May 2011 Archives




Media: Storyboards mocked up by hand, then created in Adobe Photoshop. Animation created in Adobe After Effects and rendered as mov. files.

Size & Format: Six digital storyboards with dimensions of 480x720px along with a 1-minute short animation in a mov. file with a screen size of 480x720px.

Subject: Egypt's revolution and shift of power, along with the role that social media networks such as Facebook and Twitter had in influence with the events that took place.

Process: Some of the problems that occurred during the overall process of achieving a visual piece were all of technical standpoints, having to do with my level of understanding with After Effects. During the beginning of the process-work, it was also hard for me to pick a final format. I knew that I wanted to do a piece on the eRevolution in Egypt, I just wasn't sure what type of media I wanted to go with and what audience I was reaching to. Had I figured that out earlier, things would have gone a lot smoother and the process work would have gone by a lot faster instead of changing up formats for the first few weeks. I discovered that After Effects is a very useful, but very drawn-out program to use for short animations. You can really make a beautiful piece using that tool, but if you are not familiar with the program it could take some time. In retrospect, I would research different tutorials for my ideas and really get a good technique down for presenting this project.

Evaluation: I am pretty happy with the result. I know that there are things I need to change and fix, but that is all technical. Conceptional, I am happy with what I was trying to achieve and I know that after this class I will go back into After Effects and do some "touching up" of the project to really bring everything together and make it look beautiful.

Presentation: Ideally I would like this to be something you would see on a documentary as some sort of a short beginning title sequence. Or a commercial, but you don't really see commercials for revolutions. I want this to be some what of an inspiration to people, that when they see it they actually know what was going through some of the minds of the people in Egypt and how the events took fold.

Continuation: If I were to continue with this project, I would make it another minute longer, adding more detail and more tweets from the sources I have compiled. Also, I would have a segment that included Facebook and the important position it took when the events first started taking place.

Art Education as Indicator of Change

with Anne-Susanna Lindström

The study of contemporary Nordic and Baltic visual education from the perspective of curriculum studies, aesthetic education, and art teacher training.

What we perceived from Anne's lecture was that her and the Estonian Academy of Arts would like to figure out and compare differences between Finnish and Estonian art even though both educational programs are very similar.

Through the 50's on up through the 90's, Finland was known to having art teachers teaching art 1st through 5th grade, and then after that the students were allowed to choose if they wanted to continue taking art classes until the 9th grade. Estonia differed in that the students were required to study art non-stop through the 9th grade. The Soviet Union had much to do with the division of art education standards between Estonia and Finland. When they took over Estonia, Finland kept its independence, and the Soviets started to unify their school standards and system throughout their federation; meaning that Estonia was now a part of this federation, which by the 1970's was emphasized by the German Labor School ideology.

As with every new act, there are positives and negatives. By the 80's the integrated curriculum of arts and crafts became permanent in Estonian elementary schools. However, by the 90's they abandoned that integration of arts and crafts and to this day they are implementing new curriculum. As for the Finnish, their curriculum remained independent throughout the 90's. Being that Estonia was more teacher-centered, and Finland was more student-centered, the Estonia Art Education curriculum was written rather normatively rather then the Finnish curriculum, which was rather a frame of principles. One outcome of these standards was the style of implementation of art classes for each system; Estonia art classes being obligatory until the end of high school, and Finland's being optional.

Up until now, the role of the teacher and student have not differed much for Estonia, but currently they are undergoing change. Studies show that they are less teacher-centered and more student-centered, and the new curriculum is less formative and gives teachers more options to adjust. It has gone from techniques-oriented to content-centered, and requires more thinking and understanding. These new standards help the student understand and learn by doing, and they are now using art as a method to think.




These are the digital storyboards. Each image (Tweet) will pop into the screen with a little puff or wisp of smoke emitting from where it appeared. The camera will move and as it is moving a few more Tweets will pop in; also with smokey wisps. The camera will keep moving and eventually, it will start zooming out. As it zooms out the Tweets will all be popping into the picture to fill in all the gaps, making an image of Egypt. And to end I use an ending title sequence. There's that! Now to get back to animating :0




So with this new idea, I am looking to construct the animation somewhat like this with Tweets popping onto the screen, one after the other, and the screen gradually zooming out for the full view of what the Tweets will be constructing. Which is an outline image of Egypt.

About this Archive

This page is an archive of entries from May 2011 listed from newest to oldest.

April 2011 is the previous archive.

Find recent content on the main index or look in the archives to find all content.


Powered by Movable Type 4.31-en