Digitalcameraownerblog: March 2011

Inexpensive Art for Your Home

Your homes can be your refuge from the world. You want it to be comfortable yet stylish no matter what your home décor budget. If you watch home make-over shows or talk to an interior designer they might tell you that one great piece of art can be the focal point for the entire room.

The problem with great art is that it is usually not inexpensive. If this has stopped you from hanging anything in your home you may be surprised that beautiful paintings don’t have to cost you an arm and a leg. There are great places to look for inexpensive art and even ways to make your own.

Friends and Family

Do you have an artist in your family? Do you have any friends who paint? Ask them if they’d paint something for your home. They may do it for little money or even for free. My dad is an artist and almost all of the paintings in my home are his work. You could offer to buy the canvas and some supplies in trade.

Friends and family may have art they don’t have up and would be happy to let you use it. You might be surprised what you can find in your parent’s attic. Have a look around in storage areas for forgotten items. If you find something they most likely have forgotten they even own it.

Thrift Stores

Once in a while I like to go around to the thrift stores in my area and have a look at what inexpensive art they have. I often find unique items that can be restored or used as-is for home décor. I have a painting in my living room I found at a thrift store. It looks like an unfinished water scene and I fell in love with it when I found it. It cost me one dollar!

Neighborhood Sales

Don’t forget to check out the rummage and garage sales in your area for inexpensive art. People’s taste in art varies tremendously. People may be trying to get rid of a painting they don’t like but that doesn’t mean you won’t love it. Even if you don’t find a great work of art you may find a beautiful frame you can use later when you do find something you like. Don’t stress out thinking, “What do I like?” You’ll know when you see it. When your eye falls upon something you will either want to grab it and take it home or you barely give it a second glance.

Poster Prints

There are companies that make poster prints of famous paintings. These posters cost the same as any other poster you may have hung in your room as a teenager. I have a great print of a Picasso called “Old Man With Guitar” hanging above my couch. You can go to any retailer that carries frames and find a poster-sized frame. It’s not the same thing as a painting but if you love the picture you’ll feel great every time you look at it.

Along the same lines you can find art on the Internet and print it out. How good they will look will greatly depend on your printer and the quality of the picture you find. I have two prints of my dad’s paintings framed in 8 X 10 frames hanging in my home. You can see the brush strokes and they both look great! Remember when you are searching online to be aware of copyright issues. In most cases if you are printing something out just to hang in your home you are fine. Never reproduce and sell someone else’s artwork without their permission.

Make Your Own

This is something you can do even if you think you don’t have an artistic bone in your body. You may not be able to create a breathtaking landscape but you will be able to produce something pleasing to hang in your home.

Any craft store carries canvas and paint supplies. Decide what colors you want and go get your supplies. You can use brushes or your own fingers if you’d like. When choosing colors choose five or six that you find appealing and that go well together. Look around on the Internet or in magazines for inspiration and have a go at it. Perhaps the hardest part of making your own art is knowing when to stop. If it looks good stop! Over doing it can ruin a great look. Frame it, hang it and enjoy.

You can also leave the artwork up to your young ones. You could make it a fun family project. Spread out an old sheet to protect the floors and have everyone paint with their hands or even their feet. If that doesn’t appeal to you there are other alternatives. Cut potatoes in half and carve a design in them and allow your child to stamp the paint and designs onto the canvas. You can dip strings into the paint and hit the canvas with the wet string. You may end up with a fantastic piece of art as well as a memory to hang on your wall.

You may already own great art that is just waiting to be framed. My daughter loves to finger paint and I have a stack of paintings that is at least six inches thick. I am often surprised to find out how beautiful some of them turned out. You can pick out some of your child’s work and frame them singly or as a collage.

Christmas Light Photography Tips and Advice

We're out taking photographs of Christmas lights. There are so many beautiful displays, and we want to capture them on film. So as we prepare to take our pictures of Christmas lights, we back away so that we can capture the entire magnificent scene within our frame.

Correct. But also incorrect, if that's all we do. And this leads to our first Christmas photography tip for illustrating Christmas light displays.

(1) The best Christmas lights photography captures not only panoramic scenes, but also close-ups of the highlights within the panorama. We want both. Let's say that on the sprawling front lawn of a suburban home, we see Santa on his sleigh in one location, and a Salvation Army bell-ringer in a second spot, and a nativity scene someplace else. In addition to our distant Christmas photograph, we can also zero in on each of those three highlights.

(2) Opt for a high shutter speed. We want to illustrate the lights, not the light that they emit. A wide angle lens is for the panorama, and a macro lens is for the close-ups.

(3) Those Christmas light displays are so brilliant in the deep, dark, Silent Night. Maybe so, but our Christmas photography will be lousy at that point. Our photos will show the lights, but not the property in the background. Or, we'll see the property but we won't clearly see the lights, so to speak. Our best bets are at dusk or at dawn, and overcast usually is better than clear sky.

(4) If we're really dedicated and sticklers for perfection, we'll shoot our Christmas photography both at dusk and at dawn. Great photography of any sort is trial and error. Furthermore, if we show up maybe a half-hour before the optimal time, then we can plan our logistics and our camera angles, so that we're ready when the time is right. Extra time = excellence in our Christmas photography.

(5) Let's see here. We have the lights. We have the various props that go with the lights, such as the nativity scenes or Santa on his sleigh. We have the property in the background. Aren't we forgetting something? Oh yes, the sky. The sky! Look at examples of Christmas lights photography that impress you (or even thrill you) the most, and odds are that the sky will play a prominent role. Seek an angle at dusk that shows an afterglow in the evening sky. To include more sky, shoot from a low angle, upward toward the Christmas lighting display and toward the sky.

(6) People. Where are the people? Just because your subject is Christmas lights photography, that doesn't mean the scene must be devoid of people. Have some children pose in the scene, or better yet, just tell them to go ahead and frolic. This can add a unique element to your Christmas lights photography.

SOURCES

http://www.intofotos.com/photography/2007/11/10/how-to-photograph-christmas-lights/

http://strobist.blogspot.com/2006/12/how-to-photograph-christmas-lights.html

http://www.slrphotographyguide.com/tips/christmas-lights.shtml

Daily round up

RORY & DASAN WEDDING ORLEANS CLUB WWW.PERALESPRODUCTIONS.COM 504.236.8196 PHOTOGRPAHY/VIDEOGRAPHY/DJ by http://www.peralesproductions.com/ WITH NOLA MEDIA

credit

Some educators view teaching as primarily an art. Others take an opposite point of view and consider teaching to be strictly a science. Many educators believe that effective teaching is a combination of both art and a science. A teacher gains knowledge both, of teaching methods and subject matter throughout his or her career. The art of teaching lies within the application of knowledge gained from research, taking place in the context of the unique, situational nature of the classroom. One cannot truly become an effective teacher without integrating both the art and the science of teaching.

Teaching as Art: Understanding Through Definition

Webster's II New Riverside Dictionary gives several definitions, which can be used to support the idea of teaching as an art. The definitions include but are not limited to: (1) "the activity of using imagination and skill to create beautiful things (Webber,1984, p.41)", (2) "a field or category of artistic activity (1984, p.41)", (3) "a trade or craft and the methods employed in it (1984, p.41)".

Teaching As an Artistic Process Achieving an End Product

Teaching involves imagination and skill in creating student learning. This refers to the activities in which teachers engage each day, utilizing both imagination and skill, and one might add intuition. Teachers engage in such activities to bring about the product which is student learning. It is interesting to note that the product in this case is also by definition, a process.
The classroom environment, for example, can be broken down into 2 components: (1) physical design, and (2) social-emotional climate. The classroom learning environment can be considered a work of art in and of itself. Without a proper environment, both physical and emotional, students will not be able to learn effectively. The physical environment can be relatively easy to maintain, but the emotional climate for learning requires the artful application of imagination, skill, and intuition on the part of the teacher.

Some aspects of the emotional climate of the classroom can be pre-planned, but most of the work involved in the maintenance of a proper social-emotional climate for learning, is done in the moment. In Maintaining a positive learning climate, the teacher must take into account the endless supply of variables that may appear without warning, in the milieu. Keeping the classroom and the students organized and on task, while teaching the required skills and concepts, and the whole time fostering an atmosphere of respect, caring, and responsibility, describes the artistic process by which teachers conduct business. The product of this artistic process is a class of students who respect and care for one another, in the process of effectively learning subject matter.

Teaching is a Category of Artistic Activity

Teaching is indeed a category of artistic activity. In an interview on pedagogy, teacher Camille Paglia describes her teaching style as "improv", and relates it directly to performance art (Rodden, 1996). She refuses to accept someone reading a prewritten lecture as teaching (Rodden, 1996). Madeline Hunter describes teaching as a dynamic activity, and finds it important to see each teaching situation as unique due to the interplay of many variables (Magestro, 1994). The art of teaching involves not only knowing what to do and how to do it, but also knowing when to do it, and in what situations not to do it (Magestro, 1994). It is this kind of thinking process that takes teaching from a scientific base to an art form (Magestro, 1994).

Teaching as a Trade and a Craft

It is obvious to most that teaching is both a trade and a craft, and therefore by definition, the method by which teachers practice their trade, is an artistic process. Those who argue teaching to be purely a science cannot properly argue against this definition. In defining art in such a manner, one can easily see that it is the application of the science that constitutes the art. Teachers apply a body of knowledge regarding what is known about teaching and education, as well as subject matter. The art of teaching consists of decision making in the moment, building a repertoire of techniques and skills, and knowing when to draw upon which techniques, that make up the art of teaching. Some consider this an extreme form of multi-tasking, a challenge even to ex-soldiers, as described by Brougham (Inspiring Words, 2003).

Teaching as Science: Using definitions to Gain Perspective

Webster's II New Riverside Dictionary defines "science" as (1) "the study and theoretical explanation of natural phenomena (Webber, 1984, p.620)", (2) "a systematic activity requiring study and method (1984, p.620)", and (3) "knowledge, especially that acquired through experience (1984, p.620)".

Teaching as the Study and Explanation of Learning

Broadly speaking, education can be defined as the study and theoretical explanation of teaching and learning. Educational research, along with research from several other fields, provides the basis for our understanding of educational methods (Ivie, Roebuck, and Short, 2001). Educational research is a component of education, not a separate field, as may be commonly assumed. Educational research is an important part of what teachers do in the classroom on a daily basis. Teaching as a profession, as described by Madeline Hunter, is based in the "science of learning" (Ivie et al., 2001). Teachers utilize the knowledge gained from research findings in the classroom each day. Educators sometimes even take part in educational research, conducting action research within their own classrooms.

Teaching as a Systematic Process

Teaching is systematic, and it requires much study before entering the profession, and throughout one's career. The results of experiments done by B.F. Skinner in the 1960's were found to be applicable in the classroom setting (Ivie et al., 2001). Many principles of behaviorism are utilized in classrooms today, especially with students with special needs. Students with certain presentations often respond well to behaviorally based programs, in which they are rewarded for positive or desired behaviors in an attempt to extinguish negative or unwanted behaviors. Behavioral techniques often provide some benefit to the general student population as well.

There are some that view the use of technology in education, as an aid in systematizing teaching (Ivie et al., 2001). Author Seymour Papert, who writes on children and technology, states that the use of technology and computerized learning will someday allow us to so modify a child's learning environment to point of not needing schools (Ivie et al.)! Such an idea may seem a little strange to the educators of today. However, Papert may be on to something. Computerized technology may be of great help in systematizing aspects the educational system, or at least in terms of the teaching and learning of isolated skills in the classroom.

Education as a Body of Knowledge

Madeline Hunter has described teaching as an applied science based on research on learning and behavior (Ivie et al., 2001). The body of knowledge that makes up what we know about education, broadly speaking, defines education as a science by definition. Hunter has noted that education as a field takes into account knowledge based on research from several other fields including: psychology, neurology, and sociology (Ivie et al.),

On an individual level, the teacher has also developed his or her own specific fund of knowledge, integrating information from other sources as well. A teacher builds a repertoire of teaching and subject matter knowledge over the course of his or her career. The acquisition of knowledge begins in college, or maybe even before. It does not, however, end with formal higher education. Not only is professional development mandated by state and federal agencies, teachers are also involved in continual reflection, and are by design, always trying to improve their teaching methods. Improvement is made possible only through the continual accumulation of knowledge. This accumulation of information and improvement of teaching practices based on information gained from speaks to the science of teaching.

Some people view teaching as an art, others consider teaching to be a science. It is important to note however, that those who truly understand the process of teaching can appreciate the interrelated and synergistic combination known as the art and science of teaching. The art of teaching i.e., the creative processes, the skills, and the teaching craft, is found in the application of the science of education: the systematic processes, the body of knowledge gained from several disciplines. A teacher needs to utilize both the art and the science of teaching to create effective student learning

References
Brougham, H. (2003). Inspiring words for educators. Curriculum Review. 42(9), 8.
Ivie, S.D., Roebuck, F., & Short, R. (2001). Experienced teachers insist that effective teaching is primarily a science. Education, 121(3) 359-35.
Magestro, P. (1994). Tribute to Madeline Hunter. Educational Leadership, 51(7) 83.
Rodden, John. (1996). A TPQ interview ‘improv' is my pedagogical style: Camille Paglia on teaching as performance art. Text and Performance Quarterly, 16(2), 161-171.
Webber, H. (Ed.). (1984). Webster's II new Riverside dictionary (Berkley ed.). New York: Houghton Mifflin.

Wednesday, March 16, 2011

Inexpensive Art for Your Home

Christmas Light Photography Tips and Advice

Daily round up

Digitalcameraownerblog

Followers

Blog Archive

About Me