Design and Visual Communication
With regard to the intent of this class being to teach “strategies for effectively communicating ideas and information to business and consumer audiences”, the format is very similar to the Multimedia Class (Exploring Tech) that I am teaching at Clayton. In my class, students begin the class by polling the classroom community using Edmodo about their preferences on products, schools, teams, games, music, etc. They create a data base with graphs and charts in excel that they will use to start to understand demographics, then they team with a partner to prepare an advertising campaign starting with a graphic logo and poster using Gimp (Photoshop). The next project is to make a commercial for that product, then a website and blog using Weebly. During this class students also explore intellectual property, audio files, code, and animation.
As part of an Art Core/Career Tech class, I believe that there should be an increased emphasis on product on the high school level, in the form of a portfolio that demonstrates the creative capability of the student in a tangible way. Additional art forms that could be explored in levels two and three are architectural design, city planning, and sustainability design, as well as units on the design movements, and their influence on graphic and industrial design.
New media art education strategies that I would like to incorporate into my curriculum
• Cyberaesthetics (the range of sensory experiences mediated by virtual technologies) The study of its influence in defining social norms, values, and beliefs and how technology and new media impact social change.
• Collaborative Media (the relationship of the user with artifacts or interfaces, either in person or over networks) This field experiments with various collaborations, whether with institutions, other artists to conceptualize their work, other experts for its execution, or the public to trigger the programmed interaction (for example, www.thejohnnycashproject.com) There are so many exciting things happening in this field. I have an acquaintance at JPL that has been feeding me ideas to take into my classrooms, though most are beyond the constraints of the middle school setting.
• Media Appropriation (Remix) We have looked at the issues of intellectual property in my middle school multi-media class, we looked at the videos “Everything is a Remix” by Kirby Ferguson (http://everythingisaremix.info/watch-the-series/ ) to discuss how we create and written persuasive blogs about the subject, but there is so much more you can do with this. Sort of like Collaboration on steroids, lesson plans include students working in groups to capture and edit media then relinquish control of it to their group, deconstructing it and reassembling it into a new experience.
• Writing Code. I did the code.org unit with my middle schools students this year. While it was engaging and collaborative, what it needed was a purpose. “Processing”, an open source programming language, was created to generate images, animation, and interactive interfaces. This could be part of the art student tool kit to enlighten them to the wider potential of digital media. Learning to code can encourage students to incorporate original technology into their art projects.
• Social Activism and Intervention through Self- Publishing and Broadcasting. Using one’s artistic creations to create a discourse is nothing new, but this generation has access to a global audience to share in “cross-cultural exchange and political discourse”.
As part of an Art Core/Career Tech class, I believe that there should be an increased emphasis on product on the high school level, in the form of a portfolio that demonstrates the creative capability of the student in a tangible way. Additional art forms that could be explored in levels two and three are architectural design, city planning, and sustainability design, as well as units on the design movements, and their influence on graphic and industrial design.
New media art education strategies that I would like to incorporate into my curriculum
• Cyberaesthetics (the range of sensory experiences mediated by virtual technologies) The study of its influence in defining social norms, values, and beliefs and how technology and new media impact social change.
• Collaborative Media (the relationship of the user with artifacts or interfaces, either in person or over networks) This field experiments with various collaborations, whether with institutions, other artists to conceptualize their work, other experts for its execution, or the public to trigger the programmed interaction (for example, www.thejohnnycashproject.com) There are so many exciting things happening in this field. I have an acquaintance at JPL that has been feeding me ideas to take into my classrooms, though most are beyond the constraints of the middle school setting.
• Media Appropriation (Remix) We have looked at the issues of intellectual property in my middle school multi-media class, we looked at the videos “Everything is a Remix” by Kirby Ferguson (http://everythingisaremix.info/watch-the-series/ ) to discuss how we create and written persuasive blogs about the subject, but there is so much more you can do with this. Sort of like Collaboration on steroids, lesson plans include students working in groups to capture and edit media then relinquish control of it to their group, deconstructing it and reassembling it into a new experience.
• Writing Code. I did the code.org unit with my middle schools students this year. While it was engaging and collaborative, what it needed was a purpose. “Processing”, an open source programming language, was created to generate images, animation, and interactive interfaces. This could be part of the art student tool kit to enlighten them to the wider potential of digital media. Learning to code can encourage students to incorporate original technology into their art projects.
• Social Activism and Intervention through Self- Publishing and Broadcasting. Using one’s artistic creations to create a discourse is nothing new, but this generation has access to a global audience to share in “cross-cultural exchange and political discourse”.