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The Fall 2005 contest is completed! Congratulations
to five lucky winners who will each receive $3,550
of prizes. Click here
to see the applications from the runner-up finalists!
Here are the grant applications of our five winning teachers:
Score: 4.86 out of 5.00
Karen Schulz
17401 Manchester Rd.
Wildwood MO 63038
(636) 458-7360
schulzkaren@rockwood.k12.mo.us
Wildwood Middle School
LESSON TITLE: COPS and ROBBERS and CAMERAS!
Are you wondering what DIGITAL CAMERAS have to do with Cops and
Robbers? The academic unit described below will demonstrate the
importance of CAMERAS and TECHNOLOGY in a criminal investigation.
PROJECT DESCRIPTION
I created and teach a sixth grade gifted education course called,
“Cops and Robbers: Using Science to Solve Crimes.” In this semester
course students first learn about criminal investigations. They
study police procedures and gathering and analyzing different
types of evidence like ballistics, fingerprints, shoeprints, hair/fiber,
tool marks, forensic anthropology, arson, etc. During this time
the students also participate in a variety of hands-on science
experiments such as making plaster casts of shoe prints, analyzing
blood spatter patterns, studying fingerprints, analyzing handwriting
samples, etc.
Next, students take part in a mock crime scene investigation
that involves the school staff. Students work together to uncover
the facts surrounding a fire in the school library. As student
detectives they view the scene and gather a variety of physical
evidence including finger and shoe prints, hair, fiber, a suspicious
hand written note, and books soaked in an accelerant.
Students do not know who started the fire or which teachers are
involved in the simulation. This past year over 40 staff members
participated. Teachers and other staff members are given specific
roles as suspects and witnesses. Student detectives must interview
the staff to determine possible suspects and motives and determine
who set the fire. Once students have generated a list of suspects,
they have the opportunity to view the collected physical evidence
in the school’s “crime lab”. Using what they have learned in class
and in interviews, and after viewing and analyzing the evidence,
students will charge a staff member with the crime.
After the forensic unit students study the justice system. They
plan and participate in a mock trial in which the charged party
is tried.
My students would use the DIGITAL CAMERAS to accurately document
our crime scene before gathering the evidence. The pictures would
then be printed and used as supporting evidence in our mock trial.
Students would also use the CAMERAS to document additional evidence
found as they officially search the suspect’s classroom.
Students would use TOOL FACTORY WORD PROCESSOR to write their
investigative reports. The WORD PROCESSOR program would also be
used to write opening and closing remarks, as well as other components
for the mock trial.
When learning about shoe print impressions the students actually
make plaster casts of their shoe impressions and photograph their
actual shoe. They would use TOOL FACTORY DATABASE to develop a
DATABASE for organizing their shoe print data. They would put
pictures of the actual shoes into this DATABASE and access it
when trying to match a cast of a shoeprint to the actual shoe.
Students would also enter copies of fingerprints of teachers in
a DATABASE and search this to match prints left at the scene of
the crime.
TOOL FACTORY SPREADSHEET would be a great tool for recording
results from our fingerprint survey noting the number of students
with the three different types of fingerprint patterns: loops,
whorls, and arches. Students will also use the SPREADSHEET to
keep track of information about our suspects as it comes in from
interviews, including topics such as motive, alibi, suspicious
behaviors, etc.
TOOL FACTORY PAINTER would be used to prepare photographs of
evidence to be used in our mock trial.
Students are often taught skills such as the scientific method,
scientific research, critical thinking, making observations, analyzing
facts, and drawing conclusions, in isolation. Studying forensic
science allows students to practice these skills and see theories
put into practice by using circumstances which model real life
events. The addition of DIGITAL CAMERAS and the SOFTWARE programs
in our investigation will take this simulation one step closer
to the real thing. Thank you for considering my request.
Brock Magiscopes (microscopes to assist with viewing and analyzing
evidence) 2 @ $124.00 each ($248 total)
Carolina Fingerprinting Science Kit $57.00
Camera Cases 3 @ 25 ($75.00)
Memory Cards 3 @ $30 ($90.00)
Photopaper to print pictures of evidence for trial $30.00
TOTAL $500
Judges' Comments:
"Unique, well thought out in all aspects of the workshop
program!!"
"Very creative. I'm sure this project would hold the
interest of all the students."
"This person truly knows the software - and great integration
in the project. Very engaging and I like the involvement of the
whole school / other teachers. Good cross currular learning as
well."
"Great learning project."
"This is just awsome. There is no better application
in the entire system!"
"Very motivating project for students, great use of the
digital cameras and software!"
Score: 4.83 out of 5.00
Donna Sacco
855 N. Edison Street
Arlington VA 22205
703-228-6290
donna_sacco@apsva.us
Arlington Traditional School
Project Title: A Day in the Life
Subject Area: Reading, Writing, Geography, Character Education,
Health, and Technology
Grade Level: 4th
Instructors: This will involve collaboration between the 4th grade
teachers, resource teachers, Instructional Technology Coordinator,
Librarian, and parent volunteers.
Lesson Summary:
Arlington Traditional School (ATS) has been working along with
local community members to develop a sister school in rural Uganda.
The school is called Arlington Academy of Hope (www.ArlingtonAcademyofHope.org)
The ATS involvement with AAH has created many fantastic learning
opportunities for students on both sides of the Atlantic. Our
students at ATS have been able to learn more about Uganda and
to reach out to students less fortunate than themselves and the
students in Uganda have benefited greatly from our gift of resources.
One of the needs for Arlington Academy of Hope is basic text
books and books for reading. These students also need instruction
in personal hygiene, cleanliness with food preparation, and first
aid care of wounds.
Our goal is to create books for the students in Uganda with the
writing and photography of our 4th grade students. These books
would have the theme of “A Day in the Life”. Using an Olympus
Digital Camera, Digital Camera Basics guide, and Tool Factory
Workshop, students would be able to write memoirs of their life
here in the USA and provide photographic illustrations as part
of the story telling. In return, the students in Uganda would
create their own books of memoirs from their lives in Uganda.
They would also be able to create photographic illustrations by
using a camera, some of the Digital Camera Basic guides, and the
printer that we provide.
At this point, the only pictures the students at AAH have seen
of themselves are pictures our visitors took of them last summer.
They have only 1 hour of electricity a day which is provided by
a generator. For this reason we would also provide them with a
battery operated printer, inks, and paper.
In addition to the books, our students would create large posters
with color photos of step by step instructions for hand washing,
wound cleansing and care, safe food handling, and personal hygiene
tips.
LEARNING OBJECTIVES:
By the end of this project Arlington Traditional School students
will:
• Be able to effectively operate a digital camera and manipulate
the photographs into book format.
• Write effective memoirs about their life. • Learn about the
students of rural Uganda and their lives.
• Acquire a greater understanding for children in need and an
appreciation for their school and opportunities for education.
• Expand their world view.
• Become aware of the basic hygiene and cleanliness components
that they take for granted which are not as common in third world
countries.
• Be able to create an attractive book and poster using digital
cameras and computer software.
By the end of this project Arlington Academy of Hope students
will:
• Be able to effectively operate a digital camera and print and
mount photos into a story format.
• Write effective memoirs about their life.
• Learn about the students in Arlington, Virginia and their lives.
• Expand their world view.
• Become aware of the basic hygiene and cleanliness steps to
follow for safety.
ACTIVITIES: This project will be a part of the 4th grade Writers’
Workshop. The initial activity will be some brainstorming with
the students about their books and posters. They will create rough
drafts in the form of story boards.
The students will then receive instruction from a parent volunteer,
who is a professional photographer, in the basics of working with
digital cameras using the Digital Camera Basics guide and Olympus
cameras. They will begin with practice shots. The students will
work in teams. Over a three week period, the student teams will
take turns using the camera throughout the day to capture stories
on camera. Those students working on the health posters will work
with the health text book to develop ideas for the posters. They
will then photograph the steps for the posters. The books will
be bound and the posters laminated.
Once the students have captured their photos, they will begin
the writing process. This will be combined with instruction in
the use of Tool Factory to create their books.
Arlington Academy of Hope Night: This night will be the culmination
of the Arlington Traditional School end of the project. It will
be a fund raising night for Arlington Academy of Hope along with
a presentation of the student books and posters. These books,
posters, camera, printer, and supplies will be brought to Uganda
in the summer of 2006 along with our school delegation.
When the delegation reaches Uganda the teachers there will be
instructed in use of the camera and printer so that they may continue
the book making on their end. Our delegation will bring the Ugandan
books back with them upon their return so that the AAH students’
books may be viewed at Arlington Traditional School in the fall
of 2006.
Budget ($500):
1. 3 256MB Memory Cards for each the cameras -$120
2. 1 Epson printer -$200
3. 2 sets of inks and paper @ $29.95 each. - $60
4. Batteries for cameras and printer - $20
5. Materials for book binding and posters - $100
Judges' Comments:
"Wonderful. Well thought out project. Nice collaboration
of staff."
"I like the real world connections and students having
to capture thier own lives. The posters are a great idea!"
"The usage of the cameras far outlives the life of this
grant. What a fantastic usage of the grant resources!"
"I like the use of the digital cameras to make connections
for students."
Score: 4.67 out of 5.00
Andrea Swink and Caroline Demarkis
2000 Parkway Blvd.
Stafford, VA 22554
540-658-6320
swinkac@staffordschools.net
Park Ridge Elementary School
The Alphabet Alive!!!!
The purpose of this lesson is to give children a kinesthetic
approach to letter recognition as letter recognition is the first
stepping-stone to literacy. In this project, the students will
take digital photos of the each other posing to create the uppercase
letters of the alphabet. They will pose against a neutral background
(butcher paper). The students will then import the photos into
the Multimedia Lab V software. The students will import their
pictures into the software. (One letter of the alphabet per page)
They will then identify 5 different items that start with each
letter and type them into each page. Then each student can add
voice to the program and read each page. The classes will end
up with a “live” alphabet book to publish and attach to the kindergarten
page of the school website. We will also use Shutterfly to have
soft-cover books printed for a classroom set.
This project would be just the beginning of a primary book building/reading
reinforcement that would span over grades k-2. Students will then
pass their books to the first grade classes and they can reinforce
their letter recognition skills and gain an introduction to creating
a book of their own. The 1st grade students will then work on
creating their own booklets that focus on creating word family
(word families are: ed, et, ell, en, eg, ut, ug, un, uck, ub,
at,an, ad, ap, ag, it, in, ip, ill, ig, ot, og, op,ock, ong) pages
using the Multimedia Lab V software. The 1st graders will gather
items that belong to their word family (i.e. og family = log,
frog, dog). The students will then take digital photos of these
items to import to their page. There will be a complete word family
booklet when finished. This 1st grade published work will then
be added to the 1st Grade page of the school website. When the
1st graders complete their books, they can be passed to the 2nd
grade students for re-teaching and reinforcing the basic reading
skills with concepts such as letter recognition and word families,
as well as reviewing alphabetizing and basic word recognition.
The 2nd grade students can also prepare to create short stories
of their own using the Multimedia Lab V software. In small groups,
the 2nd grade students will use the word families of their choice
from the 1st grade books, to create a memory game in which the
player will have to match two pictures that contain the same word
family (i.e. click on a picture of a frog and a log). The project
is a collaborative effort between the library-media specialist,
classroom teachers, parent volunteers, reading specialist, and
technology resource teacher.
After project completion, the Kindergarten students will:
1. Have a greater familiarity with the letters of the alphabet.
2. Use letters for other alphabet projects
3. Demonstrate growth in the use of oral language.
4. Use speaking vocabularies.
5. Hear, say, and manipulate phonemes (small units of sound) of
spoken language
6. Understand how print is organized and read.
7. Demonstrate an understanding that print makes sense
8. Develop an understanding of basic phonetic principles.
9. Write to communicate ideas.
10. Explore the uses of available technology for reading and writing.
After the project completion, the 1st Grade students will:
1. Continue to demonstrate growth in the use of oral language.
2. Continue to expand and use listening and speaking vocabulary.
3. Orally identify and manipulate phonemes (small units of sound)
in syllables and multi-syllable words.
4. Apply knowledge of how print is organized and read.
5. Apply phonetic principles to read and spell.
6. Use meaning clues and language structure to expand vocabulary
when reading.
7. Explore the uses of available technology for reading and writing.
After the project completion, the 2nd Grade students will:
1. Demonstrate an understanding of oral language structure.
2. Continue to expand listening and speaking vocabularies.
3. Use Communication skills.
4. Use phonetic strategies when reading.
5. Explore the uses of available technology for reading and writing.
6. Use Phonetic Strategies when reading.
1 Roll Butcher Paper $68.30
Shutterfly (for softcover book publishing and book shipping) $424.75
(books) $ 79.99 (Shipping)
Judges' Comments:
"Well planned activities."
"Love the idea. Students will a real experience with
cameras and letter recognition."
"Very clearly presented. Steps and progression is well
planned."
"I like the progression through the grades."
Score: 4.46 out of 5.00
Julie Sparrow
851 Edmondson Pike
Brentwood TN 37027
615-472-4360
julies1@wcs.edu
Edmondson Elementary School
Tool Factory and Olympus Classroom grant application from Edmondson
Elementary fourth grade teaching team Rather than submit a single
project, Edmondson Elementary fourth-graders of Brentwood, Tennessee
plan to use your digital cameras and software as everyday classroom
tools, much like their number two pencils in projects that range
from creative writing to geometry. Each class can choose from
the following programs to supplement their regular curriculum.
The ideas presented below are a new step for our school to incorporate
“visual learning” as another layer of understanding that helps
make things click when new ideas are presented. And, to make this
technology appealing, useable, and more “fun” than just another
school assignment, we even surveyed a rising fourth-grader to
ask which projects were ones they couldn’t wait to get started
on (and which ones to ditch). We are very excited to bring the
projects selected to other students as well.
The projects are organized by topic, with opportunities for solo
and group projects. Each assignment follows the regular school
year with fall projects tied to subjects being studied then, winter
and spring topics coincide with lesson plans introduced at later
dates. A field trip option is also included with the idea of using
digital cameras in an “outdoor classroom” format.
*The software we’d need is the tool factory workshops that enables
kids to manipulate their photographs for class projects using
a word processor, spreadsheet, database and paint program.
*The budget is for a field trip that requires the rental of buses
to accommodate the four classes of fourth-graders, at a cost of
$2 per student plus gas. That’s about 90 students total. Program
fees vary at educational sites.
MATH
Elapsed Time:
1) GROUP PROJECT: Use digital photography to explore the concept
of elapsed time. Each student creates a visual “time log” of their
busiest day of the week that includes digital images of themselves
brushing their teeth in the morning in their pajamas -- eating
breakfast -- picking out clothes to wear to school -- packing
lunches -- catching the bus (or missing it, oops there goes more
time) and breaking up the school day. After school activities
are mapped out with arrival time at home, time for snack, homework,
play dates with friends, favorite TV shows, piano lessons, soccer
… to dinner, reading a book, bath time, prayers or however they
spend their evening until it’s lights out. The challenge is creating
a worksheet based on elapsed time concepts (approved by a teacher)
that your classmate has to figure out based on your schedule.
For example -- What time will Annie have to leave for piano if
it takes her mom twenty minutes to drive her across town. But
wait, first she has to take Fido for a ten minute walk -- calculate
when she will have to leave to be on time ….
2) INDIVIDUAL/INTERPRETIVE: Use your digital camera to photograph
objects in the world around you that represent the passing of
time. Photographs can be of any subject moving through time --
whether it is as quick as the beating of a humming bird’s wing
to the slow process of waiting for your favorite frozen cheesecake
to defrost on the kitchen counter. How about showing time passing
as a messy toy room slowly gets picked up with shots of the mess
disappearing toy by toy. A snowman being built or a balloon being
blown up are some ideas. Extra points are awarded for creativity
in presenting the concept.
GEOMETRY
1) Bike Fun (radius, diameter of circle, acute, obtuse and right
angles) Take a digital image of your bicycle in the garage. Scan
it into the computer. Using a software program, over lay the form
with a line pattern outlining the object. Count he number of vertexes.
Identify the number of acute angles in the wheel spokes, find
right angles where the seat post meets the frame. Calculate the
radius of your bike’s wheels (radius of a circle) as well as the
diameter. Pin your bike geometry on the wall and compare the degreed
angles of various styles of bikes.
2) Pizza and Pie Party (fraction playing cards) Order a couple
large pizzas with several single topping differences. Take digital
photographs of the different fractions of mushroom only, pepperoni,
pineapple … determine how to cut the pieces so there’s enough
for everyone. Then capture the various stages of the pizza disappearing
-- as six twelfths (one half left), (three twelfths) one fourth,
one-third….etc. Do another fraction exercise with pie posing the
question to two teams how many pieces of lemon pie (cut in eighths)
will it take to equal (one-fourth) of a chocolate pie cut in sixths?
(converting fractions) Next, take all the pizza and pie digital
images taken by the entire class and create a deck of “food trading
cards” to reinforce fraction concepts later in the week.
3) Measurement Students take pictures of various objects like
a bag of potatoes, a gallon of milk, a table top, an empty bath
tub. They bring the digital images to class and the group must
estimate the weight, height and volume using metrics and English
systems. Larger images might include a panorama of the school
running track or the length of a bus in the parking lot.
SCIENCE -- FIELD TRIP OPTIONS
Fall Electricity unit: (free, plus bus)
Percy Priest Lake - Fourth-graders apply their knowledge of electricity
by visiting a local hydro-electric dam this fall with a talk by
a local Tennessee Valley Authority representative. Kids take photographs
of water in various stages of movement as it approaches the dam.
Later they use their pictures to explain how the water is used
to make electricity.
Fall Life cycle unit: $5/kid (plus bus)
Visit Owl Hill Nature Sanctuary in September at the height of
their butterfly migration. Learn about the physical changes that
are part of a butterfly’s short existence. Use digital photography
to capture their fleeting glory as Tennessee’s butterflies rest
momentarily to feast on native plants that grow in abundance at
Owl Hill. Swallow tails, Red-spotted butterfly and purple-buckeyes
are a few local butterflies available to photograph. (This is
a site selected by nature photographer Byron Jorjorian for his
summer wildlife photography workshops). Create an individual report
with photography to illustrate the butterfly’s final stage. Add
your butterfly photographs to a class montage of Owl Hill’s habitat
with hand-drawn images of local plants interspersed with digital
butterflies.
Spring Metamorphosis unit: $5/kid (plus bus)
Examine a pond eco system with tadpoles and other water creatures
in various stages of development. Scoop them up with nets provided
by Owl Hill naturalists and identify water nymphs, larvae and
various insects, fish and frogs. Complete the science unit on
metamorphosis using your digital camera to photograph the water
creatures. Individual project: write a scientific essay on how
life supports each other in a shared environment along with a
description of the changes a tadpole will encounter on its path
to adulthood as a local Tennessee Bull Frog. Group project: Pool
all of the students digital photographs of their water life treasures
and see if you have enough photographs to construct a tadpole
metamorphosis with pictures of a tadpole with no legs and just
a tail (stage one) through the various stages of losing the tail
and growing legs until it hops away.
LANGUAGE ARTS
The Fourth Estate:
Fourth graders use their cameras to develop a quarterly student
newspaper complete with short news articles about kid activities
like the local fun run and fall family day, a segment featuring
kids in the news who do interesting things outside of school like
compete in karate competitions, help at a local animal shelter,
or attend a Chinese-American school on Saturdays to learn about
their culture. Digital photographs will accompany all articles
that include a local kid-review (with photos) of what’s being
served at the cafeteria! Students can interview the guidance counselor
for tips on getting homework done or even ask the school nurse
how to keep from catching a nasty flu bug. Kid jokes and artwork
(digitally photo-graphed) and scanned into the computer will printed
along with articles.
Pen Pal Project:
Glenview School is a school in the area with a large recently-arrived
immigrant population. Many of the students are new to America
and just learning the language, customs and culture -- in addition
to learning how to navigate life as a fourth-grader. Edmondson
fourth-graders can link up with pen pals from this school and
use their digital cameras to explain life in America from their
viewpoint. They can send pictures of their family, their pets
and friends to Glenview kids. At the conclusion of a year-long
letter exchange, the kids meet each other and Edmondson kids use
their cameras to photograph their new friends and their families.
The pictures are accompanied by an essay telling each new friend’s
story of how they came to America and how they are adjusting.
Individual reports will be shared with the class to complete as
writing prompt and to meet a social studies segment on world cultures.
The images will be scanned and presented in posters that show
the changing face of middle-Tennessee as more people move here
adding to the richness of our diversity.
Point of View:
Pick a point of view -- that of a giant, a baby, a bird …. Use
your digital camera to create images as if you were that creature.
Write your own photo essay of how life is uniquely seen through
that character’s eyes. Even propose a story about what happens
to that character (all the while making sure your photographs
reflect that point of view). Words and pictures in this simple
exercise help explain this literary device.
Technology
1) Hoaxes: Use your digital camera to create a “hoax” by manipulating
perspective. Present you hoax to the class. One example, have
a friend stand far away in the background. Outstretch your hand
as if the pal were standing in your palm. Have a classmate take
your picture. The image will fool your eye into believing your
friend has shrunk! Other suggestions of “trick photography” include
blurring images with motion, or by taking life-sized pictures
of classmates and placing them against a background of large images
to make the people appear small. Discuss other hoaxes in history
like how two girls in 1917 fooled people into thinking they were
playing with fairies by pinning cut-out fairies in their garden
in front of a camera. What are some other simple techniques with
cameras that can be used to fool the eye? Students experiment
and share ideas. Discuss how technology has evolved to create
illusions in modern film. 2) Examine how still photography had
a hand in early film-making. Students use digital stills to create
their own zoetropes. A zoetrope is a cylinder with slits that
has pictures around the inside. When you spin the zoetrope and
look through the slits the pictures look like they are moving.
Materials needed are black and yellow cardboard, a craft knife,
plastic flower pot and a pin. The 13 slits are equally spaced
about 3/16 wide. The zoetrope works because when you see the pictures
pass by at a rate of more than 13 frames per second your brain
puts the images together. You think you’re seeing a moving scene!
Spanish
Create a digital bi-lingual book naming common objects around
home and school. Take pictures of simple actions like reading
a book, setting the table or jumping rope to create and action
phrase that can be translated into Spanish. Kids take photographs
and turn them in with their Spanish names. The class creates a
bi-lingual book of simple vocabulary and phrases to reinforce
Spanish lessons learned in their grade and younger!
Budget
Field trip costs: 90 students at $2 each per trip = $180 for
one field trip of your choosing. Plus bus gas money for each bus
for a trip within 40 miles of the school. $5 per student program
fee (partially subsidized by parents, $3) cost is $2 per kid or
$180. Total $360 (plus gas?). Two large pizzas per class (24 pieces
-- two per child) for four fourth grade classes = $60. Two pies
per class ($7 each) times four = $28. Any remaining money we would
like to use towards any additional cameras you can spare! Thanks
so much!
Judges' Comments:
"Great use of technology throughout the school day."
"It seems very well thought out and all projects seem
so creative and fun!"
"WELL thought out - If they truly do all of this that
would be great! Some very creative minds have developed some very
creative approaches to learning!"
"This isn't a project, this is an entire curriculum.
This is one of the best thought-out apps in the system."
Score: 4.29 out of 5.00
Michael Heu
4191 Colts Way
San Diego CA 92115
619-583-2503
mheu@sandi.net
Crawford Educational Complex - School of Law and Business
I am a high school English teacher, and one of the elective
classes I teach is a multi-grade drama class. The fear of acting
in front of an audience scares a majority of my students. We read
and study scripts and watch and study films. We also do a variety
of improvisational skits. However, there is more to drama than
just acting. While some students work on their craft, other students,
who would rather be in the background, work on technical aspects
such as set construction, props, writing, and directing. This
lesson will incorporate digital photography and multimedia software
to produce individual portfolios of each student’s work.
First, the students who are interested in pursuing acting will
learn how to use a digital camera with the Digital Camera Basics
workbooks. They will share the responsibility of taking head,
body, and character pictures of each other. Students will learn
how to work with the camera to bring out character and facial
expressions that show their best features. With the MultiMedia
Lab V, the students will be able to construct a website about
themselves. This site will also include a resume of biographical
information and experience. Students will also be able to include
a short monologue video clip and a scene from one of the staged
productions.
Similarly, students who are interested in the technical aspects
will also learn how to use a digital camera with the Digital Camera
Basics workbooks. They will construct their websites based on
the production of a stage play or skit. In addition, with the
Movie Mode of the FE-100, students will be able to produce mini
movies/scenes that they’ve written and produced. These video clips
can also be added to the actor’s website. Also, with the Tool
Factory Workshop, students will learn how to run the business
end of a production with the Word Processor and Spreadsheet programs,
i.e. scheduling auditions, rehearsals, and calculating production
costs. They will also be able to create and design flyers, programs,
and tickets with the Painter program. They might even be inspired
to create websites for other clubs or organizations on campus.
The end result will be a hard copy portfolio and an electronic
portfolio on CD. This lesson gives each student the opportunity
to explore the many different facets of the entertainment industry:
photography, film directing and production, writing, performing,
and administrative duties. The students will be able to take the
experiences they've learned, and apply them to their future education
and career plans outside the classroom. The knowledge they gain
will enable them to become more marketable in sales, business
presentations, and service oriented fields either now or after
high school. Some will also feel more comfortable in public speaking
situations. The technical skills they’ve learned will also help
them with web development and/or the graphic and commercial arts
fields. This lesson will offer my students more education and
career choices.
This grant will enable my students to be creative yet productive
while still engaged in drama history and theory. Our society has
become more dependent on technology and with this grant, my students
would be more prepared to enter the working world with usable
skills and knowledge. Thank you for your time and consideration.
2 picture cards @ $25.99 $51.98
3 carrying cases @ $19.99 $59.97
P-11 Photo Printer $149.99
Print Pack $38.99
Additional paper-100 sheets $30.99
100 CDRs $24.94
2 pks. CD envelopes @ $5.59 $11.18
8 ½ x 11 card stock-250 sheets $9.59
2 Spray mount adhesive @ $11.99 $23.98
75 pocket portfolios w/fasteners $47.97
Total $449.58
Judges' Comments:
"Variety of software used. I like the carryover into
planning for a career."
"I like how the cameras are being used in movie mode
as well."
"The usage of digital cameras is excellent to capture
expressions and be captured (by actors) in pre-selected expressions.
It works from both sides of the lens!"
Read the applications
of the 11 runner-up finalists.
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