The freedom of summer break is coming to a close and it's disappearing faster for some of us than others. I've been in school all week, where I spent loads of time working to get my classroom ready for my students and assessing the last few students who got into DSA over the summer lottery. It has taken me four days, but I am seeing the edge of being prepared for everyone's return. It took days, but both the Adobe CC Suite and the Unity Game Engine have the latest and greatest versions installed on all 25 machines! And, several gigabytes was recovered on each machine by purging old student profiles and files saved to the desktop. Remember when I said you need to save your files to a safe location? If you failed to do so, it's gone now.
So, you might be asking yourself, what else is new? The game design concentration at DSA has made a couple of changes since last year. Here's a short list of things you will see this upcoming school year, by course:
Anyway, as I stated earlier, with just over a week left in summer break, we'll be back to our regular routines again soon. Enjoy what is left of summer and I look forward to seeing everyone in just over a week!
Image Reference: https://makeameme.org/meme/end-of-summer
I am ashamed to say I just noticed that I haven't made a post in MONTHS???!!!!! And, I am not just talking over the summer. I know I had a very busy end of the school year but regardless, this is LOOOOOOOooonnngggg overdue! So, let's start by summarizing this past school year and then I want to discuss what summer looks like for a teacher, at least for me.
This past school year was one of my more difficult years in recent time. I wrestled with a lot! Some of the problems I experienced were with students, some with peers and some outside of the school day. This year, we replaced Scientific Visualization with Digital Design & Animation in a limited pilot for the state. While I think it went well overall: students were engaged, they learned the necessary tools and the curriculum materials were well done, overall, there is definitely room for improvement. Some of the material we included went far too in-depth to the point that there was no way it could be included in a single course with so many other applications to teach the students. But, we learned from that and have done some trimming, plus added a new component to the course which I think will really grab students this coming year (more to come on this in August). But, looking back on the year, it was a good year with a good group of students, many of whom I expect to see in our new course, Digital Design & Animation II, this school year.
Now, onto summertime for me!
Over the past couple of months, while my students have likely been relaxing and enjoying the break, I've been busy pushing my learning of the creative technologies we use in the classroom and coming up with new lessons plans for the coming year. I've mentioned in the past that I have been taking courses through the Adobe Education Exchange to boost my skills with the CC Suite and that process has continued and I have learned so much that will be incorporated into my lessons this coming school year. New courses I have taken include:
I have also been busy learning from other educators as I just returned from the annual NC CTE Summer Conference where I presented sessions on Adobe Spark and assisted the curriculum revision team in updating teachers on the new Digital Design & Animation curriculum that I taught last year in limited pilot as well as a BRIEF overview of Digital Design & Animation II, which has been added to our offerings this coming school year.
But, I am still taking time to relax and recharge. I worked on a lot of lessons right as the school year ended (keeping the momentum going from the past year) but as the summer has drawn on, I have slowed down considerably and I am getting mentally ready for a new year. We all need a break and the body/mind does need rest!
So, as you can see, I have been quite busy. School starts in just a couple of weeks, so I can say in earnest that I am looking forward to seeing my returning students and meeting those who will be new to the game design concentration at DSA.
This is great advice from a type-A personality who is a self-proclaimed workaholic. In short, I find it very difficult to slow down at times and this can be a root cause of burnout. According to Merriam-Webster.com, burnout is defined as "exhaustion of physical or emotional strength or motivation usually as a result of prolonged stress or frustration." We all experience burnout at some point. Check out this great article from Psychology Today to learn more about burnout, its causes and symptoms, and ways to avoid it.
Burnout is especially common among teachers. We tend to push ourselves beyond our limits on a regular basis and I am no exception. For me, it is often hard to break things up or move away from the daily routine (bells dictate my robotic daily life) and the curriculum the state provides is the same day-after-day and year-after-year. Although I have almost two hours for planning each day, I still bring a lot of work home to deal with in the evenings and especially over the weekends. And, although you might think otherwise, holiday and summer breaks are no exception for me. I usually keep pushing and taking on new tasks until my body finally says its had enough! After 15 years of this never ending cycle, burnout definitely happens. It is one of many reasons that the average teacher leaves the career in their first five years.
So, how do I keep myself from falling apart in those moments when I'm feeling physically or emotionally drained? I work on keeping my skills fresh and expressing myself creatively. Recently, that has involved doing some side jobs building websites for clients. This gives me a chance to practice layout techniques and be creative in a manner that is somewhat different from my normal routine at school. I also take a number of classes from Adobe that are designed for educators. This helps me boost my skills, do something creative that doesn't directly involve creating lessons, while still providing me with ideas for updating my lessons at some point. For some more ideas on how to overcome burnout, listen to one of my favorite internet influencers, Roberto Blake:
If you found the above video interesting or informative, you should check out his YouTube Channel (Always Be Creating) or follow him on Twitter. And, if you want to see some of the creative avenues I have taken outside of school, check out my Adobe Learning Journals:
I have often told students that I expect them to fail in my class. It is important to understand that when I make this statement, I am not referring to the grades they earn. I am referring to living dangerously, trying new and interesting things, exploring and testing out ideas. Being a digital creative can allow you to take chances that a traditional artist simply cannot afford to try. The software allows you lots of power and flexibility in your creativity and therefore over your final artistic piece. Sure, you can play it safe, do what the rest of the crowd is doing...be a lemming. But what lemming has ever been praised for pushing the creative boundaries? It's those who live a daring life by trying new things who have their names remembered in song. And this is where failing comes into play.
Students often want to play it safe. They want the best grade possible. And, as a society, we have conditioned students to completely follow instructions without trying something new in the process. We reward them for solely meeting the minimal requirements to demonstrate understanding and move them along. Don't get me wrong, providing students with a detailed rubric is essential in making sure they demonstrate mastery of the essential skills we are teaching. But, shouldn't we encourage a love for learning new skills and trying to stand out from the pack? We also need to encourage students to explore those uncomfortable areas of learning where innovation begins. Sure, the first 10 attempts may be a complete and total flop, but the reward of success on that 11th attempt is well worth the initial struggle. History is full of examples of creative or daring individuals trying new things and succeeding after years of trial and error.
Let's examine the invention of the airplane as one example of building upon existing knowledge and going out of one's comfort zone until success is reached. The Wright brothers began getting acquainted with aeronautics in 1899. It was through a series of trial and error that they created what is often referred to as the first practical aircraft in 1905. Had they not tried something new and ignored the doubters, we may have never found ourselves traveling on vacation in modern jets.
So, try something new, push the boundaries, find new ways to use the tools you are working with and create something amazing! Be daring, unleash your creative beast daily and see what happens. Don't worry if you initially fail, you're bound to learn something from that failure and who knows, maybe the next attempt will be your big breakthrough moment! And, even if that big breakthrough never happens, you will inspire yourself to keep creating and building new skills!
Even though the Game Art & Design class focuses mainly of the creation of 2D games and their assets, there are also a number of 3D modeling techniques included in the curriculum. One of them involves rigging a character for animation. You can ask any student who has previously taken this course to list what they consider to be the most frustrating activities they completed in that course and my bet is that 9 out of 10 of them will say rigging a 3D model. And, it is with good reason that I would expect this response.
Rigging involves adding bones to your model, connecting them to one another and then making sure the falloff for what they affect works as expected. It can get highly detailed and is definitely not a task for the casual modeler. Most students enjoy modeling but rigging, that's a whole different ball of wax. However, this year, I think I might have found a solution even though it is far from perfect.
Enter Adobe Fuse and Mixamo. Fuse is Adobe's answer to the 3D modeling. It allows the students to create a bipedal character using various body parts that are already modeled, then using slider controls, one can make adjustments to the character. It also has several outfits one can choose from to skin their model. In short, it makes creating a human character exceptionally easy.
Once created, you can save the model to your Adobe libraries for additional manipulation. From there, you can pull the model into Photoshop and by using the 2D Essentials workspace, you can gain easy access to the materials on it for quick and easy personalization of the model's skins.
Now for the best part: rigging! One can pull the model into Mixamo from their Adobe library or if that was problematic, simply export the model from Photoshop into a standard 3D format such as and OBJ file, then import it into Mixamo and utilize their automatic rigging system! You simply define where specific key points are located on the model (chin, wrists, elbow, knee and groin) and the program does the rest! It even has several predefined animations that you can apply to your newly rigged model, then export it as FBX for use in other applications such as the Unity game engine. It couldn't be simpler. The only downside - it only works with humanoid bipedal models. So, if you want to rig anything else, a monster, vehicles, etc., you still have to rig it from inside a program like Autodesk 3ds Max. But, for getting down the basics, this process should work.
Now for the real test of this change in how I teach rigging and skinning: letting the kids try it out. The modeling part went well and several got into skinning it in Photoshop quickly. Next up when we return to school: getting it rigged. I hope it goes as well as I predict, but more on that later.
This may seem early to you, but we are already starting to plan for next school year even though we aren't halfway through the current year! One of the things I have am responsible for as department chair is verification of courses and descriptions in the registration booklet for the upcoming year. I just completed this task on Friday and thought everyone might like a sneak peek of the upcoming changes to the Game Design concentration.
For starters, the course titled Scientific Visualization will no longer appear as a main course. The title replacing it is Digital Design & Animation. This is the revised course which is taking the place of Sci Vis statewide and focuses more on the creation of digital artwork and other topics that are important to modern artists using technology as their medium. That being said, while it is still awaiting official acceptance from the Department of Public Instruction (DPI), all official paperwork (such as report cards) will list students as taking Sci Vis.
We've also added the replacement for Scientific Visualization II. This is a course that wasn't added in the past due to it's heavy focus on science curriculum since we are focusing our attention at DSA on game design. However, it is being replaced at the state level by Digital Design & Animation II which directly follows the content from its namesake's predecessor curriculum. The entire course is designed to focus on increasing one's skills and understanding of 3D modeling. This means the new course fits right in line with our program. Students in DDA-II also have the opportunity to earn certification as an Autodesk 3ds Max Certified User. This is professional recognition of their skills which can be used on both college applications and added to their resume when applying for employment.
Next, students have been asking why there are no honors level courses in game design for quite some time. They know my expectations of them far exceed that of the state curriculum, so I have always thought of this as a valid question. The problem with it revolves around what can and cannot receive honors designation as set by DPI. Mainly, this involves any course currently in field test or pilot status, which has been my more advanced classes for many, many years.
However, this year things are different. I have permission from the CTE instructional management coordinator to add honors designation to the Game Art & Design course in DSA's registration booklet while I complete the necessary paperwork for approval. GAD will continue to be the student's first opportunity to dive into creating their own games with a main focus being on 2D techniques once the basic tools are learned in the previous two classes but by adding honors designation, they will receive a GPA benefit for going above and beyond the required curriculum.
And finally, as a senior, students can take Advanced Game Design as their finale in the concentration. To the best of my knowledge, this course will remain in pilot status next year without any major changes. But, I do know changes are coming down the road and once it is taken out of pilot status, I plan on applying for it to be considered honors level as well. AGAD will continue to focus on 3D game development and associated skills.
While this new alignment is perfect for this year's freshmen, I do realize there are students who have been in the program for a while and may not want to follow this direction. For them, we will continue to offer CTE Advanced Studies (an independent study where students can delve deeper into a topic or tool they learned in previous classes), they can opt to take DDA-II since all students have taken Sci Vis or they can take Digital Media with Mr. Maya in order to complete a concentration in Game Design at DSA.
I believe this is a good change both for our students as well as the program in general. If you are curious about any of these curriculum, you can learn more about them on the About pages above (coming soon) or contact me via email with your questions.
I have mentioned in the past that I am part of a team involved with revising the Scientific Visualization curriculum. We were originally calling the new curriculum Fundamentals of Design & Animation but have been directed to change it to prevent class order confusion. The new name being recommended to the state for approval is now Digital Design & Animation. I like the new name and the way the curriculum came together as the team worked on focusing the content in a more artistic direction than than the earlier version of the course.
Over the past two days, the revision team met again. And, although we discussed some final adjustments to the previous course, our main focus was discussing revisions to Scientific Visualization II, a course I always swore I never wanted at DSA because the content didn't mesh with the game design focus we offered. The revised version will become (you guessed it!) Digital Design & Animation II, and although I will not go into detail on content specifics, I am thrilled with the change outline the team created during the meetings. So much so that unlike in past years, I definitely want to add this newly revised curriculum to our school's course offerings when it goes into pilot status next school year! That being said, there is a lot of work to do with creating new material for it between now and then.
But, on a more personal level, probably the most important thing that happened over these two days was having the opportunity to collaborate closely with the other members of the team. I always find working with them inspirational. The conversations and resulting collaboration that takes place as a result of these meetings always helps me re-examine where my skills lie and where I need to refocus my attention on improving myself to become a better teacher of our curriculum. It becomes clear that even as classroom teachers, when you work with technologically based curriculum, it is always important to keep up-to-date with the latest changes in terms of software and techniques. Anyone working in a technical field needs to understand that it is not possible to learn all you need to know for your job and then you are done with learning. You have to embrace the fact that you working with technology means becoming a lifelong learner!
Yesterday was our first district-wide training day of the current school year, requiring teachers to select an instructor-led session from several options offered across the district. These sessions are collectively referred to as Out of the Box training in Durham Public Schools. It's an initiative to allow teachers to lead and select their own professional development (PD) based on their interests and needs. I always try my best to either lead a session or attend one being offered at Durham School of the Arts, for simplicity's sake. This time, I selected an offering on digital literacy being offered in our media center, since training in this area has been made mandatory for license renewals starting in 2019.
This session was the first in a four part series being offered over the next two years. So, I guess I know what my Out of the Box PD selections will be for quite some time to come! It focused on the requirement area of Leadership in Digital Literacy. According to the description, teachers are expected to demonstrate leadership accelerating their integration of digital teaching and learning pedagogies. When broken down, this area states that teachers will:
One way teachers can demonstrate their mastery of technology is through the use of virtual learning communities. A virtual learning community (VLC) is a group of like-minded or goal oriented individuals who meet up online to discuss important information relevant to the group's overall topics or goals. They can include anything from technology education to game design/development to chicken farming. There are literally thousands of possibilities and everyone can find something relevant to their needs or interests.
The first VLC discussed involved using Twitter. If you are reading this post, odds are you know I am relatively active on Twitter as well. I have long known about searching for hashtags (heck, I use #dsaGAD for every post I make about my classes) and that there are lots of regularly scheduled group Tweet-chats which employ them for ease of communication. However, I did walk away with a valuable reference guide from the training containing a pretty comprehensive list of Tweet-chats and their schedules related to education specifically. It was recommended to keep track of our participation in them as evidence of our working with other teachers from around the state, nation and even world. I also shared how one can use of Tweetdeck in these conversations, which allows for filtering on hashtags and makes participating in them MUCH easier to follow.
The next tip provided was to use Listserv. Once again, there are tons of Listservs one can choose from based on interests. These collaborative conversations have been around for quite some time and are probably the grandparents of modern chat VLC groups using other, more social-oriented media. The difference is that they are shared via email, rather than in real-time, and this can quickly fill one's inbox. To be honest, Listservs don't appeal to me for that very reason.
The third tool we were introduced to was the Google+ Communities. I did a little searching through them and again I did not find them to be as useful for me as Tweet-chats. But, I can see them as a resource to use and perhaps direct students towards for advancing their knowledge. This conversation also included some introduction to Google Hangouts, which are similar to a Skype conference where you can chat in only text or include video.
Some additional resources for developing understanding of tools and techniques included Massive Open Online Courses (MOOCs) along with several options available through the school system and the Department of Public Instruction, though the use of NCCAT and Kenan Fellows were overlooked. If you search for MOOCs in association with related terms for your content areas or interests, you can find LOTS of free courses offered by colleges and universities as well as independent instructors for free. While you don't get credit from the schools for taking such courses, there is no reason to be confused on the tools and techniques one teaches given the possibilities.
How can teachers succeed in demonstrating leadership in digital literacy to meet the new licensure requirement? One method suggested by Dr. Reuben R. Puentedura is known as the SAMR Model. In SAMR, you begin by Substituting traditional instructional methods with digital alternatives while not making any changes to the activities. Next, you Augment those activities with functional improvements. Once improved, you begin working on Modifying the activities through significant changes to them utilizing technology. Finally, you Redefine what kind of activities are used which were not possible without the integration of technology.
So, where do I stack up in all of this? I use a number of tools to meet the various needs of this model. I use a learning management system (LMS) to distribute and collect work. I do my best to avoid the use of paper, which speeds up grading and provides students with access to my materials anywhere they can access the Internet. Activities like matchings, quizzes, tests, and so forth are augmented because they get graded immediately by the system and allow students to make attempts as many times as I want them to while randomizing questions and answers and providing immediate feedback when set up to do so. My students submit their work digitally and are involved in collaborative groups which allow them to work on simultaneous editing using tools like Google apps as well as communicate in individualized group settings. They also utilize websites for planning like Trello. These tools allow them to work in groups within the same class, different classes or even different schools/locations! Student collaboration and group work has never been easier!
This is also true for teachers and one reason why I always push using Schoology in their classrooms. Adding technology to instruction isn't only good for students, but it makes the lives of teachers easier as well. Automated grading, no papers to carry home for school breaks or weekends and transparency for all stakeholders in their students' education are just a few of the benefits teachers can experience.
So, to answer that earlier question: where do I stack up in all of this? I would say I am pretty far along in terms of being a leader for digital literacy in my school and well beyond! But, what else would one expect from a technology education teacher?
As a teacher working in the digital arts, the first thing that comes to mind when someone says transparency is being able to view one object within or underneath another object in a scene. But that is not exactly the kind of transparency I am referring to in this post. What I mean is the ability for parents and other adults invested in their student's education to see what goes on in my classroom. And, to that note, I have no problem stating that I most likely have the most transparent classroom at our school thanks to a couple of tools I use on a regular basis.
Probably the most effective tool in my bag is Schoology. Schoology is an online learning management system (LMS) that I integrate into every class I teach. This is the third year I have used this LMS and each year I learn a little more about it. Last year, I started sharing parent access codes with those who requested one. A parent access code allows parents to view their student's class in Schoology in much the same way the student can. This gives parents access to all of the resources I provide their student but it also allows them to view assignments/projects along with the associated rubrics, quizzes, tests, online discussions, two different formats for the event calendar, and comments between myself and their child. Unlike PowerSchool which provides parents with final grades on the various items I assign to their child, Schoology shows in high-def clarity the manner in which that final grade evolved.
This year, I emailed every parent their student's parent access code with a detailed explanation of how to create their account and why doing so is important. And, when a parent contacts me looking for clarification on how their student earned a specific grade, I typically point them right to Schoology and recommend they create an account if they haven't already done so. Parents who access their student's work in this manner typically have few questions for me and often find they don't need to have a face-to-face parent-teacher conference.
The next important tool is this blog. While I recognize that I do need to post more often (the goal is weekly), I use this site to reflect on what we are doing in the classroom, what I am doing as a teacher and how effective it seems to be working. If you want to know more about my inner thoughts on my classes, this is the place to find them.
Of course another important tools involves maintaining my class website. There are numerous tools and resources on the various menus above. Student resources holds information about my class and the tools I frequently employ and career and college tools are just that: a place for students to find useful items and information about careers and colleges offering degrees in game art and design.
The final and probably least specific tool I use to maintain transparency is Twitter. While I do not post a lot about classes specifically or my thoughts on teaching, I do share information relevant to the game industry as well as making some personal posts. This gives the reader insight into both the career of game design and my personality as an individual outside of teaching.
So, why is it important to have such transparency with my students and their families? If the students know me as more than their teacher, I can make a better connection with them and they will be more invested in succeeding in my classroom. For parents, it helps to build their investment in their children's education and hold their student responsible for their own success. Parents can see all the tools and techniques I employ and I believe that helps them understand just how invested I am in their child's success as well. And in the end, isn't student growth and success what education is all about in the first place?
While it was slow for me to get back into the mindset that another school year has begun, things are now back in full swing! It appears that I have a great bunch of students who are all focused on learning the skills needed to make games. However, we are still in the honeymoon phase of the school year.
This past week, each group of students had a slightly different experience in my classroom, as one would expect. Students in Fundamentals of Design & Animation (FDA) got accustomed to Sketchnotes (a more creative way to take notes), set up accounts for Schoology, had several lectures and completed their first set of assignments. Students in Game Art & Design (GAD) refreshed their memories as to the skills they learned last year, demonstrating their understanding of bitmaps, vectors and 3D modeling. In Advanced Game Art & Design (AGAD), we hit the ground running with career exploration accompanied by some of the best and quickest class presentations I have seen in my 14 years of teaching! And the CTE Advanced Studies students dove right into their independent projects. We are now gearing up for more detailed information in my earlier level classes and I hope all of my students keep their current enthusiasm as the year progresses.
Coming up this week in the GAD classes:
I am a high school Career & Technical Education (CTE) teacher located in Durham, NC with a focus on game art and design. This blog provides a place for reflection on relevant classroom practices.
The views and opinions expressed in this blog are solely those of the author and do not represent those of my employer or anyone else associated with Durham Public Schools.