10 Technologies

  1. Adobe Premier was probably one of the most challenging programs to use within this project. This was the first time I had used this program and it definitely has a learning curve. I found that there are ways to edit the background voice embedded in the video. This would be a good program to use for people who aren’t completely new to video editing.
  2. Adobe Animate was the second most difficult program to work with trying to find the differences between frames and keyframes. Layering was also very difficult finding what would make things move.
  3. Sites at Penn State for this blog was a new technology although more comprehensive than other sites I have worked with like wix.
  4. Lino was also very user-friendly. Using online post-it notes allows for you to not lose all of the info.
  5. 360 camera felt like it would be a fun technology. Using it to find where the seams would be and distance of the tech from the surroundings was important
  6. 3D Printing and using Tinkercad was comprehensive and allowed for both the teachers and the students to go through tutorials. It builds up the skills of the learner by giving simple step-by-step tasks.
  7. Google Classroom was another new technology. It didn’t seem to be submitted in a great way, but it may be a good way of communicating and getting assignments turned in.
  8. Webquest website was a wixsite which I have used before, but we included a lot more smaller aspects like buttons moving from one section to another.
  9. Box was helpful with holding and transferring files.
  10. Canva was useful in making the findcard and the poster. The templates gave a starting point for design and is also a very user-friendly site.

Data Analysis

According to the National Sexual Violence Center, one in five women will be raped at some point in their life. One in three women will experience some sort of contact sexual violence. Of the victims of rape and sexual assault, 91% are female. This has caused 81% of female victims PTSD. Before the age of 18, one in four girls will be sexually assaulted. 20-25% of women are victims of forced sex during their time in college. More than 90% of victims of sexual assault on college campuses do not report the assault. Close to 2/3 of college students experience sexual harassment.

This is not okay.

Because of these statistics and the conversations we had in the Life Tapestries exhibition in the HUB Robeson Gallery, I find it vital to address this topic. I chose to create an art piece based off of these statistics as my data analysis. It is an in progress piece. It is meant to be viewed by an adult population. Here is the image:

WebQuest

As a middle school student, many difficult topics are introduced that may not have an immediate resolution. How do we resolve these through art? What do middle school students have to navigate? I remember having to take a robotic baby home as an eighth grade student as a test-run of being a parent. I suppose this was also a preventative measure as my education was abstinence-based. Middle school students are trying to navigate their world and determine their identities. So how do they navigate this in art practice, specifically 3D Printing?

Identifying what they feel is most exemplary of them is what I would like to accomplish with this lesson. How? Possibly by merging three items that they feel are particular to them. This can be abstract like the music they are currently listening to or completely objective like their favorite food. They should be merged into one image once finished though.

Locating Self as Teacher

Acceptance

Creative Thinking

Kindness

Community

Friendship

Imagining my future classroom, I am drawn to the ideas of a studio filled with all kinds of art forms. I would want areas open for performance, drawing, painting, sculpting, printmaking, new media, and whatever else becomes of interest.  Having a classroom capable of multiple activities and having the students able to be in control of their own practice is vital. In doing this, they should also have close to full access of the materials. This would make art making productive to both the students and the teacher. There would be walls filled with all kinds of work from the students as well as open windows. There are areas with comfortable spaces like bean bags and others with desks and open areas that can be transformed. Everything can be adapted to the students’ needs.

Raccoon and Martin Luther King Jr., The Rain Forest,  Zebra, the female figure, and Daniel Shade. Each of these items have been a monument or landmark of sorts within my own practice. The Raccoon and Martin Luther King Jr. both occurred in fourth grade art class. The Raccoon was one of the pieces I was most proud of. Thanks to Mrs. Mason I created this and it was presented in my elementary school’s courtyard. She also gave me an assignment outside of class to draw Martin Luther King Jr. which ended up in the local newspaper. In middle school, we created an entire rain forest with all of the grades where I was allowed to do extra work for the rain forest. The Zebra was also in middle school where I tried printmaking and became the president of the art club. In high school I became interested in the female figure and the pressures from society placed on women to be thin enough. I also entered in many shows and got lots of ribbons. This included best of show at a county-wide school art show with my painting of Daniel Shade. Daniel Shade was a man I painted at my painting lessons that I took outside of school. These art lessons are probably the most influential on my practice as I was will William Perry for six years.

Bringing this all together will be the willingness to learn. With students young and old, of all races, ethnicities, genders, belief systems, and diversities there will plenty of room to grow as a community. We will be able to teach and learn from one another and this strongly encourages art practice, research, and conversation that can easily happen by utilizing technologies. The classroom with fuel each of the previously mentioned terms through conversations and growth as a group.

 

Power Surge

  • Education
  • Emotional
  • Physical overwhelming
  • Money
  • Art
  • Self-Doubt
  • Time
  • Family

These images impact me emotionally are due to both domination and transformation. Many times there are hierarchical powers overhead which there is not much that can be changed including those with family, education, time, and money. At times it can be my own mental and physical health involved with that. My self-doubt holds power over me as well.  A lot of the powers overlap and contradict creating conflict in my life, like my family and education.

The images from Chapter 6 of, “Engaging Visual Culture,” are moving emotionally, specifically 6.4 and 6.5. The images are described as depicting, “An Image of Disempowerment by Wendy D. Baker (1997)” and “5 A six-year-old in describing his arpillera said: ‘Love should be
in the world. No bombs. No guns. They don’t belong in the world.'”. Both the images themselves and the context they are provided in are able to speak well for the action occurring and the history involved. The archetype of the circled image in addition to the crossed out image clearly depict the emotion towards the two items in the image. The image of the clock shows the stopping of time and how it is being taken from the woman figure. The images don’t necessarily hold a power over the viewer, but the viewer’s attention is definitely held.

Within schooling K-12, in most cases, art is one of the only opportunities for students to be able to release their emotions and reveal their creativity. Each of the other classes hold a particular power over the student as a form of consensual power. They however don’t allow for the student to hold their own ideas and such. The only other class that may allow for creative thinking and problem solving may be a creative writing class, but there is still a power held over them. Art courses allow more of a power balance with the instructor and utilize transformation power. There are still expectations in place of course. Art also allows for more of a power balance for all students. This includes students with disadvantages and disabilities as well as the average student. Different materials allow for the students to use these languages without needing whatever the spoken language is. Overall, Art Education is vital to the schooling system partially due to the power constructs, but mainly due to the necessity of creativity.