How do you know if students are using social media platforms the way you are intending them to be used?

If including social media in the classroom is about getting students to collaborate, why do we notice people engaged with their cellphones, but unable to carry on a conversation? There are more effective ways of getting students to collaborate — in person.

Secondly, it can be an invasion of privacy and a risk to personal safety. Some students parents will not allow them to participate, because they do not agree with their child accessing social media. Students may post information that will come back to haunt them. The internet can be dangerous and young students can make poor choices about what they post on social media sites. Students can view and post inappropriate material that at their age they are not ready to handle. It would be better for students to limit what they share within the school building. This way the teacher can see exactly what information the student is sharing and the student is not risking their privacy or safety by being connected to people all over the world and making permanent decisions about what they share.

Thirdly, we all know that bullying is an issue. When bullying is happening in the school or class, the teacher is able to stop it from continuing and monitor student behaviour. When social media is used in the classroom, there is the opportunity for the bullying to become a cyber issue. In fact, cyber bullying can be a really troubling issue. The teacher is less able to notice, prevent, and stop bullying. Bullying is a serious issues that can be perpetuated in cyber spaces such as social media platforms.

Social media can become an issue for anybody. It distracts us from true communication as well as other priorities. The internet can be a dangerous place; social networking sites can lead to the sharing of inappropriate information. Additionally, cyber bullying is becoming a very common occurrence. Do we want to invite all of this into our schools. Children go to school to learn. Social media sites cause distraction, disengagement, and can even endanger them. Students should focus on their studies and not be subjected to these negative aspects of social media.

You can join the discussion here.

       An Argument Promoting Social Media in the Classroom

      From homes to school hallways social media is booming. Although society has seemed to create an era of antisocial phone zombies, there are good uses of social media. Perhaps, if students were taught proper uses, considering digital citizenship and sparking meaningful conversations about topics relevant to the world, there would be less negativity attached to social media. I believe there should be a place for social media in education and in the classroom.

First, technology and social media is everywhere, it surrounds students. To remove such a relevant part of their lives out of their education should not make any sense at all. When a student is taught to use something such as social media, they are being gifted with knowledge that they will actually use outside of the school doors, and in their daily lives. Teachers from all over the world are incorporating not only technology in the classroom but also, social media. Students, parents and teachers are thriving with a new exciting way to connect and share their educational journeys,

Kathy Cassidy is a primary teacher in Moose Jaw, Saskatchewan who incorporates social media into the classroom in the form of twitter and blogging. Check out what her students have done and what she has to say on her classroom blog.

Second, there are a lot of preventative actions that educators can take by teaching students about the platforms they use. There have been tragedies all over the world rooted in cyber bullying and misuse of social media. There is, without a doubt, a dangerous aspect to social media. This should be a driving force to educate our learners when it comes to their online lives. Our online lives unfortunately are no different from our offline lives. Providing knowledge and lessons on proper use and skills is crucial to today’s students. Consider the social learning theory, and the importance of teachers setting an online example. When live in a different world where social media cannot be escaped. Students need to learn how social media can benefit them instead of bringing harm onto them.

Its just like knives, we need knives to cut and while we cook things. If we didn’t have knives in our kitchens people would hate cooking even more than they already do. Without knives life would be a lot harder. However knives can be used in the wrong way and even when taught proper use, some people will still misuse them. When looking at an innocent child a knife can be dangerous, until they are taught how to properly use them, it is then that a knife becomes useful.

Thirdly, connecting to educators, and student from all over the world is something that can only broaden the minds of our young learners. When the world can collaborate, think, and create together there is a lot that can be accomplished. Educators can share ideas, bettering the lessons for their students. Students can learn new things, such as culture and ideas. Most importantly parents can easily access and see what their child is learning and accomplishing. I believe there is a lot a parent can learn about their child from a simple blog post or a tweet.

See how students have benefited from social media here:

Art student launches career

Studies on social media in the classroom 

For argument by: http://creativemolly.wordpress.com/

I also discuss specific ways social media can be used in the classroom, including ties to the curriculum, here.

What are do you think about using social media in the classroom? Would you consider using it in your class?

Learning How to Draw: Basic Face

The focus in this learning activity is not about drawing the faces with realistic detail. I’m taking a step back to consider facial structure. While I have already been learning about drawing eyes realistically, I decided it would be best if I learned how to draw the basic facial structure before learning more about specific parts. This way, once I have learned how to draw eyes, nose, mouth, hair, etc, I will know where to place them and work on connecting them into a complete image.

My first step was to get the basics down. I watched: “How to Draw a Face- Basic Proportions”. I watched the video once without drawing anything. I watched the video again, and drew as I watched. I did a second drawing without watching the video to fix mistakes and practice what I learned separate from the video. I gained a sense of where I’d gone wrong. The first image is more stretched out and more funny looking overall. As with eyes, I believe drawing these basic proportions until they feel more natural is an important part of my learning process.

First Face Shape2ndFaceShape

I watched a second video, by the same youtuber, to learn key characteristic differences that can act as clues to the characters sex. The video is called “Drawing the Differences: Men’s and Women’s Faces” Learning the basic differences between male and female characteristics acts as a starting point that can help, but can be altered to fit the variance that exists in realistic images of people. In the video it is stated that these are just guidelines. I personally found them helpful and noticed a difference in my ability to draw faces that depict a distinction between male and female faces.

MaleAndFemaleFaces

 

From this point, I will continue to draw these basic proportions multiple times until I get used to them. Then I will work on trying out different looks or styles beyond the basic. Additionally, these first videos are only the front view of faces. I will also work on drawing face shapes from multiple angles.Here are two videos that will help me with this:

  1. How to Draw the Head from Any Angle
  2. Drawing Heads on Different Angles

As always I would love feedback and any recommended resources. As this is an online learning project, gaining any feedback and ideas on how to improve my learning process is helpful to me.

Teaching Digital Citizenship

The Ministry of Education is working on integrating the teaching of digital citizenship into the curriculum. As the use of technology becomes commonplace for our students it is necessary that we all learn how to be good, safe, and responsible digital citizens.

The nine themes of digital citizenship are considered, as outlined by Mike Ribble, to be:

  1. Digital Access
  2. Digital Commerce
  3. Digital Communication
  4. Digital Literacy
  5. Digital Etiquette
  6. Digital Law
  7. Digital Rights and Responsibilities
  8. Digital Health and Wellness
  9. Digital Security (self-protection)

Several outcomes and indicators, which support teaching digital citizenship, can be found in the Saskatchewan Curriculum. I have chosen six outcomes, from a range of grade levels, to use as specific example of places where digital citizenship can be incorporated. However, there are many more areas of learning that could also incorporate the ideas and learning of digital citizenship.

English Language Arts

CR5.2: View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.

The following indicators can show this outcome as it relates to digital citizenship:

  • Gather information from a variety of media (e.g. web sites, advertising, and or videos).
  • Recognize point of view and distinguish between fact and opinion.
  • Identify the values underlying visual messages and recognize persuasive techniques and purposes in oral presentations and various media (e.g., promises, dares, flattery, comparisons).

Teaching about digital literacy could be integrated into this outcome by having students look at information on websites and construct ways of gathering information and knowing how to read into the information provided. Students can learn how they can judge the quality and source of the information in ways that make them literate and informed digital citizens.

CC B10.4Create a variety of written informational (including a business letter, biographical profile, problem-solution essay) and literary (including fictionalized journal entries and a short script) communications.

Indicators:

  • Write a biographical profile that: includes key ideas learned about the person, begins by sharing some important background information, describes the subject and explains what he or she accomplished, ends by leaving the readers with something to think about and consider.
  • Experiment with and explore a variety of written text forms (such as letter of complaint, obituary, brochure) and techniques (such as figurative language, literary devices, anecdotes).
  • Write fictionalized journal entries

This outcome and these indicators could integrate digital etiquette and communication into the curriculum. I think that students could learn and become good digital citizens by creating blogs and using what they learn to show and practice good digital citizenship. Blogs could allow students to create biographical profiles (a safe and positive digital identity), students could explore writing blog entries as a varied text form while using techniques that they learn, and students could use their blog for creative works such as character writing as well as blogging as themselves. I think this hands on approach would allow students to learn and practice digital citizenship and ELA subject matter.

Wellness 10

W1: Evaluate one’s understanding of wellness while participating in various learning opportunities that balance the dimensions of wellness (i.e., physical, psychological, social, spiritual, environmental).

Indicators:

  • Examine the consequences of neglecting or over-emphasizing any of the dimensions of wellness.
  • Analyze individual and civic responsibility in nurturing well-being and examine the social factors (including expectations of self and others) that influence personal wellness.

This outcome and these indicators could integrate the themes of digital health and wellness into the curriculum. Students could learn about moderation, while using technology for social and leisure purposes can be good for our overall health it must be part of a balanced lifestyle. Being a digital citizen means making sure you aren’t using technology in ways that can damage your health physically or mentally.

Mathematics

WA20.6Demonstrate understanding of personal budgets and their importance for financial planning. [CN,PS,R,T,V]

Indicators:

  • Explain considerations that must be made when developing a budget (e.g., prioritizing, recurring and unexpected expenses).
  • Explain, using examples, the advantages of creating personal budgets.

As part of learning digital commerce, students in Workplace and Apprenticeship 20 could integrate this theme of digital citizenship into financial math. As part of being good digital citizens, learners need to know how to budget for buying digital content as digital consumers.

Health Education

USC6.1: Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege).

Indicators:

  • Identify sources of, and evaluate information about, personal beliefs and values.
  • Examine the connections between affirming personal standards and developing identity.

With this outcome and these indicators the idea of digital identity could be learned and discussed. Students could learn about digital security and communication. What do students do and say on the internet and how does that form their digital identity? How do they know what is appropriate to show on the web? How can students make healthy decisions about digital identity?

USC6.6: Develop and demonstrate the knowledge, skills, and personal standards necessary for establishing and supporting safe practices and environments related to various community activities.

Indicators:

  • Investigate and analyze the intent of the rules, regulations, and laws related to safety practices for common and local adolescent activities.
  • Defend the statement “community safety is everyone’s responsibility”.

While this outcome and these indicators can be considered in terms of “local” activities, the common activities done by adolescents on the web can be included in the promoting of personal safety. As the web becomes a common community for adolescents to belong to it is important that they learn how to be safe as digital citizens.

These outcomes show how there are places in the current curriculum where digital citizenship can be incorporated into the teaching and learning. The web is a common community and platform that students are using, so education must reflect their activities and needs. In order to be able to use the web and be safe on the web, we must be educated about using the web.

Here’s a video about what digital citizenship curriculum can look like. What ideas do you have about ways to teach students how to be digital citizens?

Source Citation:

Ribble, Mike. “Nine Themes of Digital Citizenship.” Digital Citizenship: Using Technology Appropriately. n.p., 2014. Web. 09 October 2014.

<http://www.digitalcitizenship.net/Nine_Elements.html>

AND

The Saskatchewan Curriculum

Learning How to Draw: Eyes

Eyes 1Eyes

 

In my next step in learning how to draw, I have started by learning how to draw realistic eyes. The eyes in the first picture are what I’ve drawn using different tutorials. In each of the tutorials I’ve learned different ways of drawing eyes realistically. I’ve concentrated on different aspects of drawing eyes in each. I’ve learned about eyelashes, eye structure and important shading and highlighting.

Three helpful tutorial videos are: How to Draw a Realistic Eye (markcrillley), How To Draw A Realistic Eye (Circle Line Art School), How to Draw an Eye – Step by Step (Proko).

For the fourth eye in the first picture, I used a website with step by step images. You can check it out here. I found this to be a helpful step between using video tutorial to drawing eyes on my own. This is done as I get a sense of the steps as a learning tool, but also responsible for making connections from what I’ve learned.

I worked on drawing eyes without the use of tutorials, so that I can build up my skill from what I’ve learned. However, when I’m drawing I will find parts that I don’t think I’m doing right, so I go back and watch some more tutorials and then continue to draw and see what I’ve managed to correct and what I need to work on.

Some more tutorials I’ve used in this ways are: How to Draw a Realistic Eye (LethalChris Drawing) and How to draw a Realistic Eye (Step by Step) (by: Pete Mystique). I found the video by LethalChris Drawing particularly helpful.

In addition to learning how to draw eyes, I watched a great video on how to practice drawing. In this video Syrca provide ideas on how to practice and thus improve your drawing skills. The main idea is to continuously draw (in this case eyes) a specific thing until you get faster at completing the image and you feel completely comfortable with the basic ideas. He says that once you do this then you will be able to try out different styles and use your ideas. This is a goal I have in drawing portraits. I want to be able to draw from my ideas not just other images.

I would love to hear any ideas or of any extra sources that may be helpful in my learning project. Thanks!