Media Literacy Projects

In Technology in the Classroom we just wrapped up creating narrative and sound projects using GarageBand and I have to say, this was an awesome group of assignments. I was nervous when I first heard what the expectations were, but I quickly found it to be so much fun in all ways (making my own, but then also listening to others). Learning, and then putting to use the editing tools (something that just sounded sort of daunting when first introduced) became the assignment I looked forward to working on and would have to save until I did all my other work first.
We started this segment by creating sound collages mainly as an exercise to make sure everyone understood how to find sound effects on the Internet, download them onto GarageBand, and then use the sound and editing tools to control them. Again, this was intended as a sort of warm up exercise, but as we all started finding different sounds and realizing the endless possibilities of stories that can be created simply by collaging sounds together, I think most everyone in the class would agree, we all seemed to become quite involved with creating them and had a lot of fun creating our own sound collages, as well as listening to the ones by our peers.
Next came the interview.
We were asked to arrange and record an interview with someone where we would discus the topics related to using technology in the art classroom. The assignment that sounded like the one I'd enjoy the very least became the main source of instant entertainment for one of my sisters (who I attempted to interview) and I. -We have since decided we need to start recording and saving our conversation on a regular basis (although I can think of a few who may disagree).
Last we created a literacy biography. Very interesting some of the memories it brought back...like me wanted to be like my oldest sister so bad I'd pretend I could read just so I could curl up on the couch next to her (while she actually read). I would just stare at the letters in front of my nose, staying as still as possible so she wouldn't ask me to move, or worse leave.
Again, very entertaining process, but all of a sudden, after creating a Interview piece that was 7 minutes long, having to create this literacy biography to be no more than 3 minutes long became the challenge.....

An excellent broadcast site with all sorts of narrative stories, http://www.thisamericanlife.org/

Media Literacy

In this article Jones and Fox have researched the ages of todays internet user, but also how the internet is being used by various age ranges.
They have broken the the users catagories up by generations, the youngest being Gen Y and born between the years of 1977-1990, and the oldest being G.I. Generation and born between -1936, ages 73 and up. It comes as no surprise that Gerneration Y uses the internet for entertainment and to connect with friends and family

This is an something I came across while researching for our Theory and Practice presentation. It is an interview Allison Klayman from PBS's Frontline, had with China's well known contemporary artist Ai Weiwei. If you are even slightly interested in him, this is a really great interview.

Watch Who's Afraid of Ai Weiwei? on PBS. See more from FRONTLINE.

we-make-money-not-art.com

From the few Chinese artists I do know, one theme that tends to appear often is an interest in their own language (as well as how they notice others interest in it) and in particular, the written characters of it.

During the Cultural Revolution chairman Mao set out to destroy the old in order to bring in and recreate a new China. This meant the destruction of the traditional ways of art making, literature and much more. Old villages were torn down and replaced with new ones, even there traditional characteristics of their writing were simplified, this resulting in many feeling as though their history and tradition were being torn away with it.

While searching through we-make-money-not-art.com I came across the work of Hung Keung, I found myself instantly interested, but there was not so much information so I decided to research him further.

Hung Keung, a well renowned Chinese artist as well as an assistant professor of the School of Design in Hong Kong Polytechnic University, in 2004 founded innov+media lab (imhk lab). Hung Keung’s imhk lab focuses on new media art and design research in relation to Chinese philosophy and interactivity.

The work that caught my attention in particular, BCSL Project (Version III) is an interactive, digitally created, interactive installation. Projection screens are set up so that visitors are recorded and see themselves in real time and at the same time Chinese characters that are floating around the screen then gravitate to the visitors projected image. It is designed in such a way that the visitors (audience) can interact and play with the characters.

Hung Keung

“Today’s Chinese cities are transforming from a traditional model into today’s high-tech areas, just as Chinese characters transformed from traditional characters into simplified characters…on the one hand, you want to know more about this new China, always want it to move more quickly, but on the other hand, you want it to be nostalgic, and only move forward slightly. Therefore, my work wants to invite the audience to come into the situation of change, development and innovation. Let them use their body to experience the dilemma of whether change or not, what is should or should not and what response is the definition of should.”

 http://www.hungkeung.hk/

Hung Keung, BCSL Project (Version III)

http://www.we-make-money-not-art.com/archives/art_from_china/

30 minute critique

Jane asked/suggested that I post the 30 minute critique on my blog, so here it is.

30 minute critique with a high school class

• (3 minutes) Introduce critique to class
• (30 seconds) Restate Lesson objectives –what you are expecting/asking of them
• (2 minute) Group students -4 groups. 4 students per group
• (1 minute) Assign 4 works of art to each group
• (30 seconds) Handout question sheet
• (8 minutes) students –in their groups- analyze assigned artwork (2 minutes for each piece)
•  (1 minute) Ask students to come back together
• (12 minutes) Each group discusses one of their assigned works (3 minutes for each group) and how it ties in with lesson objects.
• (2 minutes) Here Aaron suggests that at the end of class all the written critiques (the handouts now filled out) should be posted next to its artwork so each student receives a response.

Day Two

Day Two.

Alex, a young boy (maybe 12? Not sure, now that I begin to write about it I realize I did not ask) named Alex who has a strong learning disability joined us today. It was the first time we met Alex since he was unable to attend last week.  Alex was dressed in a purple t-shirt, with purple nike’s, a purple wristband, and a purple belt. “Guess what my favorite color is?” he asked.

Alex was a little quite at first, but just as I experience the week before with all of our other visitors, he became very social within minutes (and a little prompting of questions).

We began by creating scribble drawings, passing them over to the next person and then finding images within them. Alex was fond of finding them in his own scribbles first.

He told us how last year one of his paintings was featured on the cover of his school paper, how he really liked art, but how he cannot take it this year because he has to be in gym-they’re in the process of fitness training…not his strong point he told us.

Alex had a very calm demeanor and I look forward to working with him in the upcoming weeks.  

Day One

Day One.

Meeting our visitors the first day was a very exciting and sweet experience.

I was pleasantly surprised at how quickly they warmed up to a room full of strangers and were willing to participate in interactive games, holding nothing back. This is something I myself would have had a terrible time with when I was 15 and younger (even now I have to mentally prep myself).

Judy was incredibly funny from the moment she joined us. It was during the role playing game that she came in and sat down. She immediately got excited by all the people and the game that was being played (acted out) in the center of our circle, however her attention span was extremely short and she quickly became distracted asking those of us sitting around her if we would like to play a game with her, “I will be the magical princess, you can be my maid, and you can be the evil guy” (or something along those lines, I only clearly remember that she was going to be the magical princess).  I was wearing flip-flops and since ran out of chairs I was sitting up on the desk. When nobody was “willing” was to play the magical princess game in the center of the circle with Judy (since there was already an activity happening there) she dropped that idea and began trying to tickle my feet instead….clearly everything and anything capable of becoming a distraction for her. Luckily it was then that new volunteers were asked to come to the center of our circle for the next game and Judy jumped at the chance, such an entertaining and endearing personality!

Down at the Dorsky museum all of our visitors, as far as I personal observed, were very good about not touching the artwork and seemed to be very excited to be there. They were quick to answer questions about what their favorite works were, sometimes what their least favorite were and overall interested and engaged….a few were slightly distracted.

Very enjoyable day.