Research on Artistic Expression Method of Digital Interactive Illustration
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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. -
Virginia 22314 Photo by Joan Brady Free Digital Edition Delivered to Your Email Box
Senior Living Challenges for Page 11 Black Students 50 Years Later Yorktown, Page 3 Cuter by The Dozens ArPets, Page 2 Johanna Pichlkostner Isani with adopted canines Lexie and Paxton and puppy foster Bri. Classifieds, Page 10 Classifieds, Live from the Rugstore Page 4 Requested in home 4-8-21 home in Requested Time sensitive material. material. sensitive Time Marijuana Legalization Postmaster: Attention permit #322 permit Easton, MD Easton, Could Come This Summer PAID U.S. Postage U.S. News, Page 9 STD PRSRT Photo by Joan Brady/Arlington Connection Photo April 7-13, 2021 online at www.connectionnewspapers.com ArPets The Arlington Connection www.ConnectionNewspapers.com @ArlConnection An independent, locally owned weekly newspaper delivered to homes and businesses. Published by Local Media Connection LLC 1606 King Street Alexandria, Virginia 22314 Photo by Joan Brady Photo Free digital edition delivered to your email box. Go to connectionnewspapers.com/subscribe NEWS DEPARTMENT: [email protected] Shirley Ruhe Contributing Photographer and Writer Johanna Pichlkostner Isani with adopted canines Lexie and Paxton [email protected] and puppy foster Bri. Joan Brady Contributing Photographer and Writer Cuter by the Dozens [email protected] Eden Brown Contributing Writer 25 Dogs and Counting [email protected] Ken Moore By Joan Brady much-needed way station. Arlington Connection Contributing Writer Johanna grew up with a dog [email protected] and cat, as well as two “boy” ham- couldn’t wait to vault from my sters who had a litter. Then anoth- ADVERTISING: parents’ house into college. Full er. Then another. And over time, For advertising information Idisclosure, my college was less there wasn’t a kid in her neighbor- [email protected] than 75 miles from my childhood hood who didn’t have one of the 703-778-9431 home and about a 12 minute drive Pichlkostner hamsters. -
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 -
Using a Projected Trompe L'oeil to Highlight a Church Interior from the Outside
Using a projected Trompe L'Oeil to highlight a church interior from the outside A. Hoeben fieldOfView Lange Nieuwstraat 23b1 3111AC Schiedam the Netherlands [email protected] The St. Willibrordus Church in the city center of Utrecht (the Netherlands) is a prime example of the Gothic Revival architecture. The richly decorated church interior is, unfortunately, one of the best kept secrets of the city. In the semi permanent art installation presented in this paper, imagery showing the church interior is projected on the outside walls of the entrance of the church. By projecting onto a spherical mirror suspended from the entrance ceiling, the projection is reflected onto three walls and the ceiling. The resulting image, when seen from the street-level outside, creates an perspective illusion. This paper shows how the installation was implemented in the church in an unobtrusive way, and explains the calibration system that was developed for determining the pre-distortions required to project the Trompe L'Oeil. church interior, art installation, digital projection, perspective manipulation, optical illusion 1. INTRODUCTION together constitute a walking route through the city center under the name “Trajectum Lumen”. The In late 2007, the council of the city of Utrecht Trajectum Lumen was officially launched on April embarked on a project to create a new attraction 7th 2010, and will have its climax in 2013 when the for its historic city center, aiming to keep some of city of Utrecht celebrates the 300th anniversary of the shopping public around during the evening the Treaty of Utrecht. hours. 1.1 St. Willibrord church A number of semi-permanent light art installations and sculptures was commissioned from different The St. -
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. -
ART, TECHNOLOGY, and HIGH ART/LOW CULTURE DEBATES in CANONICAL AMERICAN ART HISTORY I. Overview in His Media Ar
CHAPTER ONE: ART, TECHNOLOGY, AND HIGH ART/LOW CULTURE DEBATES IN CANONICAL AMERICAN ART HISTORY I. Overview In his Media Art History, Hans-Peter Schwarz of the Center for Art and Media in Karlsruhe, Germany (ZKM) wrote: “The history of the new media [sic] is inextricably linked with the history of the project of the modern era as a whole. It can only be described as the evolution of the human experience of reality, i.e. of the social reality relationship in the modern age.” I begin with his words, which have strong resonance for me, perhaps beyond his initial intent or ultimate direction. His astute triangulation of those three concepts—new media history, the project of the modern era, and “social reality”—form the nexus of my theoretical investigation. For it seems that current social realities and the project of the modern era largely govern new media’s reception within the Western art history canon. Perhaps clarity regarding the ideological interconnection of these three elements will only be possible with more historical distance. However, this dissertation represents a step toward a better understanding of the sometimes-vicious canonical opposition to the fusion of art and technology, in light of these intersections. Key are his two phrases: “the project of the modern era,” and “the evolution of the human experience of reality, i.e. of the social reality relationship in the modern age.” On the basis of Schwarz’s text, I take the second phrase to mean the dehumanization that results from industrialization and modern warfare. In regard to artistic production, he rightly underscores the abrupt reorganization of vision precipitated by, for example, developments in photography and cinematography during the early modernist period. -
S H a P E S O F a P O C a Ly P
Shapes of Apocalypse Arts and Philosophy in Slavic Thought M y t h s a n d ta b o o s i n R u s s i a n C u lt u R e Series Editor: Alyssa DinegA gillespie—University of Notre Dame, South Bend, Indiana Editorial Board: eliot Borenstein—New York University, New York Julia BekmAn ChadagA—Macalester College, St. Paul, Minnesota nancy ConDee—University of Pittsburg, Pittsburg Caryl emerson—Princeton University, Princeton Bernice glAtzer rosenthAl—Fordham University, New York marcus levitt—USC, Los Angeles Alex Martin—University of Notre Dame, South Bend, Indiana irene Masing-DeliC—Ohio State University, Columbus Joe pesChio—University of Wisconsin-Milwaukee, Milwaukee irina reyfmAn—Columbia University, New York stephanie SanDler—Harvard University, Cambridge Shapes of Apocalypse Arts and Philosophy in Slavic Thought Edited by Andrea OppO BOSTON / 2013 Library of Congress Cataloging-in-Publication Data: A bibliographic record for this title is available from the Library of Congress. Copyright © 2013 Academic Studies Press All rights reserved. ISBN 978-1-61811-174-6 (cloth) ISBN 978-1-618111-968 (electronic) Book design by Ivan Grave On the cover: Konstantin Juon, “The New Planet,” 1921. Published by Academic Studies Press in 2013 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com Effective December 12th, 2017, this book will be subject to a CC-BY-NC license. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/. Other than as provided by these licenses, no part of this book may be reproduced, transmitted, or displayed by any electronic or mechanical means without permission from the publisher or as permitted by law. -
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 ................................................................................................................................................................................ -
ERWIN REDL B
ERWIN REDL b. 1963, Gföhl, Austria Lives in Ohio Known for his architecturally scaled light installations, Erwin Redl investigates the process of “reverse engineering” by (re-)translating the abstract aesthetic language of virtual reality and 3-D computer modeling back into architectural environments. In this body of work, space is experienced as a second skin, our social skin. Visual perception works in conjunction with corporeal motion, and the subsequent passage of time. In Los Angeles, the Pacific Design Center’s new Red Building by Cesar Pelli features four permanent installations by Redl, to be completed in November 2012. He also recently won two major public art competitions in with installations now in progress for the New York Police Academy’s new building in Queens as well as the Union Square / Market Street subway station in San Francisco, California. In 2013 he will open a new installation at the Borusan Museum in Istanbul, Turkey. A computer-controlled 580-foot long outdoor LED-installation at the Wexner Center for the Arts in Columbus, Ohio, is Redl’s largest work to date, completed in 2010. Among his most memorable of interventions was created for the 2002 Whitney Biennial, in a piece that covered the Whitney Museum's facade with a three multi-color LED veils. In 2008 he was commissioned by the World Expo in Zaragoza, Spain, to create a sound and light installation for the Austrian Pavilion. Redl’s work is collected privately as well as institutionally including the Whitney Museum of American Art New York, the Museum of Contemporary Art San Diego and the Milwaukee Art Museum, among other national and international museums. -
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, -
MOZAIK-CATALOGUE-Vfinal-2.Pdf
WELCOMECURATING THE CREATIVE REIMAGINING An Arts-based Journey to Reflect, Reset, and Reimagine the Future From animation to sculpture, film to the spoken word, murals, paintings, photographs, mixed-media pieces, political performance pieces, and even comedic satire, The Future Art Awards candidly explores a captured reflection of our times, offering new pathways of thinking, new modes of learning, and a virtual platform for the celebration of our creative reimagining of a more free world. While the pandemic may indeed serve as a catalyst for reflection, we have been here before at pivotal moments all throughout human history—only to return to the status quo or settle for unsatisfying incremental action. As we’ve pondered this phenomenon of an imposed inertia, ripe for change, the human spirit bursts forth and into the streets with the undeniable yearning for racial, social, and environmental justice, and ultimately, a rebalancing of the scales of power. How do we leverage the pandemic as a catalyst to reimagine alternative futures and to look to the healing power of the arts for a blueprint for meaningful change? After all, the arts have built cities and written histories. They’ve transformed dilapidated and abandoned streets and buildings into flourishing communities. They’ve enlightened intercultural understandings and represent a universal human experience through the beauty of a mosaic of distinct expressions. The arts often honor and pay tribute to our past by creating a record of what has come before, anchoring us for our move into the future by envisioning and materializing what comes next. By reestablishing context, whether by naming a truth, telling a story, or making a community visible, we distinguish ourselves through art against the often-homogenizing effects of globalization and the ongoing assault on arts’ education across centers of learning, both near and far. -
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.