(HW)6-3 Artist(s) Working with Animation Creatively

William Kentridge

check more at: 
https://www.sfmoma.org/watch/william-kentridge-transformation-with-animation/


Animations by other young animators 
(they are the works that I liked from the graduation screenings at CalArts)

Así de grandes son las ideas (Ideas are that grand) by Quique Rivera Rivera

https://vimeo.com/108197268

FOOD by Siqi Song
https://vimeo.com/95342512

Butter Ya'Self by Julian Petschek
https://vimeo.com/97088156

(HW)6-4 Lesson Plan Idea

Lesson Plan_followed the structure of Judith Burton's lesson plan. 

Exploring scanography - in the relationship with performance and other art forms. 


1. Statement of the problem or activity. What you are going to teach.

  Scanography - As a documentation of performance and gesture

2. Number and age of pupils in the group. Relevant characteristics of developmental phase or phases. Prior learning experiences. 

  First-year art college students who are in the phrase of exploring several medium and methods of art-making. 

3. The objective of the lesson. What the pupils will learn.

  Understanding the mechanism how the scanner works and create images, and thinking about how this can be related to the other forms of art activities.
  In this class session, performance will be focused as a primary form to be explored with the scanner. 

4. Materials, supplies and equipment for the lesson.

  Scanner, computer, any objects and one's body.

5. Motivation dialogue/discussion.

a. Topic Question (spark)
  What media can be used in art-making? How our daily gestures and activities can be captured artistically and what process can render things meaningful?

b. Exploring Ideas
c. Recap
d. Ideas Into materials
  How does the scanner work? How the movement of the light bar makes image captured and distorted?

e. Recap
f. Flow Into Action
  Play with broader ideas to mix and match the art-making tools. 

6. Procedure for implementation.
a. Distribution of materials and equipment.
  While scanning, freely moving stuff or your body on the scanner to test how the movements are captured. Try several different ways playing with time, space and speed of movement.

b. Refocusing and redirecting attention; expansion of pupils' options, thoughts and ideas.
  Beside of performance, what other media can be explored with a scanner?
  Thinking about and exploring more possibilities of scanning activities.

c. Clean-up, collecting and storing work; encouraging personal responsibility for materials and work.
d. Teacher-student summation; sharing responses, ideas and outcomes.

7. Evaluation of the lesson and pedagogical competence.
a. Strengths of the lesson
b. Weakness of the lesson
c. Possibilities for redirection, follow-up and extensions. 

(HW) 6-5 Current Status of Impact 100 Work

I_Impact_on_100 Project 

  We (Jessica and I) decided to collect eye images on Instagram to create stop motion (or gif) making the collected eye images moving. When we post the animation back to Instagram, we will tag all people who posted the original eye images that used as each frame of the animation. On the image-based social media such as Instagram, people post their interest, and hashtag works to collect the same or similar subject. We want to gather people in a different way to create "a collective sensation". In the animation we are creating, people are automatically participating as a contributor of each frame, and get credit by being tagged.

collected images so far #1

collected images so far #2

 

(CLASS SESSION)6 iBook

(HW)5-1 Scanographs

 Scanographs

  

  I am intrigued by the performative image-making process through the scanning and its quality of reflecting and catching the textures. I experimented with fabrics with patterns to create new patterns, moving the fabric rhythmically. Another exploration is done by using two objects having different textures: the rabbit fur and the plastic wrap. I tested how different materialities got different responses from the scanner as well as how "the act of drawing" works on it. And I imagined the rabbit fur as a place like a canyon and the plastic wrap as a flow like a waterfall.

1. Patterns

2. imaginary landscape

(HW)5-2 Artist(s) Using A Scanner

Jens Standke

  He uses light (reflection) and movement, and experiments with his body and the screen. 

  In his TV scanning series, the screen has reflective quality and moving images, yet the light from the scanner reflects the surface of the screen more than the images in it. 

  Also, he uses several reflective materials and moving them while scanning to create repetitive patterns. 

when the images are exhibited, he used the light box
to bring the feels of scanning

all images from http://www.jens-standke.de/scan-gallery

(HW)5-3 Blank Project_Moving Digital Painting

  Reading the feedbacks from classmates, I decided to explore the digital painting to move. I started from the digital painting I made and use filters and effects to create the gif files. I used the pixelation and some others to accentuate that they are digitally rendered. 

(OA)4-9 Digital Photography_Art-Making for Children

  Through the digital photography session, I re-found and confirmed the characteristics of it, which are generally working but maybe particularly working well with younger people who are familiar with taking and sharing photo culture.

  1. easy accessibility and finding one's own taste

  If one has a device, it is very easy to take digital photography. People can simply take, see-check, and delete photos on the device, which was a complicated process with the film. Also, it is a helpful tool to find what one's interests are as what one has collected from the everyday moments are archived and displayed in the album format. Using filters and editing tools in the device let people can modify and manipulate photo-image with their taste. The other functions the online platforms (such as Facebook, Instagram, Pinterest, etc.) are also helping people to retouch the images as they prefer. 
This finding-fitting-into-one's taste activity is what art-making can be working. 


  The youngers are more familiar with this process as the device, and online platforms are not new to them. They learn quickly and play with all these sources to network and show their interests.


  2. posting - connecting - referencing

  When images are posted, they are now in the community. Each online platforms have different ways of connecting images (Instagram - using keywords / Pinterest - image similarity, etc.)
Children, who are familiar with these platforms, can think about the image in the wider range. 

can see similar images with
the image one posted

sometimes it leads to
the new way of looking 

3. curating
  Taking photos or posting images online are automatically generating the archived album. This makes people think about the curatorship they hold. Images can be categorized by theme, date, or whatever matters.

the album with images contain red

(OA)4-8 Artist(s) Using Photography Creatively

Osang Gwon


 He makes 3-dimensional sculptures connecting the 2-dimensional photography. His works are realistic in the sense of its photo-quality depiction, but the shiny surface of the sculpture gets rid of the real sensibilities of the object. It creates interesting gap between photo-reality and the reality. In the recent move, he is working with the dimensions with illusion.

Osang Gwon, Head & Mousedeer, C-print, Mixed Media, 2013

Osang Gwon, detail, Untitled GD, C-print, Mixed Media, 2015

Osang Gwon, Mass Mobile Perigee, C-print, Mixed Media, 2014

Osang Gwon, detail, Mass Mobile Perigee, C-print, Mixed Media, 2014

 all images from osang.net

(OA)4-7 Lankshear&Knobel: New Literacies & Social Practices of Digital Remixing

  Cultures have to be made – created – and they are made by mixing ‘new’ elements with ‘pre-existing’ elements in the manner of ‘conversations’.(p.97)
  Read/Only culture emphasizes the consumption of professionally produced cultural tokens or artifacts. The relative few produce cultural items for the many to view, read, listen to. As Lessig (ibid.: 28) puts it, a Read/ Only culture is a culture that is ‘less practiced in performance, or amateur creativity, and more comfortable (think: couch) with simple consumption’. (p.98)
  Read/Write culture, on the other hand, is one in which those who ‘read’ the resources of their culture also wish to ‘add to the culture they read by creating and re-creating the culture around them ... using the same tools [e.g., certain kinds of musical instruments, image capturing and enhancing tools, writing and drawing technologies] the professional uses’ (ibid.). (p.98)

  When thinking about "remixing" as a "Writing" practice, it becomes more like "curating" as "remixing" is the practice of putting and organizing selected things together. Then, Reading Only practice can also be taken as "Writing" practice I think. When one browses the web pages and digital artifacts, one's choices and selections are archived as the history/traces. This history affects on what ads are popping up on one's Facebook page, and what suggested automatic searching words are first showing when one is googling. Depending on "Reading" activities, one's browsing experiences are shaped differently as browsers remember what one has been looking at and listening to. Just by consuming, one is curating one's experiences, in other words, experiences of the past curate, guide and "write" what one can experience in the present and the future. 

 

I think google knows that I am in NYC

  In some remixes the creators aim both to elicit listeners’ recognition of the original aura(s) and to evoke listeners’ judgement that this is, nonetheless, something new – a new song (ibid.: 30). (p.105)
  This kind of exploration, however, will likely not convey much of a sense of the operational (technical, skill) aspects of the practice, or the experiential and ‘existential’ dimensions of remixing music, far less any approximation to an insider or fan perspective. This can only proceed from a personal focus or interest or passion and from ‘taking up the tools’ through supported hands-on involvement, and with a good introductory source to hand, such as Erik Jacobson’s (2010) how-to account of music remix.(p.107)

  In terms of knowledge and skills, this kind of remix requires such things as identifying the need or purpose to be served by a mashup, the kinds of APIs and programming tools that will be needed, where any required data will come from – the kind of database to be added to the mix in cases where data are needed – determining the level of coding skills presupposed for building the mashup and, in the event of not having the required coding knowledge, finding out where and how to get it or, alternatively, whether there are tools that can create a component without the need for coding. (p. 109)

  The context becomes important element of content. Shared by whom, played where and when decides the matter of why and what. 
  Technology is not anymore the exclusive property of professionals. The barrier of technology is getting lower and lower so more people can access to the "Remix" practices. On the other hand, the aesthetics the software program have are not something that one can easily modify. The functions of software have, for example in PhotoShop, it is impossible to work outside of its offered effects (although there are plenty  possibilities to mix and remix to play). Even more than two platforms can be used together, still "the paradigm" is what always there as a basement. People can play, write, and remix things within the system that built by coding (systems of basic paradigms), but it means that there is another level of writing, which is coding the program where people use as their platforms of writing practices.

(OA)4-5 & 6 Explore Digital Photography

1. making patterns from the image I took, play with, and see how they go.

2. share it(them) online

pattern 1

pattern 2

pattern 3

pattern 4

pattern 5

pattern 6

pattern 7

pattern 8

pattern 9

pattern 10

pattern 11

pattern 12

pattern 13

  While putting the images of patterns on Pinterest, I found that the page itself creates patterns and start playing with its aesthetics. 

patterns posted on Pinterest

new pattern from Pinterst / Photoshopped

another new pattern created by posting in process 1

another new pattern created by posting in process 2

another new pattern created by posting 

another new pattern created by posting  with logos of Pinterest

(OA)4-4 Explore Digital Photography

I took a short stroll around the school and found marks on the streets. There are a lot more, but this one located on 121 St between Amsterdam and Broadway attracted me since it has more colors and layers indicating something happened maybe more intensely. I am not sure what these marks are about, but it made me stop and think who made these for why, and also when they were made and how many people have stepped on these. Also, the shapes are interesting as it reminded me of abstract paintings.

took on 11 Feb, 2016, 05:41 PM