Parent Resource Packet - A Guide for New Parents

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Perception-based painterly rendering: funcionality and interface design

Painterly rendering (non-photorealistic rendering or NPR) aims at translating photographs into paintings with discrete brush strokes, simulating certain techniques (im- or expressionism) and media (oil or watercolour). Recently, our research into visual perception and models of processes in the visual cortex resulted in a new rendering scheme, in which detected lines and edges at different scales are translated into brush strokes of different sizes. In order to prepare a version which is suitable for many users, including children, the design of the interface in terms of window and menu system is very important. Discussions with artists and non-artists led to three design criteria: (1) the interface must reflect the procedures and possibilities that real painters follow and use, (2) it must be based on only one window, and (3) the menu system must be very simple, avoiding a jungle of menus and sub-menus. This paper explains the interface that has been developed

Interactive crayon rendering for animation

This thesis describes the design and implementation of an interactive, nonphotorealistic rendering system for three-dimensional computer animation. The system provides a two-dimensional interface for coloring successive frames of animation using a virtual crayon that emulates the appearance of hand-drawn wax crayons on textured paper. The crayon strokes automatically track and move with threedimensional objects in the animation to preserve temporal coherency of strokes from one frame to the next. The system is intended to be used as an interactive renderer in conjunction with third-party three-dimensional modeling and animation tools

You don't need eyes to see, you need vision: performative pedagogy, technology and teaching art to students with vision impairment

This paper links experiential learning and Performance Art with public pedagogy on sight/visual negation and contributes to knowledge by drawing together performance as pedagogy to demonstrate how teaching styles can accommodate those with vision impairment and adapt (performance) art to make it more accessible. In so doing it seeks to develop inclusion for students with a vision impairment. Intermeshing practice, teaching and research around issues of access, participation and education, it builds upon previous work exploring teaching strategies for the visually impaired within contemporary art practice (Axel and Levent, 2003; Hayhoe, 2008; Allan, 2014) and shares useful adaptations to help make learning about art more accessible for students with vision impairment. It also sheds light upon aspects of the question, ‘What are the basics that an educator needs to know when designing art programs for persons with visual impairment?’ (Axel and Levent, 2003: 51). This paper can be read as a benchmark for critical engagement in its attempt to combine performative pedagogy with an emphasis on technological means, access and visual impairment. While vision is favoured over other senses (Jonas, 1954) and with the increasing importance of digital and virtual realities as a major component of students’ lives, never has there been a time in which the meanings of access are so broadened via technological mediation—that draw on all senses—to which artworks, as suggested, respond. Relying on all senses becomes an aspect of public pedagogy that is more inclusive

Autism Perceptual – Behavioural Precision Scale

The Perceptual-Cognitive-Behavioural Diagnostic Precision Scale for Autism Spectrum Disorder allows to complement the analysis of the autism diagnosis through the measurement of variables the neuropsychological processing of human information to avoid high errors over ASD diagnosis currently existing, derived from unilateral analysis of the behaviour criteria component of the actual Scales. The empirical scoring of the Scale has been verified to N= 75, being 38 participants belonging to the TEA-1 level, 24 to TEA-2 and 13 to TEA-3, has allowed find a statistical reliability of Cronbach's Alpha average greater to .91 in the ten dimensions of the Scale: 1) comprehension, 2) significant, 3) categories, 4) intercategorical 5) relationships-neural-nodes, 6) semantic recovery, 7) social interaction, 8) social communication, 9) stereotyped behaviours, and 10) restrictive behaviours. These ten dimensions have been statistically grouped around three great categories to analysis: 1) perceptual-cognitive processing, 2) social interaction, and 3) behaviour. The conclusive statistical analyses indicate that perceptual-cognitive process category explains 88.52% of total accumulated explicative variance, social category: 10.19% and behaviour: 1.28%; which shows the importance of the perceptual-cognitive dimensional factor analysis, in order to conclude with the mean percentiles of the diagnostic conclusion regarding each ASD´ level, according to International Classification of the American Psychiatric Association DSM-5 (APA, 2023).&nbsp

Mars Activities: Teacher Resources and Classroom Activities

This set of classroom activities presents the challenges of operating a planetary rover, how to construct a scale model of the Earth-Moon system, how Martian surface core samples can be identified and what they tell us about Mars. Each activity comes with clearly delineated instructions, associated standards, guides and worksheets, and enhancement materials. Educational levels: High school, Intermediate elementary, Middle school, Primary elementary

The Relevance of Feenberg\u27s Critical Theory of Technology to Critical Visual Literacy: The Case of Scientific and Technical Illustrations

Andrew Feenberg\u27s critical theory of technology is an underutilized, relatively unknown resource in technical communication which could be exploited not only for its potential clarification of large social issues that involve our discipline, but also specifically toward the development of a critical theory of illustrations. Applications of critical theory help strengthen our discipline by forcing us to delineate extant approaches and consider whether democratic goals are being achieved through those approaches. If a critical theory of illustrations can be built from Feenberg\u27s critical theory of technology, it should be useful for classroom instructors and researchers as well as theorists

Finding the Grammar of Generative Craft

Art and craft design is challenging even with the assistance of computer-aided design tools. Despite the increasing availability and intelligence of software and hardware, artists continue to find gaps between their practices and tools when designing physical craft artifacts. In many craft domains, artists need to acquire domain knowledge and develop skills in design-aid tools separately. Despite their power and versatility, generic design tools pose various challenges, such as requiring workarounds for specific crafts and having steep learning curves. Compared to generic design-aid tools, craft-specific systems can offer reasonable solutions to specific design tasks because they can offer domain-specific support. Nevertheless, craft-specific tools often have limited flexibility. In this dissertation, I introduce Grammar-driven Craft Design Tools (GCDTs), which explicitly embed and utilize craft domain knowledge (i.e., ``grammar" of the craft) as their primary mechanisms and interfaces. Like other types of information, craft knowledge is processable and organizable data. In this dissertation, I develop and examine a framework to document, process, preserve, and utilize craft domain knowledge. GCDTs are craft-specific tools. By explicitly embedding and utilizing craft domain knowledge, GCDTs bridge the gap between design-aid tools and craft domain knowledge. GCDTs also have additional benefits such as supporting generative design, facilitating learning, and preserving domain knowledge. This dissertation gives an overview of how the next generation of design-aid tools can help artists find their creative expressions. It presents the GCDT framework and introduces three GCDTs developed for distinct domains. InfiniteLayer assists the design of multilayer sculpture, which is a form of sculpture made with layers of material. Then, MarkMakerSquare helps designers to invent unconventional and creative mark-making tools using various fabrication strategies. Lastly, ThreadPlotter supports the design and fabrication of plotter-based delicate punch needle embroidery.PHDInformationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/169800/1/heslicia_1.pd

Keeping our habitat healthy: A thematic unit for teaching environmental awareness for grades 3-5

There are many curriculum guides that address environmental education. Classroom teachers do not have the time to obtain and search all of these guides. This curriculum was developed by searching numerous manuals for appropriate lessons, developing a cohesive unit, and field testing the lessons on students in two classrooms. The project, as a whole, offers teachers a thematic, multi-disciplinary, hands-on, literature based method of developing students\u27 appreciation and understanding of the world in which they live

Integrating horticulture biology and coastal environmental issues into the Middle School Science Curriculum

Louisiana is losing nearly 34 square miles of coastal land each year. Scientists predict by 2050 one-third of Louisiana’s coast land will disappear (LaCoast, 2004). Many restoration projects have begun to counteract the severe land loss. Scientists use restoration methods such as vegetative plantings, sedimentary and freshwater diversions, and hydrologic projects to prevent land loss. Coastal Roots, a school-based nursery stewardship project for upper elementary to high school students coordinated by Louisiana Sea Grant College Program and LSU AgCenter, helps students understand the land loss crisis and gives them a constructive way to help restore the damaged coastal habitats by providing student-grown plants for vegetative plantings. Because of the critical role that horticulture practices play in raising seedlings into mature transplants, eight standards-based horticulture lessons were created and taught in middle school classrooms at four schools over a period of two years. Ultimately, these eight lessons will (1) provide the science content and skills students need in order to be able to grow healthy seedlings, and (2) increase students’ awareness and concern about coastal land loss issues facing the citizens of Louisiana. The eight middle school science lesson plans were created to meet specific Louisiana Grade-Level Expectations for 463 students in 4 schools. Pre and Post-tests were given to each participating class (six grade through nine) in addition to the Children’s Attitude Towards the Environment Scale (CATES). Additional pre- and post-tests were given to selected classes not participating in the program. The evaluations tested both short and long-term memory on material contained in the lesson plans. The data was analyzed by school, gender, treatment, and grade level. Results for both 2003 And 2004 general science knowledge increased an average of greater than 20%. Long and short-term memory test indicated individual higher scores for the students who were instructed in this program compared to the control students. The Children’s Attitude Towards the Environment Scale or CATES indicated a significant increase in environmental awareness in participating students