Good news! I am published. My article: Web 2.0: The Read Write Web appears in the December 2008 issue of School Arts Magazine. A huge thank you to Craig Roland for turning School Arts onto my blog.
The article: Web 2.0 is not available online unless you purchase the magazine but the original post is still available here: Web 2.0
As I write this, my five year old daughter, budding young artist that she is, creates yet another inventive drawing and story. This one is about a mermaid. I continue to be amazed by her growth this school year. She is observant and relentlessly practices her drawing and creative writing skills in imaginative and fantastical ways… ah, to be a child again!
In the classroom: I’m currently working on the ultra fun tasks of PR and fundraising for our brand new art program… all while hoping to teach content/art history/production, make cross curriculum connections and keep things fun and interesting. Keep your fingers crossed for my kiddos & their art teacher ☺
P.S. If anyone has figured out a way to add 20 more hours to the day, please let me know!
Life is good in the art room. My elementary artists have not only spent September and early October teasing me about my 90 year old posture (thanks to back trouble) but they have also been learning about Pop Art, commercialism, mass production and famous artists such as Andy Warhol, Roy Lichtenstien and Claes Oldenburg.
Previously, I’ve written about my struggle to include technology in teaching and learning because of the lack of access from my classroom. I am fortunate to write that I now have one computer with Internet access. I do not however, have a student computer station so I continue to struggle with the best way to use the only computer.
So far I have been able to accomplish the following:
- Locate an awesome Andy Warhol game online (thanks to a fellow art teacher in the district!)
- Show artwork from our selected famous Pop Artists online
- Play digital videos of artwork via one of our school's LCD projectors
Instead of using transparencies of artwork on an overhead, I’ve put together a few short slide shows and set them to music from Garage Band. Simple and basic right? The kids dig it... They love the addition of music and the only sounds heard during the playing of a video/slide show are similar to those heard at fireworks – “ooh,” “ahh,” “wow”… “a cherry on a spooooon!”
Because I have only one computer, see my students once every seven days and have a glorious 40 minutes in which to ensure not only teaching but also learning and productivity take place, I have used technology mostly for whole group instruction. I have found that some students respond even better to web based versions of art as opposed to demos of transparencies on the overhead projector. My upper elementary students want to know where they can access the same information and they like to see that the artwork is accessible to them from home or in our school computer lab.
A few weeks ago, my class located Claes Oldenburg’s Clothespin on www.all-art.org and then in Philadelphia using Google Maps and Street View. I was able to record the “trip” using Jing and I talked the students through finding the address, locating the area on the map and then zooming in for a closer look. The entire field trip took about 5 minutes and we never left the artroom. We were able to see the size of the Clothespin in comparison to its surroundings. We also looked at regular clothespin and had an excellent higher level conversation about why one item might be called art while the other is not. My students loved the experience and left class begging to visit another of Oldenburg’s sculptures.
Here is the record of our trip – it was even more exciting than what it seems here (you will miss out on the audio... with my narration and the chorus of questions & comments from my students ☺
 "Droplet"
by Angela Christopher
All Rights Reserved 2008
My journey with Web 2.0 began in May, 2008. I began this blog, started experimenting with some really cool tools and found pockets of people - no not pockets - corners of the world filled with people who have similar professional interests.
The seminar I've been taking at the University of Memphis is titled "Teaching and Learning with Web 2.0." I must admit however, that I am still very much a novice. The great thing about 2.0 is that everyone else is on the same journey, just in different places along the path to learning - We are a community of learners. I have discovered that it is okay to admit when I am unsure. I have also learned that it is perfectly acceptable to ask for guidance and help from the digital community. In fact, the community embraces newbies! The concept of of collective knowledge and the benefits associated with the collective, collaborative aspects of Web 2.0 is the glue that binds this community of learners. My professor, Dr. Clif Mims, is known for saying Web 2.0 "It is what you make it," and I couldn't agree more. If I chose to to use the 2.0 tools for purely socialization, it would be more than possible to meet a WHOLE new group of folks. I could make it superficial, I could make it solely about my hobbies, motherhood, religion, or practically anything else that interests me. After listening to Dr. Mims describe his own Personal Learning Community (PLC), I realized that building connections with others like me would not be random or by chance. First, I needed to have some idea about what I wanted from the digital community. What types of individuals would I want to hear from? What kinds of blogs did I want to read? What type of Twitter feed did I want to see running on my computer everyday? After thinking about these questions, I realized that I could embrace many types of communities and I did not need the digital community for personal socialization... So I began to reflect on my professionals interests. Although, I grew up in the Memphis area, I now live and teach in a small rural town, and the art and technology communities within the town are also pretty small. In fact, I am only just now beginning to meet the few other art teachers in my district.
So this where I began to network and build my own PLC: I looked for other teachers and artists, and I was especially interested in meeting educators who were teaching with technology. Even as I began to follow such individuals on Twitter and began reading their blogs, it took a while for me realize that teaching with technology is not just about teaching students to use software. Teaching with technology is about collaboration. It is about choice. It is about learning. It is not about the tools.
In education, we have always used textbooks and text resources to guide our curriculum and enhance teaching and student learning. Every quality teacher or administrator will tell you that true learning doesn't happen from textbooks alone. Teachers must facilitate the learning. They must actively engage their students in the learning process. So it is with technology. Technology is not going away - it is here to stay and our students are using it for socialization. Last night, a classmate mentioned that text messaging today, is the equivalent of passing notes when we were kids. Yet, as I have discovered with my own PLC, technology can be so much more. Online, students can learn about tolerance, respect, and collaboration. They can also learn that everyone makes mistakes, and it is okay to ask for help... all while using tools they will need in college and in future professions. In addition, our children can learn that there are other students across the state, country and globe who have similar and very different experiences. Today, the world is one huge classroom and we are doing our children a disservice if we don't jump on board. Many students are already on the ship... without a captain.
A friend of mine ends every email with the following quote: "My hands are full, my days are full, but most of all, my heart is full."
She’s referencing motherhood; of which I can most certainly agree. These days, I too am feeling very full –my life is absolutely insane, and I love every moment.
After nearly a seven-year hiatus with higher education I have returned to the classroom to teach art again. I’ve been busy preparing a room for over 800 little ones, sorting supplies, and writing and researching lessons. It has been a lot of work but I’ve been thrilled through all of it… just thinking about sharing creativity and a passion for the arts brings out the giddiness.
Last week, all of my new children arrived on the doorstep of a brand new school. While I still don’t have everything I need for the year, we had a great time. The kids are so excited about art… & so am I!
I received high fives and hugs, danced the Cha-cha and dried at least two sets of tears. Make that three sets of tears… my youngest began kindergarten (my tears, not hers).
In the midst of getting my family ready for school each morning, car pool duty, setting up art supplies and planning projects, I continue to think about ways to integrate technology in my classroom. Right now, my classroom does not have a computer and my own Mac Book will not even connect to the school’s Internet. While frustrating, I am a firm believer that “Where there is a will, there is a way.”
So until I figure out the WAY… I will do what I can to incorporate the concepts that I find most important in the newest Internet technologies: collaboration, experimentation and choice. In addition, each time I use a technology at home to prepare for a lesson, I will also take a screen cast as I work. It may be a lot of fun to show DVDs to my classes of how I create digital stories, movies, and graphics. Who knows, maybe my students will become my biggest technology advocates…
I have always loved technology, and I have specifically favored image manipulation software such as Photoshop. Lately however, I have discovered some of the technological wonders that exist outside artistic and visual design software. Holy Cow – it is a whole new world out there!
Working with new technologies has helped me stretch professionally, mentally and socially. These opportunities for growth (aka hard work and mistakes) have encouraged me to think about what is important as a learner and as a teacher. As I busy myself getting ready for the start of a new school year, I also find that I am reflecting on recent experiences with web 2.0 technologies. Rewards and challenges alike, I have learned more than I can shake a stick at (and there is whole lot-a shaking left to do).
I have spent the month of July participating in another fantastic Instructional Design and Technology class. The course, Teaching and Learning with Web 2.0, has opened multiple doors to the world of virtual collaboration for me. I have always leaned toward the ‘two heads are better than one’ mentality and at the encouragement of my professor, Dr. Clif Mims, I have been working to build my Professional Learning Community or PLC. When seeking out other artists, art teachers and technology geeks, I have found Twitter, Diigo and Ning to be especially great social and professional networking tools. My current PLC also includes my classmates… we are after all, hoping to accomplish the same goal… to soak up as much as we can while exploring Web 2.0 (and you thought I was going to say, “to earn an A”).
In July, I blogged about my general experiences with Web 2.0. Today, I will focus more specifically on the benefits and challenges of a wonderful Web 2.0 tool called a ‘wiki’.
Earlier this summer I designed a wiki for elementary art students. Although, I realize that I am not finished with the project plan, I previously believed that I had thought through and understood the concept of a wiki. I also assumed that I had considered most of what would be necessary to involve students in such a project. Now that I have had the opportunity to work on a wiki with other graduate students I have a much clearer understanding of the types of interactions and involvement required of students who will be working on a collaborative project of this nature. True to honest self reflection, I will let you know that it is a REALLY good thing that I have had the opportunity to participate and contribute to this type of collective knowledge prior to requesting similar participation from my own students.
The wiki is designed to allow individuals to pool knowledge and resources, build and expand on each other’s thoughts and work. Engaging in this collaborative effort with my classmates has been a terrific learning experience. While collaboration is nothing new to me, collaboration via technology has been a new experience. The following statements summarize my learning:
1) Collective knowledge is more powerful than that of the individual,
2) Individuals bring a variety of experiences and talents to the work,
3) Sharing the work can have benefits and challenges.
To summarize the first two statements, I will point out what may be obvious to most: we all think differently and have different talents and skills to offer to the whole. When these unique differences and skill sets are harnessed, collected, and used to create something new, awesome work begins to take shape.
Most likely my peers would agree that we are also quite pleased not to be individually responsible for developing the entire Teaching and Learning with Web 2.0 Wiki. Sharing the work enables each of us to fully investigate our own areas of responsibility and maintain some sense of sanity.
Additionally, engaging in virtual collaboration has provided me with learning opportunities that I will want to keep in mind as I facilitate student learning with technology. In the third statement, I mention that sharing the work can be a challenge. In other words, unless we happen to have an unusually close relationship, there is some level of unease when collaborating with others.
The challenges for me have been small… almost, but not quite, insignificant:
1) Deciding what to work on: I’m hesitant to take on a job that someone else might want, but don’t want to sit on it too long for fear of being left with a job I’d rather not have – What’s a girl to do?
2) Not wanting to offend: I also want to be considerate of my classmates, their work and writing styles. It is a challenge to review and edit someone else’s work when they have not specifically requested that you do so… will I come across as a know it all? Will he/she think I am a writing or design snob?
3) How will we credit the work? Apparently, we are not to follow the safe method of organizing authorship in alphabetical order… we are to decide which of us has done the most work and list authors in order of most contributed. Hmm, anyone else worried here???
I am a firm believer in collaboration and web based technologies make it easier than ever to engage in collaborative opportunities. While, I have complete faith in the intellect and talents of my classmates, it is important to think about the challenges involved in collaborative efforts. As a teacher, I will use this experience to discuss such challenges with my students and seek their input to develop strategies and protocols for these and similar issues.
few months ago; I could not have explained Web2.0. If you had asked me to make an educated guess I might have said that it was new web development software or that it might possibly have something to do with a social network. If you had asked me how it would impact teaching and learning in the classroom – I might have struggled to give an intelligent answer – Shock!
My ignorance has begun to fade with experiences associated with the IDT course I am taking at U of M. As a result, I can converse with somewhat, if not semi, intelligence on the topics of wikis, blogs, web-based tools, office suites, social bookmarking sites and widgets. Best of all, I feel confident enough to blog about Web2.0.
Web2.0
Just a few years ago, individuals uploaded information to the Web and the public retrieved information when it was needed – this is what we call Web1.0, or information retrieval. In today’s Web2.0 world, individuals not only upload information to the Web but also share information and collaborate freely. This is called the Read Write Web or Web2.0.
Today, individuals interested in collaborating on a particular topic are creating wikis to encourage others to contribute to and edit the content of a site (a favorite for teachers and students). In addition, bloggers who want to promote dialogue and feed back and are allowing readers to leave public comments. In order to pool and share Internet resources, people with similar professional backgrounds or hobbies are also forming and joining groups in social networks and in social bookmarking sites like Diigo or Del.icio.us. Furthermore, professionals and students are using web-based office suites like Google Docs or Zoho to peer edit papers and share data. The examples of Web2.0 technologies are growing daily. I have had the opportunity to try a few and will review some of my favorites here.
For starters, I have developed this blog and AestheTECH using a web-based developer called Weebly. Aside from being completely FREE, the simplicity of the development tool is its best feature. I would not hesitate to recommend it to a teacher (or anyone for that matter) to create his or her first web page. The drag and drop elements allow the user to add text and titles, video, audio, RSS feed and other widgets – all with out having to know how any of it works. The beauty is that really cool elements “just show up” on your page – Thanks for the catch phrase Dr. Grant.
Social bookmarking is also an awesome technology. I recently joined Diigo because I liked the idea of accessing my “favorites” from any computer. What I realized however, is that Diigo is much more than a place holder for web page links. Diigo also provides tools to highlight web page text, add sticky notes and share your favorite pages with the general public or with a particular group. In Diigo, group members and friends also have the ability to leave comments for each other.
Furthermore, social and professional networks provide excellent avenues for professionals or hobbyists to collaborate, discuss and share information. This spring, I joined Art Education2.0, a social network developed by Craig Roland on Ning. The entire purpose of Art Education2.0 is to bring together art educators, particularly those who have a passion for new technology. Members include veteran art teachers, beginning teachers, and individuals with a passion for the arts. With the current membership at 1,450 there are more answers, resources and opportunities to collaborate than I can begin to count. The benefits of this type of membership are amazing: I have a question, I just ask and a community of experts is available to guide me. If I find a new tool, source of information, or great lesson plan, I can post the information and make it available to others in the group. Wow, for a teacher who is usually the only one in her content area in the entire building (talk about feeling isolated) Art Education2.0 provides an amazing amount of information and support. A few years ago, I never would have thought that I would have ready access to a community of other art educators from around the world.
Finally, there are really fun tools out there that are free and fun to use for students as well as teachers. Anyone can create slideshows in Zoho, Google Docs, or Slideshare and embed the slideshow directly into a webpage, email or document. If it is news you want, it is simple to embed your favorite news casts or blogs directly into the homepage of your browser using RSS feed (and you don’t even have to know what RSS means): check out iGoogle. Two of my most recent favorite freebees are Toondoo and Mr. Piccasso Head. Here is an appropriate example from Toondoo (click bottom right corner to view).
In summary, it seems that developers and the public have decided that the benefits of sharing information far out weigh the benefit of receiving 100% credit. Remember the saying; “Two heads are better than one?” With the current Web2.0 technologies, we have thousands if not millions of heads collaborating – all for the purpose of improving information, software and technology. New ideas tend to surface when debate and collaboration take place and Web2.0 makes it possible to collaborate with anyone, anywhere, any time about anything – usually for free. Pretty cool.
I don’t know about you, but my brain is bursting with ideas for using Web2.0 technologies in my classroom this fall. Visit Web2.0 in Art. if you would like to read more. Feel free to leave comments and contribute art lessons incorporating new technology. If you have a lesson you like me to add, send me an email and I will be happy to include it, giving you credit - of course!
June is Internet Safety Month - who knew?Part III: Have you read your school's acceptable use policy for technology?
I am excited to begin teaching art for a new school this fall. While my excitement builds, the techy teacher in me is also aware that I may face an up hill battle when trying to integrate technology into the art curriculum. Access to computers will be a problem because there is only one computer lab. There is also a full time teacher housed in the lab.
No worries... my motto is "Where there is a will, there is a way!" So before I start looking for grant money and begging my administrator for more space to house all of the cool equipment I will acquire, I must do my homework and find out what my choices and limitations are when it comes to student use of technology and the Internet.
Here is what I have found - it is even available online :-)
"The primary purpose of Tipton County School District's electronic communications network is to support and enhance learning and teaching that prepares students for success. Providing access to technology is an investment in the future of both our students and staff. The Tipton School District believes that electronic communication is a tool for life-long learning, and that access to technology is one of the resources that promotes educational excellence, (Tipton County Student Handbook, p.43)."
Hot dog, this is exactly what I was hoping for! As a teacher, I too, want to use technology to support and enhance learning in art class... Tipton County Schools and me... we are going to be okay.
The above statements were taken from the Student Acceptable Use Procedure for Policy #4.406 for the 2007-2998 School Year. The document also indicates that students and staff should use technology in a "responsible, efficient, ethical, and legal manner..." Furthermore, the handbook lets the students and their parents know that the use of technology is a privilege, and the privilege may be revoked at any time for misuse. Students and parents are also required to agree to the terms and conditions outlined in the policy document and provide signatures.
It is important to have such documentation in place. Parents and students must always be made aware of the expectations for electronic media use while on school property. When using the school's computers, network or the Internet teachers and students should always have educational objectives in mind. Anything else is just not okay in a school setting.
This policy clearly outlines what is and is not acceptable for students. Below, I have listed the specifics with a little less jargon :-)
1) be careful - do not share passwords!
2) hands off other people's data or equipment
3) your emails are not necessarily private
4) big trouble will follow if you access or receive inappropriate material over the Internet
5) the school's technology may not be used to sell stuff
6) you break it, you buy it - that includes programs, hardware and networks
7) do not steal software & for heaven's sake, do not install anything if you haven't been given permission
The only thing that seems to be missing is a statement on plagiarism. In the days of "cut and paste" it is all too easy to acquire text, images and video from the Internet. Use of other people's intellectual property without proper citation is plagiarism - no matter how you look at it. Without proper guidance, students may not even realize that direct use of someone else's work found online is wrong. As teachers, it is up to us to teach our students about the potential ethical and legal problems that surround plagiarism. When developing lessons that require students to conduct research online, teachers must also stress the importance of proper citation. Having a rubric that clearly requires citation for student products will help.
That said, it is important that I teach students to be good stewards of the wonderful world of technology. There are so many awesome tools available for art education and I can't wait to get started. Now... I need some money to purchase equipment... anyone want to make a donation???
Part II: Am I a safe surfer? Are you?
I generally regard myself as a safe and ethical Internet user. Believing myself to be safe does not however, stop the nagging voice in the back of my mind. It is this voice (or is it my mother's voice?) that questions whether I am really as safe as I think I am (read more). The voice also reminds me that I must take the responsibility to verify sources of information and give credit where credit is due.
Source Verification: My parents used to tell me; "Everything you see on TV isn't true."
TV, radio and news papers are no longer our only sources of information. We should remember the importance of questioning authenticity and accuracy as we seek out reliable information in today's high tech world. Anyone with computer access and half a brain can upload thoughts and images to the Web... but what about the person with a full sized brain who just thinks he's an expert? Or even worse, the clever person who intentionally distributes misinformation? One quick way to check the credibility of a web page is to look at the URL. Deconstructing the components of the URL, is just one step in evaluation process. Such evaluation "is important in determining the authority, authenticity, and application of the information located on the Internet" (Mills, 2006). It is critical that we begin teaching our children to look for credibility clues as they search for information online. Teachers: check out Kathy Schrock's website for The ABC's of Website Evaluation.
Internet ethics: "Give credit where credit is due."
In an earlier post I made mention of my concern regarding student plagiarism. When we teach our kids about "copying" we must also teach them that giving credit to an author, artist, etc. is not only the right thing to do, it is the law. In order to reinforce proper citation, teachers should set clear expectations for assignments, have students develop a list of their resources, provide a rubric and teach proper methods of citing sources. Perhaps one of the most effective ways to teach students about the topic is by modeling honesty and proper citation ourselves (Mills, 2006).
References Educational Websites for teachers and parentsCyberBee.com, links to Internet safety sites
NetSmartz.org, educating the public about Internet safety
i-Safe.org, Learn the 4Rs
UK Cooperative Extention, lists Internet safety tips for adults and children
Part I: Internet Safety and Ethics
Internet use has become a natural part of my everyday life. I have used the internet for at least 11 years to email, shop, and access information on everything from preschools to the scary rash on our new “stray” cat. I have also turned to the internet as a tool to find lesson ideas, as well as to conduct graduate and professional research. Furthermore, I have recently realized that the online social networks are not just for kids – there are excellent professional networks and tools available.
As I look for ways to integrate technology in my elementary art classroom, free online applications such as Zoho, EduBlogs, Wikis, CamStudio, and Toondoo have become my new best friends. Currently, I am a member of ArtEducation 2.O and I recently signed on to Twitter. These platforms provide an opportunity for me to meet other professionals, artists and graduate students from around the world. We share ideas, resources and the occasional funny story.
While I relish the possibility of such connectedness at my fingertips, I have begun to worry about personal information floating around on the Web. Haven’t many of us come to trust Web use enough to enter our email address on just about anything, our credit card number and address for purchases? Don’t we access our financial records, complete our taxes online and even post photos of ourselves and family? Just today, Gary Storts was sitting next to me at the Web2.0 seminar at the University of Memphis and he showed me the newest, most amazing little tool (just a tiny scary) from Google Maps called “Street View.” Watch the screen capture below:
Google's "Street View"
I clicked on a random city street... feel free to type in your own home address and see if there is video. Oh sure, this would be a great tool for finding a friend's house for the first time BUT what about stalkers???? What if I was checking the mail in my mismatched pj's and rumpled hair as the camera guy drove right past my house? Maybe I am making too big of a deal about this but it feels just a tad creepy.
Video out of University of Mary Washington
"DATA SMOG: too much information can become a barrier in our lives"  The above video compliments "The Big 6" approach to teaching information and technology skills.
The Big6 Process for Information Problem-solving (Eisenberg & Berkowitz, 1987)
1. Task definition
a. Define the problem.
b. Identify the information needed.
2. Information Seeking Strategy
a. Determine all possible sources.
b. Select the best sources.
3. Location and Access
a. Locate sources.
b. Find information within sources.
4. Use of Information
a. Engage (e.g., read, hear, view).
b. Extract relevant information.
5. Synthesis
a. Organize information from multiple sources.
b. Present the result.
6. Evaluation
a. Judge the result (effectiveness).
b. Judge the process (efficiency).
REFLECTION
In my previous life as a high school art teacher, I was often disappointed by my students’ research skills. I also found myself wondering if a) elements of research papers had been plagiarized, b) if the students had considered using any source other than an Internet search engine, and c) I questioned their ability to pull it all together. I talked about these concerns with my class but they either listened to keep me pacified or they made excuses. A few students seemed to naturally understand the process of research: knowing what to look for, knowing how to look for it, seeking the correct information, evaluating it and then using that information to present it in a new way.
After careful reading on the topic of literacy in the information age, I have come to realize (with a slap to my forehead) that my students’ lack of research skills was as much my own fault as anyone else’s. If I wanted my students to research well, make good choices, and to use and synthesize the information they gathered then I should have provided them with the necessary skills. Today’s literate person must be able to do much more than read and write; the literate person must also be able to filter through the overwhelming amounts of information readily available at one’s fingertips, decipher what is important and then use that information in a meaningful way… no short order (NCTE, 2008).
Below are three lesson ideas that I have considered when thinking about teaching information and media literacy in conjunction with the art curriculum.
Design a brochure for an art gallery or museum
Grade level: 4-6
Content area: art history & visual arts
Student product: brochure/flyer
Lesson overview:
* Examine advertisements, brochures and flyers from various sources
* Discuss the elements in an effective brochure. What makes some brochures more appealing than others (layout, catchy phrases, bold text, color, etc.)? List important elements to include when developing a brochure.
* Use Internet, museum books, & videos to research a museum or art gallery (choose from teacher list)
* Compile and sort information (print web pages, write bulleted lists, etc.)
* Produce a brochure describing museum highlights and cite appropriate references
* List museum highlights & describe appeal
* Collect visuals (Internet, magazines, photocopy, hand draw, etc.)
* Design brochure, may be designed in a variety of formats: Microsoft publisher, comic strip (Toondoo), hand drawn, etc.
* Grade using a rubric
* Reflect on media sources and brochure development in class discussion and journal in sketchbook
Cubism: What is it? What does it look like and who did it?
Grade level: 4-6
Content area: art history
Student product: Power Point presentation
Lesson overview:
* Use library references, video and Internet to investigate and collect information about Cubism and Cubist artists
* Reflect on Cubist elements by responding to teacher/student blog
* Choose 3 Cubist artists to highlight in a power point presentation
* Describe similarities and differences among selected artists
* Include three visual examples for each artists and list the Cubist elements in each artwork
Careers in art
Grade level: 4-6
Content area: art
Student product: poster presentation
Lesson overview:
*Choose an art related career
*Collect information about the career (provide rubric for requirements)
*Use at least 3 of the following methods to collect information:
-Internet search
-Email a professional
-Interview a professional
-College website/catalogues
-Business or professional website
-Career videos
-Professional products (examples: interior design plans, fashion designer drawings, advertisements, etc.)
*Design a poster to display the most important information about the chosen career (include text and graphics).
See References
|
RSS Feed