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ackerfics · 4 years ago

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slow dance with you — mikasa ackerman

— goth!mikasa ackerman x soft!female reader (modern au)

— warnings: slight mention of alcohol, pure rotten fluff

— summary: after gaining some courage from the drinks she had in the party and from the advice she got from her friends, mikasa is ready to become your girlfriend.

— word count: 3.9k

— author’s notes: i would like to thank the anon who gave me some ideas for goth!mikasa, you are so amazing !! thank you for the small headcanons. and since we’re on the topic of writing abt goth!mikasa, i couldn’t help but pair her up with a classic soft girl who likes to wear pink at every time of the day. this dynamic is based on marceline and princess bubblegum so i hope you enjoy !!

p.s. the reader will have dyed hair here, if this is not your cup of tea, just let this fly by your dash.

listen to this while reading.

“She dyed her hair pink,” came a dazed yet mesmerized tone.

“You’re staring at her again.”

Mikasa jumped on her seat at Eren’s nonchalant observation. She whipped her head to her best friend, his attention directed on his laptop, hands flying across the keyboard as he typed out the next few words in his essay. Noticing the incredulous look the black-haired girl was shooting him, Eren rose an eyebrow before rolling his eyes. Mikasa huffed, crossing her eyes with a subtle hue of red on her cheeks, complimenting her dark lipstick. “I am not staring,” she mumbled. “Shut up, Eren.” She looked away from her subject of interest but continued shooting small glances.

Eren sighed, running his hand through his hair. He was always one of the witnesses of his best friend slash sister being meek around her crush. At first, he was teasing her because not going to lie, Mikasa’s crush is a pretty person but as their years in college made them juniors, Eren will be the reckless idiot that he is (courtesy of Armin) and set Mikasa up. But he liked to live his life out first — Mikasa will probably curse him with that spellbook she bought from the antique bookshop they encountered in their little exploration back when they were first-years. “Mikasa, why don’t you take the chance and confess to her? It’s not going to be the end of the world.”

“If she rejects me? What then?”

“Then that’s the next problem that you will have to face.” The brown-haired boy turned back to his essay. He stared at his laptop screen blankly before spewing out curses. “Now, I forgot what to write next! Damn it.” He picked up his iced coffee and drank from the metal straw as his life depended on it.

Mikasa rolled her eyes at her best friend’s first statement. “Gee, thanks for the advice. It was very much appreciated.”

“Glad to be of help.”

There was a thud on their table that made the two look up from their respective activities. Eren had a scowl on his face because for the nth time this day, he was interrupted from finishing his essay (for fuck’s sake, he doesn’t want to fail Ackerman’s class). Mikasa blinked from scrolling through her crush’s Twitter account (the last post she wrote was about how Levi Ackerman, Mikasa’s relative and everyone’s Anthropology professor) and fixed her attention on their blonde friend, Armin. He looked too bright after a round of morning classes, something that Eren doesn’t comprehend. The blue-eyed young man has always been the rational and genius third of their little group. There wasn’t a time where Armin’s advice got a situation to erupt in flames. It was either the situation became an inferno instead (Eren) or nobody had the guts to do it (Mikasa).

“Hey, guys!” Armin greeted, arranging his side of the table, meticulously placing each component of his lunch in front of him. “How were your morning classes?”

“Shit,” Eren spat out.

“Of course, it is.”

“They were alright,” Mikasa shrugged.

“Figured.” Armin glanced at his friend’s sides of the table, nodding at Mikasa’s balanced lunch while blankly staring at Eren’s laptop. The device should’ve been a good tray of lunch. “I thought you were eating lunch, Eren? That’s what you said in your text.”

“Can’t,” the brown-haired boy huffed. He gestured at his iced coffee without taking his eyes off the laptop. “I guess, this counts as my lunch.”

“When’s that essay due?”

“In about,” Eren looked at the time on his laptop, “three hours. Ackerman is my first period later. That fucking terror professor has no mercy when it comes to this. Can he just piss off for once? Mikasa, do you even tell him to get laid? Because I think that would solve his attitude. I swear to God, he’s getting more pissed every damn day.”

“Wow, I guess getting my short, grumpy, middle-aged uncle to start his sex life will be a nice conversation starter,” Mikasa drawled, half-lidded, bored eyes reading every tweet her crush has posted for the entire week. Mikasa couldn’t help but smile at one post about a new movie her crush just watched, saying that it was now a new favorite. She was tempted to give a heart on every single post but that would it weird because they never followed each other despite the small interactions they shared in between classes. With a sigh, she looked up, only to be met with Eren’s unamused stare. Raising an eyebrow, she asked, “What? Do you think that would work, Eren? Levi is probably a virgin his whole life and will continue his record until he’s all shriveled up.” Eren blanched at the image. “Just finish your homework and stop complaining.”

“I’m trying!”

“You’re not trying hard enough, that’s for sure. If you just started that essay the day he assigned it to your class, you would have finished it way before the deadline.”

Eren pointed at Mikasa with narrowed eyes. “Don’t even go there, Mikasa. I have a life aside from being a sleep-deprived college student.”

“I mean, she’s got a point, Eren.” Armin immediately rose his hands in defense when Eren shifted his glare from the black-haired young woman to him. “You always tend to procrastinate in the most impeccable timing that we sometimes have to remind you of your backlogs. And now, here you are, doing things last minute when you could’ve prevented the rush by doing it immediately.”

“Thanks for slapping the reality to my face, you two,” Eren dryly replied, going back to his essay for the final time. “And by the way, Armin, give Mikasa some solid advice that she will finally follow because she’s making googly eyes at Miss Pretty two tables from us a couple of minutes before you arrived. You know, the love of her life?”

Armin roamed his eyes in the lunch hall and sure enough, there was Mikasa’s goddess sitting with her group of friends. There was that brown-haired girl that was dubbed as the Potato Girl for eating mashed potatoes during Ackerman’s class (the professor told the class his rules of no eating or going out of the room while he’s discussing the moment the girl took a spoonful of her snack). A young man with a buzz cut snorting at what the brown-haired girl said. Armin remembered sharing a class with him. He never got the chance to introduce himself because the young man was sleeping throughout the lecture. There was usually a fourth person in the little group but it seems like he was running late or already in his class. That person was Eren’s sworn frenemy, the reason for that relationship was unknown to this day.

The three people at the table all stood up, the brown-haired girl and the taller young man leading the way. Armin instantly had an idea.

“Hey, [Name]!”

Mikasa nearly had whiplash from turning her head to Armin. “Armin?!” she hissed under her breath, face becoming hotter when you looked at their table, a bright smile lighting up your face. You called your friends, telling them to go on ahead without you, to which they nodded before walking towards the trio’s table. Her brain wasn’t processing the moment you lifted a hand to wave at whoever you were smiling at. Mikasa wished it was her. “Fuck,” she whispered, registering how cute you look. You donned a salmon pink plaid sundress and a white cardigan, matching with the bubblegum pink locks you let down. Her heart was hammering a thousand miles per second and there was no hope of stopping it.

“Hi, Armin,” you replied, stopping a few feet from Mikasa, who looked away from you to fix her wide-eyed stare on her empty plate.

“I was just going to ask if you already have a partner in our Molecular Biology lab?” The blue-eyed young man then turned to Mikasa and Eren. “I’m in the same class as her this year.”

“As if calling her here wasn’t that obvious,” Eren murmured, still typing out his essay.

“I don’t need your dry remarks right now, Eren, don’t want to ruin the atmosphere. So, [Name], you have a partner?”

You shook your head. “I think not. It would be great if we could be partners though. I need a break from the people I’ve been partnered with throughout college.”

He gave you a sympathetic smile. It was true, though. Most of the grouping during your first years of college were all set up by the teachers so the students really had no say on the matter at hand. Even Armin was exposed to a variety of students, most of them being too slacking to participate or too overbearing with their suggestions that they have no plans of doing. He nodded with a smile, “I’ll be sending an email to Professor Zoe about this and we’re done.” He glanced behind you, noticing that your two friends weren’t there anymore. “I’m sorry for holding you up. I’m pretty sure you have a class after lunch. See you around?”

You waved him off. “It’s fine, I told them to go ahead since Sasha has a class scheduled right after lunch and Connie had to nap in his dorm. And I don’t have any class the whole afternoon, except for an online session so yeah, see you around, Armin.” You acknowledge Eren with a nod, to which he responded with a cool expression (as if his mind wasn’t a mess from the cramming), and gave a soft smile to Mikasa, “Bye, Mikasa.” And you were off to your dorm, leaving behind two amused men and an awestruck Mikasa.

The black-haired young woman was hyperventilating the moment you disappeared from the lunch hall, hands clenched on top of her black shorts. She regretted wearing a thin, long-sleeved striped sweater under her black shirt because it was so fucking hot after that encounter. Her entire body was vibrating with too many emotions all at once, short-circuiting until she became a heap of flustered mess in front of her best friends. “Oh, my God,” she muttered like a prayer. She definitely needed one after seeing you all pretty in pink. It was too much for her soul because you two are a perfect match this time. Her grommet belt and choker were not helping because she couldn’t fucking breathe.

“Mikasa, breathe,” Armin reminded beside her. “Yeah, that’s it.”

Once she regained her composure, Mikasa realized she probably looked like a gaping fish. “Oh, my God! I’m so sure that this time, she thinks I’m weird. My name is the only one she mentioned aside from Armin which is saying something because she’s classmates with him. But why did she say goodbye to me? Oh, my God, she’s giving me so many butterflies right now.”

“Your gay is showing,” Eren pointed out calmly.

“Eren, not the time,” Armin murmured, hovering his hands over Mikasa’s back.

“Just wanted to alleviate the tense atmosphere. No need to get so worked up.”

“But, Mikasa, your feelings for her are showing.”

Eren clapped his hands, pointing a finger at Armin. “That, my friend, is a genius observation.”

Ignoring the green-eyed man, Armin continued, “I think it’s time you confess to her. Three years is a pretty long time pining for a person. In the end, her knowing your feelings will be inevitable. That is if you have no plans in letting her know.”

“Of course, I want her to know,” Mikasa murmured, fiddling with the sleeves of her striped long-sleeves.

“I heard that there’s a party this Saturday in Reiner’s frat,” Eren told them, meeting both of his friends’ eyes over the top of his laptop screen. “We’re in the same football team with Jean. The horseface is a friend of your girl,” he nodded at Mikasa, who erupted in a sputter of her crush not being her girl, “okay, not your girl — yet. As I was saying, [Name] is good friends with Jean and if Jean is there, Miss Pretty in Pink will be, too. That’s your chance to ask her out, Mikasa.” He met the blinking gray eyes of his best friend. “The question is, are you up for that?”

“You were staring at her so hard at lunch again.”

You looked up from your book to acknowledge Sasha entering your dorm room after a whole afternoon of packed lectures. The brown-haired young woman was so tired that she immediately plopped on top of her bed on the other side of the room. At first, you didn’t register what she said because you were preoccupied with your book. You chose to indulge the night in a good book because it has been a long time since you’ve done that. With furrowed eyebrows, you asked, “Can you repeat what you said, Sasha?”

Sasha tilted her head to look at you with one eye uncovered by her duvet. Her hair fluttered after puffing out a breath of disbelief. “Oh, don’t pretend that you have no idea, Miss Pretty in Pink.”

“That’s because I didn’t catch what you said,” you replied, gesturing at your novel. “And what’s with that Miss Pretty in Pink nickname? Did some of the students around campus started that?”

“Sort of,” Sasha hummed. She sat up from her bed and took out her phone from her backpack lying on the floor. You watched the whole time she stretched her arm without changing her position on her bed. With her phone in hand, she opened her Twitter account. “Actually, a friend of mine tweeted it, wait, I’m just going to scroll through my Likes tab to find her tweet. Oh, here it is.” Sasha showed you her screen, patiently waiting for you to take the device from her hand to get a closer look. Her hopeful smile turned into a small pout when you made no moves in doing so. “Take my phone and see for yourself.”

You sighed, following her pleas. “It’s probably just someone from the volleyball team. You know how some of them never stopped following me around campus. Can’t they take the hint that they’re not my type?”

“This person is much better than those himbo simps following you around. She’s an amazing person behind that shy exterior of hers.”

You only hummed, blankly staring at your roommate’s phone before your eyes widened in realization. Your eyes skimmed over and over again at the handle, mkackerman, beside the display picture of a short-haired girl in pigtails. It was the girl that managed to capture your attention during your first year at Eldia University. The girl with an air of mystique that the stars are jealous of. You always admired her from afar, appreciating her style each day. But your admiration was getting replaced with something more at the five words she tweeted.

You’re so pretty in pink.

Roses bloomed in your cheeks, complimenting your pink hair the longer you gawked at her short post.

“What?” you breathed out after a full minute of silence.

“Mm-hmm,” Sasha hummed with a smug smile. “And who dyed her hair pink impulsively last weekend?” She intentionally looked at you with sharp eyes, her smile turning into a smirk full of mischief. In actuality, Sasha knew of Mikasa’s crush on you since they were acquainted with each other. It was an embarrassing first meeting between the two, with Sasha latching on a random person’s arm in the station and it turned out to be Mikasa. The two became great friends after that, well, after Mikasa lowered her guard down, leaving her pocket knife safely tucked underneath her checkered skirt. It was Sasha who managed to make Mikasa confess of her undying love for you, the former squealing her heart out in the library. (They were kicked out after that.)

“I don’t know,” you denied. “There could be a couple of people in the campus who thought that spontaneously dyeing their hair pink is an awesome idea.” You threw your hands in the air, giving back Sasha her phone right after.

“Trust me. Mikasa doesn’t have any interest in any other girl other than a special someone I know.”

You chose to ignore her, turning back on the discarded book on top of your covers. The words flew around your mind, aggravating you until you placed the novel on your lap. A defeated sigh came out of your lips. “Okay, let’s go out for some dinner.” You stretched, switching your pajama bottoms for a pair of loose jeans, and leaving your button-down pajama top on. The people in public will never know your top is a part of a pajama set. As you ducked down to roll the bottom of your jeans, you hear Sasha’s bed shuffling. Sitting up, you regarded her with an inquisitive raise of an eyebrow. “Spill it.”

“Oh, alright. Jean told me to bring you to a party.”

You stood up, patting your lap of imaginary dust, placing your things and book inside your tote bag. “Tell him no. I have a written exam coming up and I don’t want to fail one of my majors. He can manage without one person in our friendship group.”

Sasha huffed, mimicking your actions. “This will be the last time!”

“You said that the previous party you pulled me to.” You narrowed your eyes at her. “I couldn’t get up for a whole day because of that party. Don’t forget your wallet.”

“Yes, ma’am.” Sasha threw her wallet in her small bag, throwing the strap over her shoulder. “I promise that this will be the last time, I’ll even call Connie for the witness of my pact!” She placed a heartfelt palm over her chest, lifting her chin a little in the air. “I solemnly swear I am … keeping my promise.”

“You hesitated.”

The brown-haired girl giggled sheepishly, scratching the back of her neck. “It’s kind of hard not to continue the quote from Harry Potter. You can’t blame me for that!”

“I’ll think about it, okay?”

“You better because Mikasa will be there.”

You blinked at her statement. “What does this have to do with her?”

Your roommate looped her arm with yours, pulling you in the direction of the elevators. “Because,” it sounded like she was talking to a child, “you were staring at her earlier during lunch period. I understand that because Mikasa looks so good every second of the day but there was something different about the way you’re staring at her.” She tapped her finger on her chin. “Let me see, there’s some pizzaz there.”

“The pizzaz you’re talking about is me admiring her make-up — nothing more.”

“Whatever you say,” came Sasha’s sing-song voice. “I will be the first one who will say ‘I told you so’ to your face when you two start dating.”

The night of the party was not as bizarre as you thought.

Sure, there were people having shots in the living room but there weren’t any extreme scenarios lying around unlike some of the parties Connie and Jean went to. It was mostly catching up with old friends or making connections with strangers by ranting about the education system of your university. All in all, it was a fun night, yet here you are, holding your cup of beer with two hands as you craned your neck to get a glimpse of Sasha. Your roommate disappeared as you turned to get a shot, leaving a confused you behind. To think you specifically asked Sasha to be by your side throughout the night. You cursed in your head, you being reliant on the presence of others surfacing. Your stress made you tip your head back, downing your drink in a go.

Without anything to do, you leaned back on the wall. Mind hazy, eyes glassy, you searched the living room for a spunky brown-haired girl that you were supposed to be buddies with. Instead of Sasha, you met gazes with a girl with stars for her eyes. She was equally mesmerized as she was staring straight at you. Everything became silent as your heartbeat resonated with hers. She was beautiful in her all-black outfit — a leather pencil skirt over fishnet stockings, cropped tank top, and combat boots. The two of you are contrasting with one another; her lipstick so dark whilst yours shone a pretty coral, her hair framing her face in a midnight pixie cut whilst yours were in pink waves cascading down, her entire appearance blending in the background whilst you were a beacon with your coordinating soft outfit.

God damn it, Sasha was right.

You are definitely falling in love with Mikasa Ackerman.

Mikasa who you saw reading tarot cards of her blonde friend. Mikasa who you bumped into during the opening ceremony two years ago. Mikasa who you discovered to have an affinity for electric guitars when you stumbled in one of the auditoriums, her department’s band having an audition. Mikasa who never meets your gaze because you make her nervous at how effortless you carry yourself.

But tonight, she never looked away from you, her eyes having an adoring yet determined shine.

She stopped in front of you, mere inches separating you two. You looked up at her, her combat boots making her taller than she already is. You saw her eyes flick to your lips, your breath hitching at the thought of having her dark lipstick on any part of your body. With a careful tilt of her head, Mikasa ducked her head a little to fully meet your eyes face to face. “I saw you’re alone,” her voice is still soft-spoken as if she was afraid that she was scaring you. It might be because of the liquid and verbal courage she got from drinking and listening to her best friends because Mikasa had no plans of letting you go tonight. “I thought you needed company.”

A breath came out of your lips, your proximity making Mikasa feel it. “Uhm, if it’s you, I don’t see why not?”

A large smile brightened Mikasa’s face before it dimmed as she lowered her gaze to your lips once more. “I’ve been waiting three years for this.”

Maybe your mind was too hazy with alcohol or it could be because you accepted your feelings for the black-haired girl, so you whispered, lips brushing against hers in the most addicting way possible, “Just kiss me, Mikasa.”

Her lips softly moved against yours in a slow dance, the inches separating you disappearing as Mikasa wrapped an arm around your waist. You lift a hand to cup her jaw, tilting your head to deepen the kiss and to brush your tongue with hers. You felt her shiver, biting your lower lip to make you open up more, with your whimpers tingling her hearing. Mikasa pulled away, trailing firm kisses on the skin where your shoulder meets your neck. Seeing the black kiss mark on your skin, she smiled and placed fluttering kisses on your neck up to your cheek. Opening your eyes, the silver grays in front of you have never been so beautiful. You returned the favor of placing kiss marks. You stood on your tiptoes, feeling Mikasa’s hand steadying you, and left a coral pink mark on the corner of her mouth.

Mikasa dipped her head, placing her lips close to your ear.

“I want to slow dance with you,” she sung to your ear. “I know all the other boys are tough and smooth and I got the blues. I want to slow dance with you.” Mikasa hid a small smile at your flustered expression. “So can I be your vampire queen, Bonnie?”

The moment you said yes, there was a shout in the crowds. “Hell yeah, your plan worked, Eren, Armin!”

You and Mikasa stared at each other with wide eyes before laughing.

“Let’s go ditch this party.”

“Thought you’d never ask, Bonnie.”

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billcamp1984 · 4 years ago

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sunsuenm · 4 years ago

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deeperry604 · 5 years ago

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mschristinamcgrew · 5 years ago

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INDEPENDENT READING FOR TE 790

VAI'S CHAPTER FOUR

by Christina McGrew

Chapter Four, "Visual Design Basics," of Marjorie Vai and Kristen Sosulski's Essentials of Online Course Design: A Standards-Based Guide, begins by emphasizing the necessity of online material to be attractive through achieving clarity, organization, simplicity and graphic appeal. The salient point of the chapter is that, "An open, clear, attractive page design enhances communication," which directly correlates to our course work from Module Three: Visual Design. In both the discussion post and homework assignment from this module, we explored and evaluated the five main elements of Visual Design: Overall Layout and Visual Appearance, Color Scheme, Typography (Font), Navigation/Use, and Content. Ideally, websites are visually appealing, include relevant images, and demonstrate creativity. Essentially, websites just need to be appropriate and accessible; Vai argues, "Nothing in the design of the page distracts from communication" (59). As long as communication is clear and concise, users can easily utilize websites as digital tools. When it comes to the Visual Design of websites, the goal is to NOT interfere with the user's comprehension, concentration, or learning.

In these modern times of distance learning, website accessibility and clarity is more necessary than ever. When considering accessibility, the website should be easy to navigate through, easy to read with opposing colors and legible fonts, and provide any additional resources or supports. When it comes to clarity, a website should use spacing and labeling to indicate different sections and tabs, text (like directions for an assignment) should be simple and to-the-point, and include a variation of visual displays like bullet points and numbering to help users more easily process information. As an instructor, having a class website is an effective way to deliver course material with structure, such as providing a syllabus, course calendar, list of assignments, and a pacing guide. These additions also serve as ways to establish course expectations and requirements for both students and for families. With on-site teaching, instructors can provide students with paper versions of a syllabus, but with online learning we have learned the importance of having a digital resource that students can access as many times as they need. Teacher websites are imperative in building relationships with students' families, establishing open-communication, and encouraging parent/guardian involvement.

Chapter Four discusses some specific aspects of a evaluating the a website's page layout, such as including a significant amount of white space, maintaining appropriate spacing between lines and paragraphs, keeping line lengths short, left-justifying the text, and logically organizing headings and subheadings. Vai states, "Bold and italic typefaces are used sparingly only to emphasize important items" (65). These text variations also serve as visual cues for users to focus on certain information, which might help input-processing and remembering. I learned that underlining should only be used for links and that words in all caps should be avoided. The "Background Colors" chart (Figure 4.2) is a helpful resource I will definitely access when creating websites and digital content in the future.

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Corresponding TE 790 Course Learning Outcomes:

"Utilize digital tools to plan for the nuances of course planning in the digital era" (6).

"Structure course delivery with precision, incorporating aspects of good visual design" (8).

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matlabhwexperts-blog · 7 years ago

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2dtcnjspring · 5 years ago

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2D DESIGN SYLLABUS

Caitlin Cocco

[email protected]

Office Hours by Appointment Only

Course Description This course will provide a foundation in the fundamentals of pictorial design. Visual elements such as figure/ground relationships, scale and proportional transformation, patterning, composition, value, color, and spatial illusion will be investigated through hands-on and digital assignments. In addition to introducing formal design strategies, the course emphasizes content issues and the historical and cultural context in which works of art are produced. Regular slide lectures and critiques encourage dialog and provide the student with an opportunity to verbally communicate complex visual ideas.

Course Materials Lots of magazines with photos – start collecting now – use an envelop or folder to keep organized! X-acto knife and extra blades Metal 12” ruler with cork backing Small vinyl cutting board (12x18” or larger) – Check Dick Blick Art Supply 1 Glue Sticks – White Glue works but can get messy – NO HOT GLUE Scissors Pad of Bristol 11 x 14” (at least 20 sheets) buy the least expensive in this size Pencils Group of micron pens sizes 02 (.30mm) 03 (.35mm) 05 (.45mm) and 08 (.50mm) or similar

Large Sharpie with thick tip

Regular Sharpie

Gouache Set of at least the primary colors plus black and white

Matte Medium (small jar or tube) 1 Flash drive 8-16 GB

Tote bag or tool box to bring to class with all your materials

Course Requirements Students are required to complete a number of in-class assignments and homework assignments that utilize the skills introduced in this course. Students will also be required to complete several written assignments. In addition, students will be required to keep a blog notebook featuring class work and homework as well as document active looking in the world. Students are required to make 2 image posts of an example of each week's lesson on their tumblr (i.e. Line Lesson will be accompanied by 2 examples of where students see line functioning in their daily life, etc.). Along with the lessons and projects students are required to attend at least three department Visiting Artist and Scholars Events as well as Brown Bag lectures. Students can submit lecture write-ups on the class blog for extra credit.

Course Purposes & Learning Goals • Develop hands-on construction techniques in combination with Adobe Creative Cloud programs (including Photoshop and Illustrator) showing basic digital and physical comprehension of the fundamental principles of 2D design

• Develop the skills to verbally analyze visual elements

• Develop a broader understanding of art and design, its historical importance and contemporary

concerns

• Develop an online portfolio/website

• Gain experience with printing on the color, black and white, and medium format printers. Students will learn seamless printing, color testing and color correcting.

Course Schedule

Schedule is subject to change at professor discretion

All tutorials must be viewed before the following class. Students are not allowed to view tutorial during class time, there will be review of tutorial information if needed.

In addition, at the end of every week's lesson, you will post 2 images that you take using your smart phone of where you see the week's lesson actually functioning in your daily life. Make sure to caption your images appropriately.

Week 1 Introduction

1/27 Self Intro

Syllabus & Classroom assignments with lockbox code

Tom Sachs

Print Room

Lynda Log In

Design and publish blog (tumblr)

Converting files for Tumblr

Blogging with Tumblr – Archive and Order

Blog requirements and daily posting

What is Art? – Creative Comforts

1/30 Introduction: What is 2D design? - 2D/3D: Line/Shape Demo

File saving/File formats Raster (pixels) vs. Vector (lines/paths)

Integrating the hands on and digital

Found Images

Searching & Sampling Copyright/Fair Use/Appropriation – TED Talk

Richard Prince Articles – Hyperallergic & Art in America

Reading Discussion

Advanced Google searching Image size/file size

Image Acquisition and Resolution – screen vs. printing

Image size/file size/file formats/save for web – come up with your own system

Watch: Photoshop CC Essential Training (2019): The Basics with Julieanne Kost

Sections: Documents and Navigation

Digital Image Essentials

Watch: Photoshop CC 2019 One-on-One: Fundamentals with Deke McClelland

Sections: Saving Your Progress

Watch: Illustrator CS6 Essential Training with Justin Seeley (Photoshop)

Sections: Getting Started

Working with Documents

Selecting and Transforming Objects

HW: Email instructor blog link. Post a selfie or image of yourself and short self introduction post. Make 2 posts on where you see 2D Design functioning in daily life. Purchase supplies. Post 1 image of a Tom Sachs' work.

Week 2

2/3 Line Line Types & Hands on Demo w/ Safety Demo – cutting/ripping, mounted, negative, positive, and breaking the frame.

Paper quality and material discussion (sharpies & direction). Line direction & emotiveness Line as accumulation

Drawing Lines – technique and material shifts – Contour Line and Marina Ice Breaker

Matthew Ritchie & Janine Antoni & Jacolby Satterwhite Art 21s

Wacom Tablet Demo

Classroom Assignment: If you could represent your life as a line, what type of line work it be and why? Then create your line using Illustrator. Post on tumblr.

Watch: Illustrator CS6 Essential Training with Justin Seeley

Sections: Working with Color

Working with Fills and Strokes

Working with Paths

Printing, Saving, Exporting

OPTIONAL: Watch: Wacom Essential Training

Sections: Tablet Fundamentals (Understanding Positioning)

Working with Control Surfaces (Some may be more helpful than others – you decide how much you want to customize your tablet/pen)

Tablets in Action

HW: Line analysis of famous work of art or Ad (post on blog). Emotional Line project Due 2/10, Line analysis of advertisement Due 2/10. 2 posts on line in daily life.1 Matthew Ritchie & Janine Antoni & Jacolby Satterwhite posts.

2/6 Balance & Unity

Types of Balance and Unity

Cropping and isolating images Basic compositing

Robert Mangold & Damien Ortega Art 21s

Watch: Photoshop CC Essential Training (2019): The Basics with Julieanne Kost

Sections: Cropping, Straightening, and Adjusting Canvas Size

Layers

Color and Brush Essentials

Working with Layer Masks

Homework: Balance/Unity project due 2/17, Re-bloging Unity – post on blog due 2/17. Photoshop isolation and cropped image practice (post on blog). Post 1 image showing balance and 1 image showing unity from your daily life. 1 Robert Mangold &1 Damien Ortega post.

Week 3

2/10 Critique Line Project

2/13 Shape

Shape lesson Shape study concept

Hands on Collage basics

Layering and Collage – multiple material shapes – cropping shapes out of found images

Image Transfer w/matte medium

John Baldessari & Auturo Herrera Art 21s

Watch: Illustrator CS6 Essential Training with Justin Seeley

Sections: Creating Shapes

Don't Be Afraid of the Pen Tool

Watch: Photoshop CC Essential Training (2019): The Basics with Julieanne Kost

Sections: Making Selections

Essential Transformations

Homework: Shape Series Due 2/24. Shape project, Space storyboard (post on blog). Post 2 images of shape or volume from your daily life. 1 John Baldessari & 1 Auturo Herrea post.

Week 4

2/17 Critique Balance & Unity Project

2/20 Space

Space lesson

Space Practice

Choose scenes and refine for Space Tryptich Project

Dustin Yellin – TED Talk

Watch: Illustrator CS6 Essential Training with Justin Seeley

Sections: Adjusting Appearance

Working with Layers

Drawing in Perspective

Homework: Space Triptych Project Due 3/5. 2 posts on space from daily life. 1 post on Dustin Yellin.

Week 5

2/24 Critique Shape Series

2/27 Rhythm & Repetition Lesson

Using Illustrator for Rhythm project

Pattern

Vector Drawing in Illustrator

Lucas Blalock New York Up Close

Cory Archangel Protools

Paul McMahon

Marcel Duchamp

Gerhard Ritcher

YSL - Manifesto

Class assignment: Vector Drawing in Illustrator (post on blog)

Homework: Rhythm & Repetition Project Due 3/23. 2 posts on rhythm & repetition from daily life. 1 post on Lucas Blalock.

Week 6

3/2 Introduce Midterm Project

Midterm Project Text/Grid

Midterm Introduction and research

Work on Midterm project

Midterm printing

Thumbnail process

Symbolism within your work

Using the grid

Preparing file for printing

Joseph Beuys

Jasson Musson

Barry McGee & Margrite Katherine

Sherin Neshat

Watch: Illustrator CS6 Essential Training with Justin Seeley

Sections: Using Type in Illustrator

Watch: Photoshop CC 2019 One-on-One: Fundamentals with Deke McClelland

Sections: Creating and Formatting Text (Vector Based Font in Photoshop, Creating and Scaling a Line for Type, Integrating Text w/ Imagery 1& 2, Finding the Perfect Font, Type Size and Script Fonts, Creating Text Along a Circle) Homework: Rhythm & Repetition Project Due 3/23. Midterm due 4/2. Post midterm ideas, myth, thumbnails (blog). 1 post on text and 1 post on myth in daily life. 1 post on Joseph Beuys, 1 on Jasson Musson, 1 on Barry McGee & Margrite Katherine, and 1 on Sherin Neshat.

3/5 Space Triptych Project Critique

Watch: Photoshop CC 2019 One-on-One: Fundamentals with Deke McClelland

Sections: Image Size and Resolution

Printing your Images

Week 7

3/16 NO CLASS – Spring Break

3/19 NO CLASS – Spring Break

Week 8

3/23 Critique Rhythm & Repetition Projects

Work on Midterm project

Homework: Work on Midterm project due 4/2

3/26 Work on Midterm project

Midterm printing

Putting together midterm project

Week 9

3/30 Color & Value

Value Lesson – India Ink

Grey Scale - Gouache

Middle Grey

Color wheel Properties of color

Color schemes Color and space Color Discord & Use

Digital color wheel

Bezold Effect

Designing w/color wheel

Color Heritage

Ryan McGinness

Robert Ryman Art 21

Watch: Photoshop CC 2019 One-on-One: Fundamentals with Deke McClelland

Sections: Balancing Colors (Adjusting Color Intensity w/ Vibrance, Intro to Hue/Saturation)

Brightness & Contrast

Class assignment: Grey scale, Middle grey classwork (post on blog). Bezold Effect, Designing with color wheel & digital color experiments. Color interpretation studies (post on blog)

Homework: Value Project Due 4/9. 2 posts on value in daily life. 1 Ryan McGinness and 1 Robert Ryman post. Color Heritage project Due 4/16. 2 posts on color in daily life.

4/2 Midterm Crit

Week 10

4/6 Texture

Tactile Texture Visual Texture Texture through Pattern

Texture in the digital space

Daniel Gordon – New York Up Close

Class assignment: Texture Studies (post on blog) Homework: Texture project Due 4/20. 2 posts on texture in daily life. 1 post on Daniel Gordon.

4/9 Value Critique

Week 11

4/13 Emphasis & Focal Point

Emphasis/Focal point lesson

Emphasis project

Homework: Emphasis/Focal point project Due 4/27. 1 post on emphasis and 1 post on focal point.

4/16 Color Heritage Critique

Week 12

4/20 Texture Critique

Focal point project

Paper weaving Homework: Texture project Due 5/4. 1 post on actual texture and 1 post on visual texture in daily life.

4/23 Scale & Proportion

Scale & Proportion lesson

Work on Scale and Proportion projects

Homework: Scale and Proportion PSA posters Due 5/7. 1 post on scale and 1 post on proportion in daily life.

Week 13

4/27 Emphasis/Focal Point Project Critique

4/30 Final Project

What is a book/Design concepts

Book layout - thumbnails

Bringing together of all program platforms A combination of hands on and digital work

Week 14

5/4 Texture Project Critique

5/7 Scale & Proportion Critique

Week 15

Final Exam TBD

Grading

(A) = A remarkable achievement which evidences extraordinary initiative, original thought and extra effort; demonstrated leadership in the class; mastery of formal, technical, and conceptual skills.

(B) = All assignments have been completed at level above average. The work shows initiative, is very well presented and demonstrates a clear understanding of the assignments and class participation raised the level of the class. (C) = All assignments have been completes on time. The level of success, attendance and class participation is average. (D) = Most assignments have been completed. The level of success and/or class participation is below average. (F) = One third of the course assignments have not been successfully competed. The level of participation is not acceptable for university study.

Course Workload

The TCNJ standard for student work-loads is 12 hours per class. This includes time both in and out of class.

Plagiarism

As per TCNJ's academic integrity policy as outlined in Violations of Academic Integrity, "Plagiarism occurs when a student submits as their own the work of others. When a student presents the products of another individual's work (words, images, formulae, music etc.) without citation or proper attribution, plagiarism has occurred. This includes but is not limited to copying from a fellow student, copying from an internet source and copying from a book or other published work." More information on academic integrity can be found attached to the back of the syllabus.

Attendance Every student is expected to participate in each of his/her courses through regular attendance at lecture and laboratory sessions. It is further expected that every student will be present, on time, and prepared to participate when scheduled class sessions begin. At the first class meeting of a semester, instructors are expected to distribute in writing the attendance policies, which apply to their courses. While attendance itself is not used as a criterion for academic evaluations, grading is frequently based on participation in class discussion, laboratory work, performance, studio practice, field experience, or other activities, which may take place during class sessions. If these areas for evaluation make class attendance essential, the student may be penalized for failure to perform satisfactorily in the required activities. Students who must miss classes due to participation in a field trip, athletic event, or other official college function should arrange with their instructors for such class absences well in advance. The Office of Academic Affairs will verify, upon request, the dates of and participation in such college functions. In every instance, however, the student has the responsibility to initiate arrangements for make-up work.

Students are expected to attend class and complete assignments as scheduled, to avoid outside conflicts (if possible), and to enroll only in those classes that they can expect to attend on a regular basis. Absences from class are handled between students and instructors. The instructor may require documentation to substantiate the reason for the absence. The instructor should provide make-up opportunities for student absences caused by illness, injury, death in the family, observance of religious holidays, and similarly compelling personal reasons including physical disabilities. For lengthy absences, make-up opportunities might not be feasible and are at the discretion of the instructor. The Office of Academic Affairs will notify the faculty of the dates of religious holidays on which large numbers of students are likely to be absent and are, therefore, unsuitable for the scheduling of examinations. Students have the responsibility of notifying the instructors in advance of expected absences. In cases of absence for a week or more, students are to notify their instructors immediately. If they are unable to do so they may contact the Office of Records and Registration. The Office of Records and Registration will notify the instructor of the student’s absence. The notification is not an excuse but simply a service provided by the Office of Records and Registration. Notifications cannot be acted upon if received after an absence. In every instance the student has the responsibility to initiate arrangements for make-up work.

TCNJ’s attendance policy is available on the web: http://www.tcnj.edu/~recreg/policies/attendance.html

Building Safety

During late night working hours, are strongly recommended to employ a buddy system when working late in the building. The buddy system is also encouraged when walking home from the building during late night hours. An escort by campus police is always available. The TCNJ Campus Police Hotline is (609) 771-2345; students are encouraged to keep this number on hand in case of emergencies. In order to maintain proper building security, students are not to keep computer lab doors open with trash cans or door jams. Students must also be aware of the location of first-aid kits around the building, and especially in studio spaces.

Selected TCNJ Policies

TCNJ’s final examination policy is available on the web: http://www.tcnj.edu/~academic/policy/finalevaluations.htm

Academic Integrity Policy Academic dishonesty is any attempt by the student to gain academic advantage through dishonest means, to submit, as his or her own, work, which has not been done by him/her or to give improper aid to another student in the completion of an assignment. Such dishonesty would include, but is not limited to: submitting as his/her own a project, paper, report, test, or speech copied from, partially copied, or paraphrased from the work of another (whether the source is printed, under copyright, or in manuscript form). Credit must be given for words quoted or paraphrased. The rules apply to any academic dishonesty, whether the work is graded or ungraded, group or individual, written or oral. TCNJ’s academic integrity policy is available on the web: http://www.tcnj.edu/~academic/policy/integrity.html.

Americans with Disabilities Act (ADA) Policy Any student who has a documented disability and is in need of academic accommodations should notify the professor of this course and contact the Office of Differing Abilities Services (609-771-2571). Accommodations are individualized and in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1992. TCNJ’s Americans with Disabilities Act (ADA) policy is available on the web: http://www.tcnj.edu/~affirm/ada.html.

SYLLABUS IS SUBJECT TO CHANGE.

#syllabus

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kookceit · 6 years ago

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panic room

ao3: https://archiveofourown.org/works/21457270

summary: Logan has a breakdown at the end of their Psychology class.

Logan’s eyes were downcast as they entered their Psychology class with Remus. It was hard masking anxiety. Their chest felt a bit heavy, but it wasn’t an extreme weight. Similar to just a book or two being placed on your chest, but one of the books was a nice World History textbook. Logan could still breathe, nothing was too bad so it didn’t matter.

They went and sat at their seat. The classroom wasn’t arranged in rows, rather just groups. Logan’s assigned seat that they got to choose themselves was the one right in front of the pole in the room, the back row right behind them. One of their friends, Virgil, being at the corner seat of the back row and nearby. Remus sat right next to them, but his attention was on everyone else at the table. That was okay, more than okay really. Logan didn’t really feel like talking to anyone, and really didn’t want anyone to notice they were unraveling. They looked at the desk in the corner that was to the left of the door and noticed Mr. Sanders wasn’t in that day. Instead, it was another teacher in the building, Mrs. Lorinn, meaning she was a substitute. Just great, their favorite teacher wasn’t in again , and they would have to do a stupid amount of work they would never do otherwise in the class. It was only busywork, but it was also counted for a grade so Logan had to do it. This was only giving them more anxiety.

The other day there was also a substitute, Mrs. Poinsette. The assignment was online, and the class was given laptops and the class period to complete it. The problem was Mr. Sanders messed up the links on the Ted Talks assigned, and both Ted Talks were the same one, meaning the second set of questions couldn’t be answered. It was available till the next day, but would be counted as late and would drop their grade a bit. Logan couldn’t afford anything less than a 100 in this class. The second link was given on the board, but Logan did something they regret. Instead of working on their Psychology assignment, they saw it was available till the next day and decided to do their Algebra homework instead. They didn’t know about the links being messed up, had only focused on the fact that it was ‘due’ tomorrow. Logan was informed of this once they attempted at doing their work at home, realizing that they’d need to somehow get the link to the second video. The last thing Logan wanted to do was ask others for assistance.

Now they were sitting in the room of which they had an assignment due and haven't completed yet. It was already late, Mr. Sanders changed the due date but kept the availability, so there was nothing Logan could do there. The only thing Logan could do was complete whatever packet was being given out this period, and swiftly go home and try to find that second video. One of the questions contained a quote, and with the knowledge of it being from a Ted Talk, Logan created the plan of searching the quote accompanied with the words “Ted Talk” and hopefully finding the link. Mrs. Lorrin smiled as she passed out the case studies.

When Logan got theirs, they immediately flipped through it, trying to estimate the time it would take to complete it. They went back to the front, and started reading the symptoms and backstories, until Remus’ voice cut through.

“Hey Logan, do you know the first one?” Logan’s eyes kept firmly to the packet, not wanting to make eye contact with anyone, even if it was considered rude.

Of course he would ask them. Of course. Logan was the smart one, weren’t they? They were expected to be able to understand everything as soon as they saw them, as if their mind was filled with whatever they considered intelligent. Logan never studied, and still got high grades. Logan was the smartest in the room, but was modest and denied it. Nothing more to it, right ? It wasn’t like Logan simply learned by finding these subjects interesting and listening to the teacher, or that they had their own methods that helped them to know these things instead of the memorization of notes that all the neurotypical kids in the class did. Logan learned by rehearsing things, as if it was a speech. The repetition helped them. But nobody else knew that. It wouldn’t seem fit for the smart one to be anything but neurotypical, or at least that’s what they told themselves. It was terrifying keeping that under wraps, but they managed.

But god, the more difficult part was when people expected them to know something they were still figuring out. Logan knew nobody meant it this way, but when they were still in the process of finding the answer and someone asks them a question regarding it, since Logan can’t give an answer they feel inadequate. They feel as if they can’t live up to the horribly high expectations of everyone else and themselves, and that they’re worthless. Worthless because they couldn’t answer that question. Worthless because they aren’t what people expect. Worthless because if they don’t live up to these expectations, they’re just a stupid, queer immigrant. The pressure took an enormous toll on Logan’s mental health, to the point where everything was skewed against them.

Logan tried their best to keep the stutter out of their voice. “I- Still getting it. Sorry.” The fumble of words made them embarrassed, increased their need to cry, but it was better than a stutter.

“Oh, okay!” Remus said cheerfully, and turned his attention back to the other kids at the table.

That was it? Did Logan really just stress over something so stupid ? They were losing their touch.

Focusing back on their work, they read it all over again. The lines for the answers were a bit messed up, but it was nothing they couldn’t deal with. Well, they couldn’t deal with it, but it’s okay since those papers would be gone in a little bit. The lines were distracting Logan. They kept rereading the backstory, trying to find something to work with in the symptoms, but their head was hurting so bad. When did their head start hurting? Well, it was now, and it was an issue. This headache was preventing them from thinking, the fuzziness and pain making coherent thought difficult. Logan wanted to ask for help, knowing they had to if they wanted to complete this, but not wanting to speak. They were smart, right? They would figure it out.

But the pain persisted. Logan couldn’t stand it. Everyone was talking so much. Noises, too many noises. Logan clutched their ears, and angled their arms so they could stuff their face into them. Logan knew nobody would notice as long as they kept any and all noises gone. No noises, nobody would know about this. They let tears slide down their cheeks, keeping their labored breaths quiet. Wiping them away, they went back to the task at hand. They could focus a bit better, but everyone’s voices were so loud. Logan wanted to tell them all to shut up so badly, but even they knew they couldn’t do that. The thought itself sparked too much anxiety, and they knew it was horrifyingly rude. Logan still wanted to though.

Their eyes were still glued downward, but they knew nobody was looking at them. But what if they were? That single thought gave them too much anxiety to not simply check a little. If they were met with any eyes, they’d just sink back down and die. Solid plan. The image of everyone staring at them scaring them enough to look up and get a tiny peak.

Everyone was chatting. Nobody was looking at them. They turned to the back row, and Virgil looked up at them.

“You good?” Virgil asked, concern in his violet eyes.

Logan nodded quickly, facing back to their work. They tried to listen to what everyone else was saying, hoping they would give them clues. But when they tuned in, all they heard was comments about several different disorders and incorrect assumptions on them. Some of those disorders Logan happened to have. They kept their mouth shut, panic seeping in. Logan knew, logically, they weren’t talking about them. This was a Psychology class, and they were doing case studies, of course they were going to be talking about disorders. The feeling still didn’t go away. Emotions aren’t rational, after all.

Somehow, that managed to help them think clearly. They were able to tune everyone else out and focus solely on the assignment. It wasn’t difficult at all. Just some reading, and the disorder was rather obvious as well. Logan quickly jotted down the diagnosis they gave and the reasoning, but before they could get up and turn it in, Remus’ voice interjected once again.

“Oh! Could I check my answers with yours? You’re the answer key, after all.” Remus asked, joking at the end. But Logan heard that ‘joke’ too many times. Truthfully, they hated the ‘answer key’ and ‘calculator’ comments, but would never speak out against it. Even if they did, it would just be seen as them being ‘modest’ again. Logan really did hate being seen as smart. None of it was recognized as the hard work it really was, rather being thought of as ‘natural talents’.

“Sure.” Logan kept their reply terse. They really didn’t want to speak more than they had to.

Remus saw nothing wrong with that answer, quickly scanning what Logan put on the sheet and giving it back to them.

“We got the same things! Nice.” Remus giggled. Logan nodded, took Remus’ sheet, and rose out of their seat to turn in their work.

They were the first one done. While that should’ve made them feel better, they only felt relief. Perfectionism and Imposter Syndrome were awful to deal with. No matter what, they couldn’t feel satisfied. Wonderful.

They returned to their seat, but noticed that Virgil wasn’t done yet. So Logan got up, went behind him, and started filling in the answers for him.

“Oh, thanks L. You didn’t have to.” Virgil twisted his neck to get a look at Logan’s eyes, the worry from earlier still being there, but Logan already finished all the answers and returned back to their desk.

“You’re welcome.” Logan turned their attention to their thumbs, fiddling with them.

They were trying to find some kind of distraction. Any kind of distraction. Logan looked up and saw the girl in front of them still wasn’t finished, and got up.

“Do you require any assistance?” They asked, keeping their voice leveled. Score for Logan, they don’t seem on the verge of a breakdown.

“Uh, yeah. Just this one, I got the others figured out.” she said. Julianna, they think her name was.

Logan scanned the case quickly, realizing it was Marianne’s from theirs and telling her, “Panic Disorder. She fears feeling anxiety at those places due to her previous situations, and anything similar to it. That’s what makes it different from an anxiety disorder.”

Julianna nodded, thanking Logan and they proceeded to go back to their desk and sit down.

Hopefully the bell would ring soon, as they could feel panic welling up inside them. Everything felt bad. Their head may feel okay, but everything else didn’t. Logan knew they were going to cry again, but they really didn’t want to. What if someone noticed? Logan couldn’t stomach the thought of it.

Suddenly, everyone got up and Logan knew it was time to leave. They grabbed their books and pressed them up against their chest, making sure to keep their eyes on the floor and nowhere else. Everyone was still talking, still being so loud. They were talking about clocks, and time. Ha, time. Time was pretty funny. Daylight savings time was evidence in it of itself that time is a flawed man-made concept. Time existed, just not the way humans made it out to seem. Logan wanted to focus on those thoughts, something to them feel better, but then they couldn’t because someone was focusing on them instead of the conversion.

“Hey, Logan? Are you okay?” It was Patton.

Logan shook their head rapidly, before choking out a sob and slapping their head over their mouth.

“Logan, are you sure?” Patton again. His voice was filled with concern. Logan could picture the face he was probably making right now, but he couldn’t put their head up. Patton would see the tears if they did. Logan clutched their books tighter.

Logan felt obligated to reply. If they didn’t, would they figure something was wrong in their head? That they weren’t as neurotypical as everyone else thought they were? So, Logan tried to reply without sounding like they were crying.

“I’m fine.” They said with extreme difficulty. Well, so much for sounding like they weren’t crying. A sob climbed out of their mouth, the loud noise alerting Patton. Patton came and put his arm around Logan, asking what was wrong. Logan kept shaking their head, unable to move.

The bell rang, and Logan bolted out of the room. They didn’t stop running, not caring that anyone could see their tears. They made it to their locker, quickly doing the combination before someone they didn’t know squatted next to them and asked them a dreaded question.

“Are you okay honey? What’s wrong?” They was a short, black person. Logan didn’t want to assume any gender here, but they did look feminine. Their hair was so pretty, Logan loved their ponytail. But Logan couldn't tell them that right at that moment. Patton’s locker was right next to theirs, and it seemed Patton might be making his way up now.

“I’m fine, sorry for worrying you. However, thank you for being concerned.” Logan replied, and took their things before bolting down the steps once again.

They didn’t stop running. Out of the building, fighting against the cold that numbed their hands, and off to the bus stop. Once they were home, everything would be okay.

Everything would be okay, but they weren’t right now.

#sanders sides #sanders sides fic #logan sanders #remus sanders #virgil sanders #patton sanders #ts logan #ts remus #ts virgil #ts patton

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debashisbora · 2 years ago

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Exploring the Advantages of Pursuing a Distance Education Program in MCA

In today's fast-paced world, keeping up with the latest trends in technology is crucial to success. This is especially true for those interested in pursuing a career in computer applications. Fortunately, with the rise of distance education programs, it has never been easier to gain an advanced degree from anywhere in the world. If you're considering furthering your education and exploring the exciting field of MCA (Master's of Computer Applications), then read on! In this blog post, we'll be exploring some of the many advantages that come with pursuing a distance education program in MCA. From flexible schedules to cost-effective learning options, get ready to discover why a distance education program might just be your ticket to success!

History of Distance Education

The history of distance education dates back to the 19th century, when correspondence courses were first introduced. These courses allowed people to study from home by sending in their homework to be graded by a teacher. As technology progressed, so did distance education. In the early 20th century, radio and television were used to broadcast educational content to students who were not able to physically attend school. This was a major breakthrough in the field of distance education, as it allowed more people than ever before to access quality education. With the advent of the internet, distance education has become even more accessible and convenient. Online learning platforms allow students to take classes and complete assignments at their own pace, from anywhere in the world. Today, there are many different types of distance education programs available, from fully online degrees to hybrid programs that combine online and offline learning. No matter what your educational goals are, there is likely a distance education program that can help you achieve them.

What is a Distance Education Program in MCA?

A distance education program in Master of Computer Applications (MCA) is a three-year postgraduate degree course which can be pursued by students who wish to specialize in the field of computer applications but cannot attend regular classes due to various reasons. The course is designed to provide students with an advanced level of understanding in different aspects of computer application development and their related technologies. The curriculum for a MCA distance education program is divided into six semesters, with each semester covering different topics related to computer applications. Some of the topics covered in the first year include basics of computing, programming languages, database management systems, software engineering and web technologies. In the second year, students are introduced to advanced topics such as data mining, image processing, network security and mobile computing. The third year focuses on project work, where students have to complete a major project using the knowledge and skills they have acquired over the course of the program. Distance education programs in MCA are offered by many universities and institutes across India. Admission to these programs is usually based on the student's performance in a relevant entrance exam, such as the Common Entrance Test for Distance Education Programs (CETDEDP). Students who wish to pursue a distance education program in MCA can also opt for online learning options, which offer greater flexibility and convenience.

Advantages of Pursuing a Distance Education Program in MCA

As the world increasingly moves towards a globalized economy, there is an increasing demand for employees with skills in computer science and information technology. The Master of Computer Applications (MCA) is a postgraduate degree that provides students with the necessary skills to pursue a career in this field. One of the advantages of pursuing an MCA through a distance education program is the flexibility it offers. Students can study at their own pace and schedule their studies around their other commitments. Distance education programs also tend to be more affordable than traditional on-campus programs. Another advantage of pursuing an MCA via distance education is the ability to gain practical experience while you study. Many distance education programs offer internships and other opportunities to gain real-world experience in the field. This can be invaluable in helping you secure a job after graduation. So if you're considering pursuing an MCA, consider doing so through a distance education program. It's a flexible and affordable way to get the skills you need to start your career in computer science or information technology.

How to Pursue a Distance Education Program in MCA

Many students choose to pursue a distance education program in MCA (Master of Computer Applications) due to the many advantages it offers. Below we will outline how you can pursue a distance education program in MCA, including what you need to do to get started and what you can expect throughout the duration of the program. To begin, research various distance education programs in MCA that are available. Once you have found a few programs that interest you, reach out to the admissions offices of each school to learn more about their requirements and application process. Once you have been admitted into a program, you will be able to access your coursework online and complete it at your own pace. Throughout your program, you will have opportunities to interact with your professors and fellow students through online forums and discussion boards. You will also be able to take advantage of many resources that are available to distance learners, such as online libraries and writing centers. Upon completion of your degree, you will be prepared for a career in computer science or a related field.

Conclusion

Pursuing a Master’s degree in Computer Applications (MCA) via Distance Education can be an excellent way to gain the skills, knowledge and experience you need to obtain a high-level position within your field. With such programs, you have the flexibility of studying at your own pace while still receiving quality education from experienced tutors. Additionally, by taking advantage of virtual classrooms and online resources provided by many Universities, prospective students are able to access learning materials no matter where they are located. If you are looking for an affordable way to pursue higher education in MCA, then a distance learning program may be worth considering.

#distance education #online education #flexible learning #MCA through distance

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thecoroutfitters · 6 years ago

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