Font Side of Life

For those of you who are looking for font inspiration, you may wish to view this blog about about graphic design and typography.

The site is called Inspiration Lab.

Or check out this site by Jessica Hische.

I am guessing that most of you have not looked very closely at fonts. You probably have not considered the importance of these little letters, and yet, you recognize them instantly.

How about this one?

Word Art with Font

What would Patches O'Houlihan say

Is it necessary that you understand composition and color theory? No!


Is it necessary that you know the history of font making and text? Is it necessary that you know when to use a serif font or a grotesque sans serif font? NO! 


Is it necessary that you take notes? No.


Do you at least know the five D's of dodge ball? 


D


D


Dip


D


D




1. Go to the post with advanced examples. Click on the link. Your assignment should be more like this. No MS Word essays needed! PLEASE.


2. In MS Word, answer the following questions.


 What do you see? In the Village Voice Summer Fest? Or the Summer Book Preview? Or “Love Your Heart?” What about the color? Shape? Texture? How can you use your font to answer the questions listed here at the bottom of the post.


How old? Where was it created? Why? Who? Where was it popular? Do we use it for billboards? Text messages? Movie titles? Newspapers? Magazines?


3. Open your MS Word Document. Save it; title it; store it in the correct place. If you are at a computer without Word, open a Blog post and work on the information. You will still create a blog post.


4. Use Word  Art, or other MS Word functions. Themes, Colors. Identify someone nearby who is a resource. You may ask them questions.




Short Break to walk around class and stretch. Review work of other students.


5. Short oral presentations answering questions about font's history, purpose, use.


6. More work on "Font Flyer", prepare for showcase. Students who have completed project can post short response on blog. Also, complete other assignments. I have noticed some students have not completed previous blog posts.


7. At 2:30 Showcase student work

8. Receive feedback from at least two people. Make final changes if necessary. 




Conclusion and Preview Thursday. And Dodge ball.

Getting Started with Blogging

For your families and friends... and for you if you have not read this yet.


Getting Started with Blogger

Font Assignment

We will be using the following fifteen fonts. I will divide the fonts by group. Students will answer the questions and create a MS Word Document. This should be a creative assignment where students use the art feature in MS Word.

BF

Arial
Bauhuas
Bodini MT
Century Schoolbook
Courier
Franklin Gothic
Garamound
Georgia
Gills Sans
Impact
Microsoft Sans Serif
Myriad Web Pro
Palantino
Times New Roman
Verdana

More Microsoft Core Font Info
(core fonts for the web )
(Apple font Suite )




More on Garamond and Bodini

What type of font?
How would you describe it?
When was it created?
Who? How? Why?
How was it used? How would you use it? When?
Did it make money? Did the font artist make money?
Is it popular today?http://www.microsoft.com/typography/default.mspx

Monday's Assignment

Chose a font from the list HERE .

Go to this site to see an example  of our next assignment.

Reply below and describe the font.

Follow me if you have not already.

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Fontastic

Check out this site for more Fonts

Did you know there were so many fonts?

Loot at these Examples

go here

to understand the next assignment. I do NOT want you to write an essay. I do not want to read a long story about the font.

but I want you to use the font to inform your viewer.

Pix Lit Computer Online Computer Application

This assignment will start on November 5, 2010. Students can begin learning about pixlit.com before November 5th.

Click the photo for more directions... and an example.

See the full PicLit at PicLits.com

Read more about Pic Lits at the ILearnTechnolgy blog.

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Class Calendar

Please review the calendar for 6th Period Computer Applications. You will notice that I have assigned students to work with computers again.

The schedule could change quickly if students damage the equipment or violate privacy and security.

BF

Voice Mail and E-mail

Recently, I created my staff voice-mail account. Even though I teach in room 708, my voice-mail box is #720.

E-mail is the best way to reach me. Please use my school e-mail at bfarley (at) nusd.org

I am also available to meet in person.

Thank you,

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Next is Text - Font and Center

Read more about font and type at the post I wrote for my multi-media and video production course.

Leadership Lessons

I am often asked why I create groups? Students often wonder why I assign group leaders. Sometimes parents ask.

Sometimes, I ask myself.

Teaching leadership requires dilligence, patience and committment.


I am often asked why I create groups? Students often wonder why I assign group leaders. Sometimes parents ask.

Sometimes, I ask myself.

Teaching leadership requires diligence, patience and commitment. I think that learning how to lead requires patience... so does learning how to follow.

Today, I remembered one reason why I teach leadership when I received a monthly e-mail from Patrick Lencioni. Some day, some of my students will become leaders.


Patrick is the President and Founder of The Table Group, a business consulting firm. His books and lectures simplify an otherwise complicated topic. Below is his October edition of Point of View.

The Dilemma of the Difficult Employee

It’s a simple but painful problem that has plagued business people since the beginning of time, I’m sure. From shopkeepers in ancient Rome to English factory supervisors during the Industrial Revolution to software engineering managers in modern Silicon Valley, leaders have always struggled with the question of what to do about a difficult employee. And the dilemma is almost always seen the same way: should I continue to tolerate this person or let them go?

The first step toward solving this simple and painful problem is coming to the realization that it is a false dilemma. The decision should not boil down to keeping or firing a difficult employee. In fact, the manager should avoid engaging in this line of thinking in the first place. The real question a manager needs to ask is "have I done everything I can to help the difficult employee?" Based on my work with leaders in all types of organizations and at all levels, the answer to that question is usually a resounding 'no.' Here’s what I mean.

Most managers—including me during much of my career—react the same way when they come to the realization that one of their people is a problem. First, they find someone to vent to about it. Usually to a colleague, sometimes to a subordinate, and almost always their spouse. On a courageous day, they might make a subtle comment to the difficult employee, or if they’re timing is lucky, be able to include something in an upcoming employee review. What they rarely do is sit down with that employee and tell them, in no uncertain terms, that their attitude needs to change.

As ridiculously obvious as that sounds, and as much sense as it makes to anyone who has ever coached little league or parented a child, it rarely happens. Whether it is a CEO dealing with an arrogant or condescending VP of sales, a pastor managing a rude church receptionist, or a school principal hearing complaints about a caustic teacher, very few leaders have the guts to directly and unequivocally let a difficult employee know that their behavior is patently unacceptable.

This is understandable given that in many of these situations the employee in question is somewhat of a peer to the leader. No one relishes the idea of having to give a colleague bad news, especially when that news has to do with their personality or behavior. And so it is not surprising that leaders often hesitate, procrastinate, even abdicate their responsibilities, hoping that the situation will somehow change on its own.

But it rarely does, and the complaints continue, and that’s when the false dilemma starts to emerge and leaders feel like they have to make a "buy or sell" decision. If they fire the employee, the consequences aren’t pretty—there is the potential for a lawsuit or expensive severance, not to mention the possibility of a morale problem among the people who liked the employee or never saw the problematic behavior. And then there is the loss of that person’s production and the need to hire a replacement. On the other hand, if the leader decides to keep the difficult employee, there is the inevitable morale problem among the people who experience the poor behavior, and the loss of credibility that the leader will experience for not having the courage to make a hard decision.

And so the manager engages in a stressful and fruitless calculus exercise, constantly trying to estimate and mitigate the damage that either decision will create, all the while watching the stakes grow and grow with every passing day. What that manager needs to do is as fool proof as it is difficult: inform the difficult employee that he is being, well, difficult, and continue to remind him again and again and again until one of three good things happens.

In the best possible scenario, the employee gets so tired of the manager reminding him how difficult he is that he changes his behavior. This is certainly what any manager would prefer, but it cannot happen without honest and incessant communication. In the next best scenario, the employee gets so tired of the manager reminding him how difficult he is that he decides to leave the organization. This allows him to take action on his own terms, and it avoids the stress of lawsuits and the cost of severance.

Even the third and worst case scenario is preferable to the false dilemma that managers put themselves in. If the difficult employee decides he will neither change his behavior nor leave the organization, then the manager needs to let him go. Though it may still be somewhat painful, the manager will be able to act with relatively little guilt, knowing that he did everything possible to achieve a better outcome. That will go a long way toward helping employees feel good about the situation, and reduce the possibility of lawsuits that come about when a difficult employee is surprised.

But perhaps the greatest outcome of choosing the direct approach will be the message it sends to the rest of the organization: we have standards of behavior, those standards have consequences, and your leader has the courage to enforce those consequences. That is something that any leader, in any organization, in any era, should be able to appreciate.

Computer Applications

For my Computer Applications Course, I asked my students to return a signed copy of a syllabus.

I also requested that a parent or guardian contact me.

THIS IS AN ASSIGNMENT. Please help your student with this assignment. I will help you if necessary.

Computer Applications Syllabus

San Marin High School	Comp Applications / Adv Comp
School	Course
Mr. Farley	bfarley@nusd.org
Teacher	Contact Information

Personal Note / Welcome

For nearly twenty years, I have worked as a visual art educator, technology consultant and commercial artist. For five years, I worked for a photography, film and graphic arts college. I also work with national organizations that support high school journalism, photography and multi-media. I am a credentialed teacher with a Masters in Educational Technology.

I love teaching; I also love learning, but I struggled as a student. Letters moved when I read. I was confused by reading comprehension tests. I struggled with linear thinking; I was more analytical and creative. Even now, I think that most educational settings restrict those of us who are creative.

After high school, I discovered visual art and technology. While I might still struggle with reading comprehension, I am fortunate to have excellent visual comprehension. (Often, students who struggle in one area excel in another area.) Through visual art, I have also learned to value literacy. After years of practice, I enjoy writing. Now, I spend more time writing than creating visual content.  I am constantly writing.

For all of my classes, I will write a blog so that families can follow our progress. Sometimes I will also post photos or utilize sound. Other times we might post charts or spreadsheets. I hesitate to reveal too much of my personal work though, because I want students to find their own voice.

I look forward to teaching this year. I love the challenge. I love the experience. I love how much I learn when I am in the presence of creative people.

Course Goals (from course outline)

This course is an introduction to computer applications; some students may continue to Advanced Computer Applications.

While learning how to use computer software applications, students will gain the Technical Knowledge and Skills required for careers in the field.

Students will learn how to communicate effectively; students will communicate with computer applications and traditional forms of communication. To increase their likelihood of success in the work force, students will develop essential leadership and teamwork skills.

The curriculum is based on the California State Standards for Career Technical Education. For access to the full CTE standards, go to http://www.cde.ca.gov/be/st/ss/http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf

Course Objectives (from course outline)

·         Students will improve keyboarding skills by creating an online journal.

·         Students will learn how to use a variety of Microsoft Office applications, such as Word, Excel, and Access.

·         Students will use Google Documents and Applications to learn how to work cooperatively and share work online.

Texts (from course outline)

We will reference various technology guides so that students can learn how to use some of the popular computer software programs. Many of our texts are written by the software distributor; other texts are written by users and can be accessed on online forums.

Progress Reporting (from Board Policy)

Grades shall be reported at the end of each progress reporting period for all students.  Progress reports will be mailed home and/or accessible to parents online approximately every five/six weeks.  Whenever a student falls below a C- after the second Progress Report for either semester, the teacher shall arrange a conference with the student’s parent/guardian and/or send a written report.  (Board Policy 5121)

Classroom Policies (Required)

Grading

50% Daily Assignments

20% Group Projects

20% Class Participation

10% Final Exam

Behavior

Students are expected to know and follow all school rules. See the student handbook all students signed at the beginning of the year for guidance.

Since Computer Applications is a career oriented course, students are also expected to learn appropriate work setting behavior. A student’s Class Participation grade may be affected by a student’s ability to follow rules.

Students will also learn that those who follow rules, usually receive the most fredom. Parents are encouraged to contact me if they want to discuss how we can help their child learn more about this section.

Homework

Students are encouraged to spend time on projects outside of class to further support their learning. Some students will learn how to plan wisely, and may never take work home. However, students who wish to excel will probably work outside of class, during lunch, or after school. For families who do not have computers at home, please contact me.

Parents will be able to monitor progress by using Aeries Homelink. Parents may also contact me via e-mail. (bfarley@nusd.org.)

Classroom Tardies

I will follow San Marin's policy which is found in the Student Handbook.

Supplemental Materials / Media (See Board Policy 6161.11)

Keys to Success

Flexibility and Accountability are keys to career success. To understand the basics, I have listed the basics.

·         Show up on time ready to work

·         Encourage others to participate, collaborate and follow the rules

·         Be creative

·         Take Risks, while being safe

·         Respect the creativity of others

Notebooks / Binders / Journals

Students will maintain a private blog which they can share with parents. On the blog, students will regularly answer questions about their favorite topic and how it relates to technology and computer applications. Parents are encouraged to review student's blogs; students will provide access.

Projects / Special Assignments

Students who have a strong interest in a career subject area will have internship opportunities.

Content

Students will start learning how to keyboard.  After typing, students will learn how to create documents and use word processing programs. Then, students will learn about spreadsheet programs and database programs. Finally, students will learn about presentation programs, such as PowerPoint. Throughout the year, students will use a blog to document their work. Some students will become interested with this format and incorporate more visual art, video and music, especially the Advanced Computer Application students

Receipt of Syllabus

I am asking that every student have a parent or guardian sign and return. I am also requesting that the parent or guardian send an e-mail. Please include your student's name in the subject line. If you do not have e-mail access, please include your phone number.  I can contact you. If you do not speak English, include your preferred language so that someone can communicate with you directly.

Thank you,

Bryan Farley

Student Name                                              _____________________________________

Parent or Guardian Name                           ______________________________________

Parent or Guardian Signature                     ______________________________________

Welcome to my Computer Applications Class Blog

I am creating a blog for my students to follow the class. I also want parents or guardians to have alternate methods for following student coursework.