Professional Documents
Culture Documents
Teaching Notes
In this chapter, students will learn to do the following:
The PowerPoint lecture for this chapter is designed to provide several examples of what
students should not do and should do when creating visuals. The instructor should allow
adequate time to go through the entire presentation with the students.
Approaches to Teaching
You may want to allow a few minutes for students to review the data and sum the columns
before proceeding with the application. If you choose, you might ask students to list the
conclusions they make from the data before starting to sketch. If the class has overlooked
some key ideas, you might ask a few students to look again at the data to see what other
conclusions can be drawn. Students generally take about 5-10 minutes to sketch each
graph, after which you can ask students to show their graphs to the class using a document
camera, or you can have students compare their work in small groups.
7-1
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 07 - Graphics with a Leadership Edge
When groups or teams compare work, ask them to also critique their peers’ titles and
graphic design; for example, does the title really lead the audience to the conclusion
intended by the student presenting the graph? If they used bar charts, are the bars wider
than the spaces in between?
Note: This application can be completed in PowerPoint, although the key objectives are
not dependent on the medium used to create the graph.
Student answers will vary; but for some ideas on graphs, see the examples created in
PowerPoint (Ex 7.1.ppt).
Approaches to Teaching
If you choose to assign this application during class, it works well for students to complete
the graphics independently and in a short timeframe: you might allow 10 minutes to
complete as many as the students can do in that time. Some students will have difficulty
thinking of a creative way to show the concept, so you might choose to tell the class to
skip any ideas if they are really blocked. When students have finished, they may share
their work with a small group, or you may select some to show the class using the
document camera.
Student answers will vary, but for a few possibilities, see the examples created in
PowerPoint (Ex 7.2.ppt).
7-2
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 07 - Graphics with a Leadership Edge
2. Apple’s IPods Have the Largest Share of the MP3 Market – Pies
5. The Age Distribution of the U.S. Population Differs Sharply from that
of Developing Countries - Bars
10. The Range of Discounts Offered for the New PCs Varies Widely by
Geographic Area – Map with data imposed
11. Forces at Work on the Faculty will Result in the Restructuring of the
Curriculum – Arrows colliding and merging
7-3
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 07 - Graphics with a Leadership Edge
Note also that this application offers an easy opportunity to coordinate with other classes;
for example, if students are taking an Information Technology or a Strategy class, the
instructor might find articles focused on the company’s IT initiatives or current strategy.
Approaches to Teaching
Select articles and assign them to students to read before class; this step minimizes the
amount of class time needed to become familiar with the material, allowing students to
focus on creating messages and developing the presentation.
The instructions in the text outline how to approach the activity. You may decide what the
“deliverables” entail, for example, the storyboard and/or the team’s presentation. If time
allows, you may alter the assignment to make it more PowerPoint focused by requiring that
the students develop actual PowerPoint slides for their presentation rather than hand-
drawing the slides. This option does have a trade off: we often find that allowing hand-
drawing fosters more creativity in qualitative or “idea” slides, whereas using PowerPoint
may result in too many “word slides” in the presentation.
As the students present, the instructor should be watching for best practices in oral
presentations and graphics, including the following:
Instructors should time the presentation and remind the students that they should limit
content or “body” visuals to a number that can be comfortably presented in 5 minutes.
7-4
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Another random document with
no related content on Scribd:
Jo lapsena Ida Aalbergin sanotaan mielineen ulkomaille. Hän oli
usein ja hartaasti pyytänyt opettajaansa neiti Tavaststjernaa
kertomaan ulkomaanmatkoistaan, ja hänen sanotaan joskus
huokailleen vieraista maista puhuttaessa: »Kunpa joskus pääsisi
sinne.» Kesällä 1878 toive vihdoin toteutui, Ida Aalberg lähti,
saatuaan Porissa lahjanäytännön, Saksaan. Oskar Ahlberg opiskeli
siihen aikaan kemiaa Dresdenissä, joka kaupunki tuli sisarenkin
matkan päämaaliksi.
*****
Rakas Ida!
Marie Seebach.»
»Dresden 24 p. Kesäkuuta.
Rakkaat Vanhemmat!
Mitä jälkiä näkyi Marie Seebachin koulusta, kun Ida Aalberg palasi
Suomeen?
»Neiti Aalberg, joka nyt näytti, mitä hän oli taiteessaan edistynyt,
sai vastaanottaa yleisön sulimmat mieltymyksenosoitteet. Kenties
ilmaantui hänen näyttämisessään silloin tällöin ulkomaalaisuutta,
mutta se kyllä haihtuu kylmässä Pohjolassa.» — ‒ ‒
Vilhon arviointi oli sekä epämääräinen että epäselvä. Mitä hän oli
käsittänyt »sanoilla maalaamisella»? Todennäköisesti Ida Aalbergin
äänellistä moduloimiskykyä, joka oli Seebachin koulun tulos.
Lausuntataito epäilemättä oli suomalaisen teatterin useimmilla
jäsenillä sangen alkeellisella kannalla, ja Ida Aalbergin ulkomailta
tuomat voimakkaat korostukset ja detaljeerattu lausunta
hämmästyttivät yksin Vilhoakin, vaikka tämä oli Parisissa nähnyt
semmoisenkin tekniikan mestarin kuin Coquelinin. Sanojen
nielemistä ei voi selittää »sanoilla maalaamisesta» johtuvaksi, ja
turkulainen lehti totesikin »Maantien varrella» esityksen johdosta: