Media Literacy Project

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My Studio Project:
Advertisement.jpg

Lesson Plan:

Magazine Advertisement Lesson Plan.pdf

Overview of Lesson:

Grade Level: 8th Grade

Time Needed: Five, 50 min. Classes

Focus: To recreate an advertisement that is misleading in a more realistic and viewer friendly way.

Objectives:
a. Students will analyze the elements in media arts such as image, sound, space, time, motion and sequence, (6.1.1.2.1).
b. Students will develop an artistic intent, including how audience and occasion impact analyze and presentation choices, (6.3.1.2.3)
c. Students will analyze and interpret a variety of media artworks using established criteria, (6.4.1.2.1).

Motivational Resources: Students will be introduced to the lesson by choosing an advertisement from magazines brought in and analyze its meaning. Also, a PowerPoint will be shown for more magazine ad examples and analysis.

Art Materials:
Provided for students:
10 cameras
Computers Lab and Printers
Printing Paper
Scissors
Glue
Student's need to bring:
Poster board

Introduction to the Lesson:
Media literacy enables a person to analyze, evaluate, and create messages within a broad range of media forms. It also encourages people to ask questions about what they watch, hear, and read. When used in education, media literacy is a way to address negative aspects of mass media and popular culture (misleading, photoshopped, and false advertisements). By becoming media literate, this knowledge can create a protective barrier for students by helping them make good choices in their media consumption habits and patterns of usage. Also, media literacy enables a student to be capable of creating their own successful advertisement by studying image use, layout, and use of text in the media.

Resources:
Hodgson, Kendra. "Killing Us Softly 3, Advertising's Image of Women ." Media Education Foundation. (2005): 36. Web. 13 Dec. 2011. .
Silverblatt, Art, Jane Ferry, and Barbara Finan. Approaches to Media Literacy: a handbook. New York: M.E. Sharp, Inc., 1999. 280. Print.
Streitmatter, Rodger. SEX SELLS! The Media's Journey from Repression to Obsession. Cambridge: Westview Press, 2004. 283. Print.

Great resource for teachers who want to talk about media:
http://www.mediaed.org/assets/products/206/studyguide_206.pdf


Bi-Weekly Report 6

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For my final report I chose a library article title, "Creativity in Digital Art Education Teaching Practices," by Johanna Black. This was an interesting article that promoted creative digital methods in the art classroom. This article touched mainly on two parts. How to get the teacher who grew up without digital technology training to approach digital technology and what the best approaches are that facilitate student creativity. I'm going to try and summarize what this article said about these subjects.
Since the No Student Left Behind Act passed while Bush was in office, art teachers are dealing with 21% decrease in funding and 19% decrease in instruction time. Along with lack in resources as the country goes through a recession. Art teachers are faltering when it comes to incorporating digital technology in the art classroom. This creates a disconnect between the students and teacher. This article refers to the new generation at "screenagers", which I believe is fitting. In a world that is changing rapidly, it's important for teachers to try and keep pace. There is an apparent gap between the art teacher, who sees incorporating more technology as more effort, time and possibly money on their side and the art world who is promoting creative digital technology use whole heartily. When teachers don't incorporate technology they are detrimenting their student's learning and ability to self express. Teaching students digital technology should be an art creativity tool and not only a presentation tool. What this article found the most was that art teachers weren't approaching technology in a creative manner. They believed that it should be a collaboration between the students and the teacher to discover the creative possibilities with in digital technology.
Teachers need to learn how to teach a creative digital process. Where the basic traditional design elements can be at the root of the projects. It is possible to teach with technology without completely changing their art pedagogy. They don't need to know all about the software to teach it. Through the creative process, it's likely that most of this will happen naturally. The projects should be more then just learning a new software, they should be about harnessing creativity through the digital creative process. Art making should always be the main objective. If art teachers focused more on this aspect and not on the time they may need to put in to learn about a software, it could be fun! Also, this article did a study and found that more open ended projects were best when learning to use digital technology. This way it's not about learning to use a certain tool, but using the tool to create something that has self expression and meaning. By embracing new technologies it will give self confidence not only to the teachers but to the students.
Overall, I thought that this was a great article that did a good job of articulating the importance of creativity in technology. I know it can be easy to get frustrated and loose sight of the goal when learning a new program. Yet, if we look past that and focus on creating, it is well worth everyone's while. I think that all art teachers should read this article to get perspective on their teaching methods and to meet and surpass their students creativity needs. This is a very relevant topic in the new digital age we are living in. It's time for art educators to embrace it, no matter their age or training!

Resources:
Black, Joanna. "Creativity in Digital Art Education Teaching Practices." Art Education. 64.5 (2011): 19-4. Web. 1 Dec. 2011.

Bi-Weekly Report 5

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Surrealistic Me

Surrealistic Me is a collaboration project for high school students. It is being put on by Matt Cauthron, David Gran and Mike Skocko. This project allows students to create a surrealist self portrait of themselves. Portraits that are submitted and chosen will be put together in a book and released to the global public in April 2012. All proceeds go to Jacaranda School for AIDS orphans in Malawi. This project allows students to explore their dreams and sub-concious and come up with a unique self portrait of themselves. Different media can be used such as dry medium, paints, photoshop, printmaking, ext. They provide a lesson plan for teachers to use if they want. Otherwise, the teacher can collaborate this project into their curriculum however they like. It also allows students to be part of a global project that has a great cause.

This project would be great to have your high school students participate in. It's important for students to get in the habit of submit their work to different exhibitions and projects. This project is taking on a subject that each student can have a unique perspective and view on. Everyone has dreams that they can remember or has let their imagination run wild while day dreaming. Those dreams and thoughts can give creative inspiration for artwork. Also, what I love about this project is that only high school students can enter. This enables students to be more competitive and really push their work because they know that they are competing against people their age and not professional artists. Overall, I can't wait for the book to come out because I'm sure it is going to be full of great surreal student work and I wish that I had a class that I could have participate in this.

Surrealistic Me website:
http://www.carrotrevolution.com/surrealisticme/links.html

Operation Techniques Slideshow for students:

Inspiration links:
https://picasaweb.google.com/111650040883296052632/SurrealMePro
https://picasaweb.google.com/111650040883296052632/SurrealPro

Resources:
Cauthron, Matt, David Gran, and Mike Skocko. "Surrealistic Me." . N.p., n.d. Web. 17 Nov 2011. .

Claymation Lesson Plan

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Project Example:

Inspired from William Hunt's "Hireling Shepherd" painting

Lesson Plan:
Historybasedclay.pdf

Grade Level: Middle School

Time Needed: Five, 50min. classes

Focus: To create a claymation inspired by an artwork from the 19C.

Objectives:
a. Students will analyze the elements in media arts such as image, sound space, time, motion and sequence. (6.1.1.2.1)
b. Students will create original works of media art in a variety of artistic context. (6.2.1.2.1)
c. Students will analyze and interpret a variety of media artworks using established criteria. (6.4.1.2.1)

Motivations Resources: These videos and links will be shown to students for inspiration along with project description and guidelines. This would all be presented through a powerpoint with links to videos and websites.

Example Video:

Example Video:

Great Website:
http://www.pwc.k12.nf.ca/projects/claymation/

History of Claymation:
http://rijasy0.tripod.com/id1.html

Art Materials:
Provided for students:
Clay
Camera
Tripod
Computers & Software

Students need to bring:
Background material: (Scissors, glue, colored paper, ect.)

Intro to Lesson:

Students will be learning a stop motion technique called claymation. Claymation dates back to 1897 and since then has been used in many famous movies and television shows. Gumby was one of the first shows that made this technique popular. To create a claymation, you have a create a set, take a picture, slightly move your clay and then take another picture. You repeat this step until you are satisfied with the storyline and the amount of pictures. The smaller the movements the smoother the film will be in the end. After you've finished taking your photos, you can upload into photoshop and create an animation movie from there. Claymation not only allows students to be hands on sculptors and builders but they also learn how to use different technologies.

Claymation can be used in a variety of ways. For this project students will be basing their projects off of any art piece for the 19C. They will chose a piece to research and decide what elements they want to incorporate to create their claymation. For example, they could use the storyline, color scheme, style, time period, ect. Their end product should be an inspiration from their history piece and they should be able to relate in back in some way. They are learning about history in this project as well as how to create an interesting claymation.


Bi-Weekly Report 4

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Incorporating Art Education in Technology and the Public's Eye
I found a video through CNN called, "Exploring the anti-social side of social media". This video was about a women called Cristin Norine who isolated herself in room on a corner of a street. The catch was that all the windows in her room were made of glass and in plain view of all that passed by. The only privacy she had was a small bathroom. She did not leave this room or communicate with anyone except through facebook, twitter and video chat for 30 days, the project is called "Public Isolation Project". This project was done by two different people. One was by Joshua Jay Elliot and the other by Cristin Norine, the one enclosing herself in the room. Elliot's project was around the idea that the way people now share everything about their lives online has turned us into a population that has no boundaries or individual privacy, his piece is called,"An Examinable Life". Norine was exploring the emotional and psychological effects of not being able to communicate with anyone except though technology, her piece is called, "The Future of Socializing".
I thought that this was relevant to digital art education because these artist were exploring our society though the means of digital methods. This would be an interesting subject to bring up in an art classroom. Students who are living in the age may be able to relate or disagree with what the artists are doing. Also, it's a great example of making public/performance art. I think that this video is right on with how digital technology should be used as a extra tool to communicate and not the only or necessarily best tool.

Photo of Cristin Norine in her glass box:
9062167-large.jpg

Here is my original reporter's video I found:
http://www.cnn.com/2010/TECH/social.media/11/22/social.media.isolation.project/index.html?hpt=C2

Here a link to the "Public Isolation Project" homepage:
http://publicisolationproject.com/


Resources:
Elliot, Joshua, and Cristin Norine. "Public Isolation Project." n. d. Web. 3 Nov. 2011. .

Oppmann, Patrick. "Exploring the anti-social side of social media." End of Privacy. CNN, 22 Nov 2010. Web. 3 Nov 2011. .

Seigneur, Cornelia. "The Public Isolation Project leaves Portland woman isolated, except for social media ." OregonLive.com 19 Nov 2010. n. pag. Web. 3 Nov 2011. .

Bi-Weekly Report 3

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Art Education and Videogaming
This week I decided to report on the involvement and place of video gaming in the art field and classroom. The article I read was "Pixellated Play: Practical and Theoretical Issues Regarding Videogames in Art Education" by Robert W. Sweeny. Sweeny is interested in the place of the multi-modality of videogaming in the art classroom. He has fully expored the use of perspective, narrative, interaction, interface movement and time. He has used these modalities to connect the aesthetics of video gaming and typical 2 dimensional art usually taught in the classroom. He has brought up the point of perspective and development of form in the history of art making and video gaming. Also, he thought that the topic of the male gaze would be a relevant discussion with the students and this subject. The emergence of the viewer and the difference of first and third point perspectives. Creating different themes or narratives to make the work interesting and to tell a story. Interaction and the viewers participation in the piece or game, whether moving physically or challenging mentally. The use of time and how video games can take place in current time and place, future or past worlds similar to art. Sweeny believes that video games can be a current and relevant tool to teach some basic art aesthetics. Also, his idea brings digital tools into the classroom.

I believe that video games could be used in the art classroom. For example, I could have students create their own plan for a video game and possibly create it, if software was available. They would come up with a theme, characters, viewers role, time and place. This could be useful way to brake down basic art making elements in a way that students are more accustom to and have more active participation in their daily lives. My only concern is how much emphasis Sweeny put on the multi-sensory aspect of video gaming. He thought it was great how emerged people can get into gaming and becoming apart of these alternative worlds. My concern is that people can get addicted and isolated. Yet, overall, I thought that Sweeny made some relevant points and that people should look more into the possibilities of teaching with and about video games.

Source Cited:
Sweeny Robert, W. (2010). Pixellated play: practical and theoretical issues regarding videogames in art education. Studies in Art Education, 51(3), 262-74.

Photoshop Portrait Animations

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Example Portrait Animation:

Untitled from Sarah Nelson on Vimeo.


Another Portrait Example:

Photoshop Tutorial:
photoshop tutorial.pdf
Equipment Needed for this Tutorial:
-Computer (PC or Mac)
-Photoshop cs3
-Webcam or camera
-Green screen or green poster

Researched Portrait Example:

'I love' self portrait animation from Jamie McDine on Vimeo.


Another portrait example:

Resources:
1) McDine Jamie. (2009). 'i love' self portrait animation [Web]. Retrieved from http://vimeo.com/groups/242/videos/9065433
2) My first shot at after effects [Web]. (2008). Retrieved from http://www.youtube.com/watch?v=hdwpCzfgAYI&feature=player_embedded
3) Russell, Brown, Dir. Using the Animation Palette. Web. 11 Oct 2011. http://www.adobe.com/designcenter/video_workshop/?id=vid0023.

Bi- Weekly Report 2

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This week I'm reporting on digital sketchbooks. The website I found is a place for professional artists and art educators to display their sketches and artwork to the world wide web. It's called "Artists' Sketchbooks Online." I found this topic worth reporting on because it's a great inspiration for students to not only continue to develop and grow their own sketchbooks but it also encourages them to put their sketches and art online. This site is a great link to upcoming artist who have blogs or websites where they publish their work. As well as information on current world wide sketchbook projects that are viewable through links on this site. Students may not be able to publish their own work or blog through this website. However, students should use this site as inspiration and do the next best thing, which would be starting their own similar blog.This would enable students to get feedback on what their sketches and give people the opportunity to see their capabilities.I think that this concept could be used in the classroom, as well. Teachers could have students scan in project ideas and sketches and have the class comment and give suggestions to one another. This could be used as an informal in-process critique method. Also, it would be a great resource for students when they wanted to present some of their informal or completed works to future employees. Overall, not all students like to blog through the form of essays, so this kind of picture focused blog sites may be more appealing.

Here's a link to the site:
http://gis.net/~scatt/sketchbook/links2.html#P%22%3E%3C/a

Here's a link to one of the artists' site's I found interesting:
http://kateaspinall.com/

This is a artist's video that's on the site:

Source Cited:
Moore. , & Scattergood, (1998). Artists' sketchbooks online [Web log message]. Retrieved from http://gis.net/~scatt/sketchbook/links2.html

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