Objective
Experiment with reflective and transparent materials to create your own filter for a scanner.
Materials
colored acetate
mylar
YUPO paper
prisms
reflective paper
digital cameras or iphones
paint
colored pencils
tiny mirrors
Steps
Look at digital photo inspiration
How do you think photographers got this effect? Did they do it while taking photo or edit online?
What is difference between digital camera/scanner?
Can we apply same filter techniques to scanner?
What can different filters suggest?
Today we are going to experiment and come up with our own filters for a digital scanner.
Student led demo
-How might we use these materials to create an effect in our scan?
-Anyone have other ideas?
Pair up with partner
Come up with unique filter with these materials to attach to lay on scanner
Once done- gallery walk
Allow students to try out other students filters
Select one photo to add to online class gallery
Showcase class gallery
Reflect on photos/process
What materials gave what effect? How do these photo manipulations play with meaning? What materials were easy to use? Hard to use?
Wednesday, October 31, 2018
Wednesday, October 24, 2018
7.2 Sound Project
I really enjoyed the process of making this project. My favorite part was combining the sounds together. Unlike visual art, where I have a slight idea of what my piece will turn out to be, I truly had no idea what sort of soundscape I would create with all my separate sounds. My composition includes a recording of a flip book, a wine bottle on a counter, my keys and a ceramic rattle. It's very lush and magical with the jingling. I look forward to using sound in my upcoming art pieces.
7.1 Sound
I remember one time when I was in high school, my sister and I went for a walk in the woods. It was in November and it was a crisp Fall day. We were walking alongside a pond when my sister stopped and took a deep breath in through her nose. "You always forget about smell. I love remembering to do it" she said. So I followed her lead. It was at that moment I realized how powerful smell was. Taking a moment to be mindful of how the woods smelled made me more present and aware of my space. I felt comforted and more appreciative of where I was. She was right that we forget about smell. We are so dependent on our eyes for sensory awareness. I still think about her comment and to this day will remind myself to take a deep breath in and appreciate.
Similarly, this assignment helped bring my awareness to sound, another sense that I don't prioritize. I just moved to New York a month ago from Providence. I'm adjusting and becoming familiar with a lot of sensory input. The bright lights of city sidewalks or the unexpected smell of rotting garbage. Until this assignment, I haven't really taken time to recognize the difference of soundscapes. But there is a lot to hear in the city, even from my apartment. In Providence where I lived, it was very quiet. My sounds included church bells every few hours and wind chime from the neighbors next door. As I write this blog post, I hear sounds that are quite different. I hear construction right across the street, cars honking, people shouting and pipes banging in the walls. As I pay attention, the sounds are abrasive. It's interesting to think that I didn't notice these sounds all that much until this assignment. Maybe it's not a good thing...
Paying attention to sound expands your awareness of where you are. By listening to the sounds in my apartment, I can appreciate the myriad of stories that are happening this moment in the city, even just on my block. Where is that truck rushing to? What are the construction people actually working on? I've become more curious by paying attention to sound.
Sound has incredible emotive potential. Sound also opens up new points of access for people to understand what a piece of art is about or to just connect. It also impacts how people observe a piece of art. If the sound is quiet, it invites the viewers to move close to work. If the sound is omnipresent, it envelops the viewer in an entire world. Sound art is incredibly interesting and is well suited for art classroom. It's fascinating to learn about sound artists techniques of collecting sounds and distorting them to be something entirely different.
Similarly, this assignment helped bring my awareness to sound, another sense that I don't prioritize. I just moved to New York a month ago from Providence. I'm adjusting and becoming familiar with a lot of sensory input. The bright lights of city sidewalks or the unexpected smell of rotting garbage. Until this assignment, I haven't really taken time to recognize the difference of soundscapes. But there is a lot to hear in the city, even from my apartment. In Providence where I lived, it was very quiet. My sounds included church bells every few hours and wind chime from the neighbors next door. As I write this blog post, I hear sounds that are quite different. I hear construction right across the street, cars honking, people shouting and pipes banging in the walls. As I pay attention, the sounds are abrasive. It's interesting to think that I didn't notice these sounds all that much until this assignment. Maybe it's not a good thing...
Paying attention to sound expands your awareness of where you are. By listening to the sounds in my apartment, I can appreciate the myriad of stories that are happening this moment in the city, even just on my block. Where is that truck rushing to? What are the construction people actually working on? I've become more curious by paying attention to sound.
Sound has incredible emotive potential. Sound also opens up new points of access for people to understand what a piece of art is about or to just connect. It also impacts how people observe a piece of art. If the sound is quiet, it invites the viewers to move close to work. If the sound is omnipresent, it envelops the viewer in an entire world. Sound art is incredibly interesting and is well suited for art classroom. It's fascinating to learn about sound artists techniques of collecting sounds and distorting them to be something entirely different.
Wednesday, October 17, 2018
6.4 Why Video in the Classroom
Video has a lot of potential in the art classroom to excite, engage and inspire students. I believe video is particularly fit to teach students how to engage in multi-step digital processes. Many students are accustomed to the immediacy of digital forms. While movie making has qualities of immediacy, it is truly a process based form. Students must learn to be patient just like how they learn to be patient for their tactile art projects with paint drying or clay going in the kiln. The process of making movies generally requires four steps: planning, shooting, editing and presenting. Students must learn how to be considerate and thoughtful throughout each of these steps. One step can not happen without completing the other. However, each step has it's own exciting element that encourages students to move forward in the process.
I also believe video is great to use in the classroom because it is familiar. We are surrounded by videos every day. Students watch videos all the time on social media. Teaching students what the process of making or editing movies is automatically relevant in their lives. There is so much potential to engage students by showing some of their favorite videos and asking them to view it through a different "lens". How did the artist make this video? What angles are you noticing? Did the artist change the colors? How do you think the artist achieved that effect? By taking a form of entertainment and transforming it into an object worth studying, students will feel affirmed in their artistic taste and become more knowledgable of the media that surrounds them every day.
I also believe video is great to use in the classroom because it is familiar. We are surrounded by videos every day. Students watch videos all the time on social media. Teaching students what the process of making or editing movies is automatically relevant in their lives. There is so much potential to engage students by showing some of their favorite videos and asking them to view it through a different "lens". How did the artist make this video? What angles are you noticing? Did the artist change the colors? How do you think the artist achieved that effect? By taking a form of entertainment and transforming it into an object worth studying, students will feel affirmed in their artistic taste and become more knowledgable of the media that surrounds them every day.
6.2 Video Inspiration
As an illustrator, I have always wanted to produce nice time-lapsed video of my drawing process. I am inspired by other artists/illustrators who have composed these kinds of videos. Here are three that I am inspired by.
Carson Ellis
Iraville
Priscilla Weidlein
Carson Ellis
Iraville
Priscilla Weidlein
Tuesday, October 16, 2018
Wednesday, October 10, 2018
5.4 3 Takeaways from Reading
1. The act of remixing does not singularly apply to music or art. A conversation in which views are expressed in response to something, is the act of remixing. This is because in "New Literacies" written by Colin Lankshear and Michele Knobel, they define culture as remix. They claim that cultures have to be made by taking pre-existing ideas and "mixing in" new elements. The idea of "remixing" becomes a broader idea and incorporates obvious creative processes but also mundane events such as conversation.
2. The accessibility of digital media to youth has empowered their creative processes and provided a worldwide audience to appreciate and spread their art. This is particularly powerful for low-income youth who do not have access to resources that get them recognized for their creativity. I find this fascinating in the realm of dance where it seems like every month there is a new viral dance craze or challenge like most recently "Shiggy Challenge." Very frequently, these dances that seep into every cultural corner, originated from low-income youth.
3. While Digital Editing A Guide for Educators was helpful in breaking down the process of movie making from production to audio, I found that it was too outdated. Digital applications change rapidly and this article was published in 2010. I would be interested to read about updated digital applications that are made specifically for youth.
2. The accessibility of digital media to youth has empowered their creative processes and provided a worldwide audience to appreciate and spread their art. This is particularly powerful for low-income youth who do not have access to resources that get them recognized for their creativity. I find this fascinating in the realm of dance where it seems like every month there is a new viral dance craze or challenge like most recently "Shiggy Challenge." Very frequently, these dances that seep into every cultural corner, originated from low-income youth.
3. While Digital Editing A Guide for Educators was helpful in breaking down the process of movie making from production to audio, I found that it was too outdated. Digital applications change rapidly and this article was published in 2010. I would be interested to read about updated digital applications that are made specifically for youth.
5.3 Potential for Teaching
I believe that there is great potential for scanography in the classroom. Scanography is a way for students to work with tactile and digital materials. It is a non-messy method of exemplifying multi-media and multi-step art processes. I see drawing and scanography as a great place to start with youth. They can draw simple shapes or forms that they are comfortable with. They can play around with the drawings on the scanner, and surprise themselves with unexpected imagery. It's immediate feedback, is inspiring and encourages exploration. There is no room for a student to say "I can't draw" or "I'm not good at art" because something as simple as a circle and a triangle can be manipulated into fascinating forms on the scanner.
Wednesday, October 3, 2018
4.5 Art Lesson for Scanner
Twisted Reality Scanography Project
Create a selection of images that offer twisted perspectives on everyday objects
Objective
Students will understand how to use a scanner for artistic manipulation.
Students will find new ways to look at common/every day objects
Students will recognize relationship to movement/scanning objects
Materials
tin foil, saran wrap, ziplock bags, notebooks, tissue paper, tissues, toilet paper, paper towels, drawing utensils and materials students bring in
Questions
What do we already know about scanners?
How can we use scanners to shift our perspective on common objects?
How do images look different on a scanner than in real life?
How do images look different on a scanner than in a photograph?
How can we move objects on a scanner to produce different kinds of images?
Structure
Scanner discussion
Demo how to use scanner and see image on computer
Select materials to scan
Scan/Experiment with materials alone or in groups
Select favorite scan
Gallery walk to see everyones experiments and play guessing game on which object they used
Create a selection of images that offer twisted perspectives on everyday objects
Objective
Students will understand how to use a scanner for artistic manipulation.
Students will find new ways to look at common/every day objects
Students will recognize relationship to movement/scanning objects
Materials
tin foil, saran wrap, ziplock bags, notebooks, tissue paper, tissues, toilet paper, paper towels, drawing utensils and materials students bring in
Questions
What do we already know about scanners?
How can we use scanners to shift our perspective on common objects?
How do images look different on a scanner than in real life?
How do images look different on a scanner than in a photograph?
How can we move objects on a scanner to produce different kinds of images?
Structure
Scanner discussion
Demo how to use scanner and see image on computer
Select materials to scan
Scan/Experiment with materials alone or in groups
Select favorite scan
Gallery walk to see everyones experiments and play guessing game on which object they used
Tuesday, October 2, 2018
4.4 Photography and Children
1. Often, children's perspective on the world is not recognized as important. The process of taking photos, printing them and having others see literally through the eye of a child, is validating and rewarding for youth who create the images.
2. There is an immediacy to photography that lends itself to exploration and play. I believe children would really enjoy playing with a camera because they can take so many photographs. A lot of art education requires children to be patient or moderate. However, with digital photography, children do not need to abide by either of these values.
3. Children are flooded with photographed images every day through social media and advertisisng. I believe since it is so familiar, it is inherently relevant to most youth. They will not question whether digital photography is useful to them. They will also have a repetoire of photographs that they know inspires them and will be curious to make images of their own along the same lines. Hopefully, in different ways too!
2. There is an immediacy to photography that lends itself to exploration and play. I believe children would really enjoy playing with a camera because they can take so many photographs. A lot of art education requires children to be patient or moderate. However, with digital photography, children do not need to abide by either of these values.
3. Children are flooded with photographed images every day through social media and advertisisng. I believe since it is so familiar, it is inherently relevant to most youth. They will not question whether digital photography is useful to them. They will also have a repetoire of photographs that they know inspires them and will be curious to make images of their own along the same lines. Hopefully, in different ways too!
4.3 Impact 25
For our Impact25 project, Danielle and I are going to create a twenty five person collaborative comic. This idea is inspired by a game called Chickens in the Kitchen, which I have played many times with kids of all ages. The game is simple. Students start off by folding their paper in half and then in thirds, essentially creating 6 panels. At this point, one student comes up with a subject for the comic and another student comes up with the setting. For example, a banana in the desert or a firefighter in space. For the first few minutes everyone draws the first panel of their comic using these guidelines. The drawings don't have to be perfect. When everyone is done, they pass their comic to the left and must continue the story of the new comic that was handed to them. This is repeated until the last panel is drawn. At this point, student's original drawing is returned. Students are almost always delighted by the wild and unexpected turns their comics have taken.
We are going to alter this game slightly. Instead of a single sheet of paper, we will have 25 sheets of paper. Instead of drawing on one panel, artists will draw on one page. Instead of having 25 people sit down at once, we are going to ask random people to fill out one panel at a time, building on each others work. They can spend as long or as little time on each panel as they like. We will collect their emails and email the final comic as one drawing or as a animation upon completion.
On Wednesday October 3rd, we are going to set up in a public space with our paper and drawing utensils and begin!
We are going to alter this game slightly. Instead of a single sheet of paper, we will have 25 sheets of paper. Instead of drawing on one panel, artists will draw on one page. Instead of having 25 people sit down at once, we are going to ask random people to fill out one panel at a time, building on each others work. They can spend as long or as little time on each panel as they like. We will collect their emails and email the final comic as one drawing or as a animation upon completion.
On Wednesday October 3rd, we are going to set up in a public space with our paper and drawing utensils and begin!
4.2 Creative Directions
1. The bird in this photograph is laying dead on the sidewalk amongst a dirty newspaper and trash. I want to create an alternative burial process for the bird that seeks to respect it's life and significance in the world. I am curious about creating a digital gif that would clean up the surrounding area where the bird lays and cover it with flowers instead of trash. By doing so, I'll create a digital space that recognizes the birds dignity and where it can lay forever at rest in beauty.
2. My best friend runs an account called onlydeadbirds on instagram where she photographs...only dead birds. Each photo is framed the same way and taken from a "birds eye" perspective. It was her artistic archive of dead birds that inspired me to take this photo. The repetitive nature of her account is pattern like. I am intrigued by the idea of creating a rapid gif of the different dead birds. The variation of shape and color will make the gif interesting to watch.
2. My best friend runs an account called onlydeadbirds on instagram where she photographs...only dead birds. Each photo is framed the same way and taken from a "birds eye" perspective. It was her artistic archive of dead birds that inspired me to take this photo. The repetitive nature of her account is pattern like. I am intrigued by the idea of creating a rapid gif of the different dead birds. The variation of shape and color will make the gif interesting to watch.
Subscribe to:
Posts (Atom)
