Art and Artificial Life – a Primer
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Planning Curriculum in Art and Design
Planning Curriculum in Art and Design Wisconsin Department of Public Instruction Planning Curriculum in Art and Design Melvin F. Pontious (retired) Fine Arts Consultant Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Madison, Wisconsin This publication is available from: Content and Learning Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 608/261-7494 cal.dpi.wi.gov/files/cal/pdf/art.design.guide.pdf © December 2013 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Foreword Art and design education are part of a comprehensive Pre-K-12 education for all students. The Wisconsin Department of Public Instruction continues its efforts to support the skill and knowledge development for our students across the state in all content areas. This guide is meant to support this work as well as foster additional reflection on the instructional framework that will most effectively support students’ learning in art and design through creative practices. This document represents a new direction for art education, identifying a more in-depth review of art and design education. The most substantial change involves the definition of art and design education as the study of visual thinking – including design, visual communications, visual culture, and fine/studio art. The guide provides local, statewide, and national examples in each of these areas to the reader. The overall framework offered suggests practice beyond traditional modes and instead promotes a more constructivist approach to learning. -
EDUCATOR GUIDE Story Theme: the Grey Eminences Subject: David Ireland Discipline: Visual Art (Conceptual)
EDUCATOR GUIDE Story Theme: The Grey Eminences Subject: David Ireland Discipline: Visual Art (Conceptual) SECTION I - OVERVIEW ......................................................................................................................2 EPISODE THEME SUBJECT CURRICULUM CONNECTIONS OBJECTIVE STORY SYNOPSIS INSTRUCTIONAL STRATEGIES INSTRUCTIONAL OBJECTIVES EQUIPMENT NEEDED MATERIALS NEEDED INTELLIGENCES ADDRESSED SECTION II – CONTENT/CONTEXT ..................................................................................................3 CONTENT OVERVIEW THE BIG PICTURE RESOURCES – TEXTS RESOURCES – WEBSITES RESOURCES – VIDEO BAY AREA FIELD TRIPS SELECTED CONCEPTUAL ARTISTS SECTION III – VOCABULARY.............................................................................................................9 SECTION IV – ENGAGING WITH SPARK ...................................................................................... 10 Artist David Ireland beside the entrance to his retrospective exhibition at the Berkeley Art Museum. Still image from SPARK story, 2004. SECTION I - OVERVIEW To learn to “read” Conceptual Artworks and EPISODE THEME understand how they communicate The Grey Eminences To help students think conceptually by looking at, talking about and making conceptual art SUBJECT To introduce students to creative ideation by David Ireland beginning instead of materials GRADE RANGES K-12 & Post-secondary EQUIPMENT NEEDED SPARK story about David Ireland on DVD or VHS CURRICULUM CONNECTIONS and related equipment Visual Art -
Neuro Informatics 2020
Neuro Informatics 2019 September 1-2 Warsaw, Poland PROGRAM BOOK What is INCF? About INCF INCF is an international organization launched in 2005, following a proposal from the Global Science Forum of the OECD to establish international coordination and collaborative informatics infrastructure for neuroscience. INCF is hosted by Karolinska Institutet and the Royal Institute of Technology in Stockholm, Sweden. INCF currently has Governing and Associate Nodes spanning 4 continents, with an extended network comprising organizations, individual researchers, industry, and publishers. INCF promotes the implementation of neuroinformatics and aims to advance data reuse and reproducibility in global brain research by: • developing and endorsing community standards and best practices • leading the development and provision of training and educational resources in neuroinformatics • promoting open science and the sharing of data and other resources • partnering with international stakeholders to promote neuroinformatics at global, national and local levels • engaging scientific, clinical, technical, industry, and funding partners in colla- borative, community-driven projects INCF supports the FAIR (Findable Accessible Interoperable Reusable) principles, and strives to implement them across all deliverables and activities. Learn more: incf.org neuroinformatics2019.org 2 Welcome Welcome to the 12th INCF Congress in Warsaw! It makes me very happy that a decade after the 2nd INCF Congress in Plzen, Czech Republic took place, for the second time in Central Europe, the meeting comes to Warsaw. The global neuroinformatics scenery has changed dramatically over these years. With the European Human Brain Project, the US BRAIN Initiative, Japanese Brain/ MINDS initiative, and many others world-wide, neuroinformatics is alive more than ever, responding to the demands set forth by the modern brain studies. -
Video Stylization: Painterly Rendering and Optimization with Content Extraction Liang Lin, Kun Zeng, Yizhou Wang, Ying-Qing Xu, Senior Member, IEEE, and Song-Chun Zhu
IEEE TRANSACTIONS ON CIRCUITS AND SYSTEMS FOR VIDEO TECHNOLOGY, VOL. 23, NO. 4, APRIL 2013 577 Video Stylization: Painterly Rendering and Optimization With Content Extraction Liang Lin, Kun Zeng, Yizhou Wang, Ying-Qing Xu, Senior Member, IEEE, and Song-Chun Zhu Abstract—We present an interactive video stylization system an example produced by our system. Although similar oil- for transforming an input video into a painterly animation. painting effects can be generated manually by the paint- The system consists of two phases: a content extraction phase on-glass technique, such animation production is not only to obtain semantic objects, i.e., recognized content, in a video and establish dense feature correspondences, and a painterly laborious but also requires considerable artistic skills. For rendering phase to select, place, and propagate brush strokes example, it took over two years for artists to manually produce for stylized animations based on the semantic content and object the 22-min Oscar-winning animation Old Man and the Sea.In motions derived from the first phase. Compared with the previous comparison, our interactive system allows an amateur player work, the proposed method has the following three advantages. to produce painterly animations from real-life video clips with First, we propose a two-pass rendering strategy and brush strokes with mixed colors in order to render expressive visual effects. far less time and effort. Second, the brush strokes are warped according to global object In the following, we review the related work for painterly deformations, so that the strokes appear to be naturally attached rendering and video stylization in the literature and provide to the object surfaces. -
2021-22 Bulletin: Graduate School Of
2021–22 Bulletin Graduate School of Art Bulletin 2021-22 Table of Contents (07/22/21) Table of Contents About This Bulletin .......................................................................................................................................................................................... 2 About Washington University in St. Louis ...................................................................................................................................................... 3 Trustees & Administration ........................................................................................................................................................................ 3 Academic Calendar .................................................................................................................................................................................. 3 Campus Resources .................................................................................................................................................................................. 4 University Policies .................................................................................................................................................................................... 7 University Affiliations .............................................................................................................................................................................. 12 Graduate School of Art ................................................................................................................................................................................ -
Intelligence Without Reason
Intelligence Without Reason Rodney A. Brooks MIT Artificial Intelligence Lab 545 Technology Square Cambridge, MA 02139, USA Abstract certain modus operandi over the years, which includes a particular set of conventions on how the inputs and out- Computers and Thought are the two categories puts to thought and reasoning are to be handled (e.g., that together define Artificial Intelligence as a the subfield of knowledge representation), and the sorts discipline. It is generally accepted that work in of things that thought and reasoning do (e.g,, planning, Artificial Intelligence over the last thirty years problem solving, etc.). 1 will argue that these conven has had a strong influence on aspects of com- tions cannot account for large aspects of what goes into puter architectures. In this paper we also make intelligence. Furthermore, without those aspects the va the converse claim; that the state of computer lidity of the traditional Artificial Intelligence approaches architecture has been a strong influence on our comes into question. I will also argue that much of the models of thought. The Von Neumann model of landmark work on thought has been influenced by the computation has lead Artificial Intelligence in technological constraints of the available computers, and particular directions. Intelligence in biological thereafter these consequences have often mistakenly be systems is completely different. Recent work in come enshrined as principles, long after the original im behavior-based Artificial Intelligence has pro petus has disappeared. duced new models of intelligence that are much closer in spirit to biological systems. The non- From an evolutionary stance, human level intelligence Von Neumann computational models they use did not suddenly leap onto the scene. -
Neurorobotics Lecture
Neurorobotics An introduction Marc-Oliver Gewaltig In this lecture you’ll learn 1. What is Neurorobotics 2. Examples of simple neurorobots 1. attraction and avoidance 2. reflexes vs. learned behavior 3. The sensory-motor loop 4. Learning in neurorobotics 1. unsupervised learning for sensory representations 2. reinforcement learning for action learning What is Neurorobotics Neurorobotics, is the combined study of neuroscience, robotics, and artificial intelligence. It is the science and technology of embodied autonomous neural systems. https://en.wikipedia.org/wiki/Neurorobotics Neurorobotics: Embodied in silico neuroscience Spinal Cord Reconstructed Reflexes spinal cord/ CDPs brain models Embodiment and virtual environments Musculo-skeletal system – compliant actuators and mechanics Starting simple: Valentino Braitenberg’s Vehicles Valentino Braitenberg (1926-2011) Braitenberg, V. (1984). Vehicles: Experiments in Photo: Alfred Wegener, commons.wikimedia.org synthetic psychology. Cambridge, MA: MIT Press. Vehicle 1 1 Vehicle 2a 1 2a Vehicle 2b 1 2a 2b Vehicle 3 1 2a 2b 3 Vehicle 3 1 2a 2b 3 Exercise How will vehicle 3 move? Generalizing the Braitenberg vehicle Exercise Using weights in {-1,+1}, which weight configurations implement the vehicles 2a, 2b, and 2c? speed light Biological and Non-biological bodies Sensors: cameras, microphones, etc Artificial brain with neurons Servo motors with wheels Biological and Non-biological bodies Sensors: cameras, microphones, etc encode Artificial brain with neurons Servo motors with wheels Biological and Non-biological bodies Sensors: cameras, microphones, etc encode Artificial brain with neurons Servo motors with wheels decode Perception Action Vision Behaviors Hearing Smell Action Central pattern generators Touch Perception Reflexes Temperature Vestibular Muscle contraction Proprioception Perception Short-term Long-term Action memory memory Drives & Working Vision Cognitive Motivation memory control Action Behaviors Sensor Reward & selection Hearing fusion punish. -
Boden Grey Walter's
Grey Walter’s Anticipatory Tortoises Margaret Boden Grey Walter and the Ratio Club The British physiologist William Grey Walter (1910–1977) was an early member of the interdisciplinary Ratio Club. This was a small dining club that met several times a year from 1949 to 1955, with a nostalgic final meeting in 1958, at London’s National Hospital for Neurological Diseases. The founder-secretary was the neurosurgeon John Bates, who had worked (alongside the psychologist Kenneth Craik) on servomechanisms for gun turrets during the war. The club was a pioneering source of ideas in what Norbert Wiener had recently dubbed ‘cybernetics’.1 Indeed, Bates’ archive shows that the letter inviting membership spoke of ‘people who had Wiener’s ideas before Wiener’s book appeared’.2 In fact, its founders had considered calling it the Craik Club, in memory of Craik’s work—not least, his stress on ‘synthetic’ models of psychological theories.3 In short, the club was the nucleus of a thriving British tradition of cybernetics, started independently of the transatlantic version. The Ratio members—about twenty at any given time—were a very carefully chosen group. Several of them had been involved in wartime signals research or intelligence work at Bletchley Park, where Alan Turing had used primitive computers to decipher the Nazis’ Enigma code.4 They were drawn from a wide range of disciplines: clinical psychiatry and neurology, physiology, neuroanatomy, mathematics/statistics, physics, astrophysics, and the new areas of control engineering and computer science.5 The aim was to discuss novel ideas: their own, and those of guests—such as Warren McCulloch. -
Art and Artificial Life – a Primer
Art and Artificial Life – a Primer Simon Penny University of California, Irvine [email protected] ABSTRACT December 2009) which is a testament to the enduring and It was not until the late 1980s that the term ‘Artificial Life’ arose inspirational intellectual significance of ideas associated with as a descriptor of a range of (mostly) computer based research Artificial Life. practices which sought alternatives to conventional Artificial Intelligence methods as a source of (quasi-) intelligent behavior in technological systems and artifacts. These practices included Artificial Life could not have emerged as a persuasive paradigm reactive and bottom-up robotics, computational systems which without the easy availability of computation. This is not simply to simulated evolutionary and genetic processes, and are range of proclaim, as did Christopher Langton, that Artificial Life was an other activities informed by biology and complexity theory. A exploration of life on a non-carbon substrate, but that Artificial general desire was to capture, harness or simulate the generative Life is ‘native’ to computing in the sense that large scale iterative and ‘emergent’ qualities of ‘nature’ - of evolution, co-evolution process is crucial to the procedures which generate (most) and adaptation. ‘Emergence’ was a keyword in the discourse. Two artificial life phenomena. The notion that Artificial Life is life decades later, the discourses of Artificial Life continues to have created an ethico-philosophical firestorm concerning intelligence, intellectual force, -
MEDIA ARTS Standards Glossary
Media Arts Glossary Media Arts Glossary New York State Learning Standards for the Arts MEDIA ARTS GLOSSARY of Discipline-Specific Terms & Concepts Copyright 2017 The New York State Education Department New York State Learning Standards for the Arts – Media Arts Page 2 of 16 NOTES: The letters “VA” in the next-to-right-hand column indicate that part or all of the definition is the same in the New York State Visual Arts and Media Arts standards. √ A checkmark in the far right-hand column indicates that a significant part or all of the definition is a New York State addition to defintions published by the National Core Arts Standards (SEADAE, 2014). When only a small part of a definition is added by NYS authors, that part is underlined. NCAS definitions can be found at http://www.nationalartsstandards.org/content/glossary. Media Arts Media art is understood to apply to all forms of time-related art works which are created by recording sound and/or visual images. Media artwork usually depends on a technological component to function. It includes both fine art and commercially-oriented works presented via film, television, radio, audio, video, the internet, interactive and mobile technologies, transmedia storytelling, and satellite. Forms that are shared with contemporary visual arts/fine arts include kinetic sculpture, information art, organic and algorithmic art, interactive art, multimedia installations, etc. Other more commercially- oriented forms include news reporting, documentaries, advertisements, music videos, animation, machinima, video games and game design, and/or a combination of any of these. Media art forms are constantly evolving in response to technological innovations. -
Download Document
Quantifying The Value And Impact Of Cultural Seasons Submitted to: Department of Arts and Culture Submitted by: Nelson Mandela University In Partnership with: Rhodes University, University of Fort Hare and University of KwaZulu-Natal RESEARCH 1 South African Cultural Observatory KDI Report Quantifying The Value And Impact Of Cultural Seasons December 2019 Prepared by: André Gouws Brendan Verster Submitted to the Department of Arts and Culture: 2 Summary Within the field of international relations, it is recognized that Cultural Diplomacy is a key diplomatic tool is used to advance their national interests by governments. Globalization links people, cities, regions and countries closer together that has led to our lives being intertwined with people in all parts of the world. Globalization has an impact on how diplomacy is executed and stresses the importance of Cultural Diplomacy. If there is no certain way to measure it, then how do we know if a Cultural Diplomacy is a success or not? Should Cultural Diplomacy change the target's way of thinking? How long does the process of Cultural Diplomacy work? While the concept of Cultural Seasons may be a new concept in South African, the practice is not. At the height of apartheid, South African diplomats crafted and re-packed cultural activities to appeal to foreign audiences for years. The South African season in France, organized by the French Institute and the National Arts Council, took place from May to December 2013. It was the very first time that a Southern African country was honoured in France in the framework of Cultural Seasons. -
Art Digital Media
DIABLO VALLEY COLLEGE CATALOG 2021-2022 any updates to this document can be found in the addendum at www.dvc.edu/communication/catalog Art digital media plus at least 3 units from: ARTDM-117 Digital Illustration .............................................3 ART DIGITAL MEDIA – ARTDM ARTDM-140 Motion Graphics ...............................................3 Janette Funaro, Dean plus at least 6 units from: ARTDM-160 3D Modeling and Animation I ..........................3 Arts and Communication Division ARTDM-161 3D Modeling and Animation II .........................3 ARTDM-165 Drawing for Digital Animation ..........................3 Possible career opportunities ARTDM-166 Intermediate Drawing for Digital Animation .....3 Digital media or graphic design jobs cover all ends of the cre- total minimum units for the major 21 ative spectrum. Some possible career options include website designer/developer, multimedia designer, computer-graphic artist, animator and cartoonist, interface designer, instruc- Associate in arts degree tional designer, production artist, video specialist, audio Art digital media specialist, multimedia programmer, technical writer, infor- Students completing the program will be able to... mational designer, multimedia company executive, internet consultant, and computer game designer. A. demonstrate an understanding of basic drawing tech- niques. B. produce a digital image from scanned or digital photo- Associate in arts degree graphs. Animation C. utilize digital images for exports to websites, multimedia Students completing the program will be able to... presentations, and print. A. visually and verbally conceptualize in a clear and concise D. utilize production tools for digital audio for multimedia way the artistic/technical direction for an animation proj- projects. ect. E. demonstrate basic techniques for video capture and edit- B. develop technical proficiency using computer hardware ing.