In the I See, I Do article, the piece that stood out the most to me, is the “technology-rich activities for critical visual thinking”. I really liked the idea of asking students to go out into their “world” and take pictures of things that are real for them. I feel like I could use this as a project, to not only involve students in what is going on around them, but also have them “stop and smell the roses” so to speak. I feel like in a world of technology that kids are watching their worlds go rushing by them. They want web pages to load instantly, (yes I expect that too…) they are no longer enjoying the basics in life. Kids are becoming obese in a place where we are safe to go outside and play. They are redefining “play”. It has gone from playing a game of flashlight tag, to sitting inside all weekend playing Dungeons and Dragons. Yes, technology can help us, but is it helping when the only social skills a kid is learning is through a head set and computer screen.
\n However back to the article. While reading the part about what colors and lines create, I had to stop and think about all of her analogies. I am not sure if the emotions we are supposed to learn are ingrained, but I don’t relate to what the shapes imply. I don’t feel that “Squares are stable, triangles are active, circles are organic, and spirals are cyclical”. I am curious as to where she got the ideas from, or if I am wrong and we are taught these at a young age. I was also confused with some of the color ideas and lines. Usually a line for me is the closing of a box, underlining something, or drawing directions. I feel like lines have start and end points and don’t think too much farther then that. Maybe its my own ignorance, but I feel like colors invoke different messages for different people. What if someone is colorblind? How are they to create feelings from colors that they do not see correctly?
\nI liked how she added resources for the reader to look at, but without a conclusion I am a little confused about her point and how she got to her ideas. <\/p>\n
Sarah<\/p>\n","protected":false},"excerpt":{"rendered":"
In the I See, I Do article, the piece that stood out the most to me, is the “technology-rich activities for critical visual thinking”. I really liked the idea of asking students to go out into their “world” and take pictures of things that are real for them. I feel like I could use this […]<\/p>\n","protected":false},"author":15185,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-423","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/posts\/423","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/users\/15185"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/comments?post=423"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/posts\/423\/revisions"}],"predecessor-version":[{"id":433,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/posts\/423\/revisions\/433"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/media?parent=423"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/categories?post=423"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/tags?post=423"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}