Monday, September 26, 2016

Authentic Purpose > Increasing intrinsic motivation


Authentic Purpose
Increasing intrinsic motivation > Breadth Studio Activities
Goal:
Understand and be able to cultivate creativity strategies and improve time management.

Access Prior Knowledge:
“The basic task in the creative process is to bring together, in some useful fashion, ideas which are usually remote from each other.”  
~ S.A. Mednick

Instructional Strategy
  • Ques
Learning Activity
Notes
  • Autonomy - Mastery - Purpose

Instructional Strategy
  • Deepen Understanding
Learning Activity
Notes

New Information:

Authentic Goal Setting - Seeking Purpose
As humans, our behavior is strongly goal-directed.  Every action we want to believe is for a reason.  We can better channel our energy and manage our time when we focus our attention.  When we reach our goals, our self-esteem increases, which raises our positivity which increases our motivation to overcome obstacles which propels us to carry on.  

Self-knowledge is essential.  To be effective, goals must be authentic.  No matter how hard we try, we can never really fulfill our potential when pursuing goals set by others.  Identifying our true interests, strengths, and objectives can be liberating.  The following exercise can help clarify personal interests.  

Instructional Strategy
  • Deepen Understanding
Learning Activity
Watch > Play, Passion & Purpose - Tony Wagner > https://plus.google.com/107413155323064966710/posts/YETjBudQSeh 
Create > Interest Inventory
Part 1
  1. In my sketchbook, I will spontaneously fill a page with as many personal characteristics & attributes, such as ‘I am creative,’ ‘I love music,’ ‘I’m fun.’
  2. Using circles, squares or highlighters, identify and list themes defining them in terms of strengths and interests?   
  3. On a fresh page, write ‘Why Not?’ responses.  For example, ‘Why not travel to Africa?’  ‘Why not learn Italian?’  ‘Why not master Taekwondo?’
  4. Now, put this aside (let it rest until tomorrow) and let my subconscious play with the possibilities suggested.  
Part 2
  1. Organize my notes into interest categories:  1. intellectual, 2. relationships, 3. spiritual or emotional, 4. physical fitness or activity, 5. adventure.  
  2. Choose one interest from each category and write an action strategy.  
    Be specific!  “I want to paint people” is too vague.  “I will paint the human form” is better.  “I will paint the human form engaged in taekwondo” is better still.  This defines specifics and provides tangible actions:  I now know what to do.  
  3. Prioritize my actions and develop a timetable, listing daily, weekly, and semester goals.  This will provide clear targets.  Not to create a straitjacket, I may make adjustments as necessary.

Read More:

Art References:
Christo and Jeanne-Claude > http://goo.gl/wdqDL
Marisol Escobar > http://goo.gl/yaJ7Vj

Apply Knowledge and Skills:

Art Think
  1. Identify:  Set the problem or task, identify the subject
  2. Analyze:  Examine the subject; break it down, classify it.
  3. Ideate: Think, fantasize, generate options, relate, rearrange, reconstruct.
  4. Select:  Choose your best option.
  5. Implement:  Put your ideas into action, imagination into tangible form.
  6. Evaluate:  Assess the result.  Think about new options,Go back to Step 1.

Choose one of the following concepts as the ‘springboard’ to a metaphoric visual statement.
*(you must bring in your own objects)
  • Metaphors are statements based on some kind of an analogy.
  • An analogy is where two things are compared to each other.
  • A visual metaphor allows knowledge to be seen in a new perspective.

Marisol%2BEscobar%2B-%2BLa%2BVisita.jpg
Create > Studio Activity: Animated Object Metaphor

Goal:  
The central idea of my concentration is to Imbuing objects with human characteristics.

Trigger Mechanisms:  allegory, personification, empathize, fantasize

Studio:  Find an interesting discarded object:  an old radio, steam iron, telephone, fan…  Add features:  eyes, nose, mouth, ears, hair, and so on, using wadded paper and masking tape.  Cover the entire object with strips of paper-mâché (paper dipped in ½ glue ½ water mixture)  Build up the surface three or four layers.  Decorate with paint in an art history style.


Create > Studio Activity: Transforming Derelict Objects Metaphor

Goal:  
The central idea of my concentration is to create an aesthetic piece from a derelict object.

Trigger Mechanisms:  allegory, personification, empathize, fantasize

Studio:  Find an interesting object from the garage, attic, or second-hand store.  Transform the object by covering its entire surface with textural materials:  mosaic, pebbles, glass, mirrors, feathers, flocking, yarn, paper, sand, photos, rope, coins, marble or granite chips, smaller objects… Do this by using white glue:  spread glue on the surface, then sprinkle fine particle materials such as sand, marble dust, or sawdust on it.  Use tile cement to attach heavier materials.

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Create > Studio Activity: Disguising Metaphor

Goal:  
The central idea of my concentration is to alter the perceptions of an object through camouflage or disguise.

Trigger Mechanisms:  allegory, personification, empathize, fantasize

Studio:  Possibilities include wrapping a 3D object with cloth, thin polyurethane, or some other flexible material.  Bind the object with rope, tape, twine, or wire.
Agoncillo_-_Würth_Rioja%2C_Museo_30_-_Christo.JPG

Generalize, Publish and Reflect:
“revive the spirit of inventiveness by allowing yourself the freedom to consider the unconventional and probe the possibilities of the impossible.”  – John Barell

Instructional Strategy
  • Evaluate the results
Learning Activity
Reflect > Should I go back and rework anything?
  • How did you combine art elements (line, color, shape, texture, value)  to develop art principles? (Unity/variety, balance, emphasis contrast, rhythm, proportion/scale, figure/ground relationship)
  • Where are the dominant shapes, forms, colors, or textures that carry expressive significance?
  • Why Is the work ordered and balanced or chaotic and disturbing?
  • What gives the work its uniqueness?
  • Is symbolism used in the work to convey meaning other than what one sees?
  • Does the work evoke any feelings?

Instructional Strategy
  • Providing Recognition
Learning Activity
Publish > Share your album to our G+Community > Concepts & Creations category
Display > Add your photos to the Event

Instructional Strategy
  • Providing Feedback
Learning Activity
Critique >
  • Give positive feedback > +1 every image that deserves it
  • Give peer feedback > Give 2 peer images a VTS critique > http://goo.gl/1WWmBY
Self-assess >

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Create > Paper Animal Silhouettes

Create > Paper Animal Silhouettes

Goal: Create a series of 5 images that use cut-out shapes to create silhouettes.
Studio Activity:
Be inspired by the work of Nikolai Tolstyh > https://instagram.com/n_tolstyh/ .  Look at how he uses cut paper to emphasize form and figure ground illusions.  Feel free to expand upon the idea and explore the effects with other shapes, different colored paper or multiple layers.  Experiment with cropping and filters.     
*Make a connection with French painter Rene Magritte’s work > http://goo.gl/pXNgYV

*or here is another take on this > http://goo.gl/66sAET
Rich McCor, aka Paperboy, is a British artist/photographer who uses paper cut-outs to augment his resulting photographs.
Trigger Mechanisms: Figure-ground, texture, camouflage

Visual Examples:
Generalize, Reflect & Publish:
Instructional Strategy
  • Evaluate the results
Learning Activity
Reflect > Should I go back and rework anything?
  • How did you combine art elements (line, color, shape, texture, value)  to develop art principles? (Unity/variety, balance, emphasis contrast, rhythm, proportion/scale, figure/ground relationship)
  • Where are the dominant shapes, forms, colors, or textures that carry expressive significance?
  • Why Is the work ordered and balanced or chaotic and disturbing?
  • What gives the work its uniqueness?
  • Is symbolism used in the work to convey meaning other than what one sees?
  • Does the work evoke any feelings?
Instructional Strategy
  • Providing Recognition
Learning Activity
Publish > Share your album to our G+Community > Concepts & Creations category
Display > Add your photos to the Event
Instructional Strategy
  • Providing Feedback
Learning Activity
Critique >
  • Give positive feedback > +1 every image that deserves it
  • Give peer feedback > Give 2 peer images a VTS critique > http://goo.gl/1WWmBY
Self-assess >

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Monday, September 19, 2016

Cultivating Creativity: Actively Setting Conditions


Cultivating Creativity
Actively setting conditions > Breadth Studio Activities
Goal Concept:
Understand and be able to cultivate creativity strategies and improve time management.
Access Prior Knowledge:
“The heart of all new ideas lies in borrowing, adding, combining or modifying of old ones.  Do it by accident and people call you lucky.  Do it by design and they’ll call you creative.”  
~ Michael LeBoeuf, in Imagineering
Instructional Strategy
  • Identify similarities and differences
Learning Activity
Dialogue > Add a Comment >  http://goo.gl/yzuRs6
Instructional Strategy
  • Deepen Understanding
Learning Activity
New Information:
Cultivating Creativity
Once viewed as a sidenote, creativity and innovation have become highly valued in contemporary life.  The great thing is creativity can be learned and cultivated.  
Rather than waiting for inspiration we can actively set up the conditions that encourage and develop creative thinking.  Researchers have found the following characteristics in creative people.
Receptivity:
Creative people are open to new ideas and welcome new experiences.  Listen more, talk less.  Larry King says, “I never learn anything new when I’m the one talking!.”
Curiosity:
Artists bring curiosity to each project.  “How is this possible? Why does it work, How can it work better?”  Tinker with unfamiliar topics or unusual systems with wonder and awe.
Wide Range of Interest:
With a broad knowledge base, a creative person can make a wider range of connections.  For example, an artist who has a background interest in literature, geology, soccer, and music can make more connection than a narrow-minded specialist.  
Attentiveness:
Realizing that every experience is valuable, creative people pay attention to seemingly minor details which they then organize into complex patterns.  They look past the surface to discern underlying order and notice possibilities that others miss.
Connection Seeking:
Seeing similarity among disparate parts sparks creative breakthroughs. Make analogies and develop metaphors to capture and express ideas in new and inventive ways.
Conviction:
Since new ideas are often derived from old ideas, creative people value existing knowledge.  But because they also love change they constantly consider new possibilities and challenge the status quo.  
Complexity:
To be fully effective, a creative person needs to combine the rational with the intuitive.  While intuition may be used to generate a new idea, logic and analysis are often needed for its realization.  As a result, the actions of creative people are often complex or even contradictory.
The Design Process:
When confronted with a problem or the beginning of a project, the artist asks
  1. What is needed?
  2. What existing designs are similar to the design we need?
  3. What is the difference between the existing designs and the new design?
  4. How can we transform, combine, or expand these existing designs?
Learn More:
Art References:
Apply Knowledge and Skills:
Create > Studio Activity: Geometric Remix
Goal:
The central idea of my concentration is to create art that re-works historical masterpiece using only geometric shapes.
Studio Activity: Select a reproduction of a representational masterpiece from art history.  Reinterpret the composition, but use only geometric and freeform shapes in place of the original shapes and forms.  Maintain the composition and proportions of the original work  
Trigger Mechanisms: Abstract, substitute, disguise
Materials: Paper, pencil, oil pastels, acrylics, rulers, compass
Visual Examples:
Create > Studio Activity: Art History Remix
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Goal:
The central idea of my concentration is to create art that Remixes historical masterpieces into original works.
Studio Activity: Select a painting, sculpture, or well-known image from art history as the source of your remix.  Re-do the work; update it, change colors, vandalize it, add or substitute characters, re-stage it in a photo.      
Trigger Mechanisms: Add, substitute, disguise

Materials: Paper, pencil, oil pastels, acrylics
Visual examples:
Create > Studio Activity:  Skeleton MasterpieceB-charcoal skeleton
Goal:  The central idea of my concentration is to create art that remixes historical masterpieces with an X-ray view of the subject(s).
Studio Activity: Select a figure drawing, painting or sculpture by a master artist from before 1900.  I recommend a work with one figure and minimal clothing so as to expose bone structure.  I must approve your choice.  Please include the artist’s name, title of the piece, media and date.  
The emphasis of this piece is getting the proportions accurate.  Accurately render the work lightly in vine charcoal.  Once the proportions are accurate, begin adding the bones inside the outline of the body.  I recommend referencing anatomy books, the science skeleton or the internet.  For the greatest effect, add as much detail in the skeleton as possible.  Develop your work, including the masterpiece’s background  in a full range of values. You may use a white charcoal pencil for highlights.     
Trigger Mechanisms: Add, substitute, disguise

Materials: Paper, vine charcoal, charcoal, white charcoal
Visual Examples: http://goo.gl/Rzrdv8  Pinterest > http://goo.gl/v1mz6e

Create > Studio Activity: Collaborative Metamorphosis
DSC_1075.JPG
Goal:
Create work that shows progressive metamorphosis and utilizes collaboration.
Studio Activity: Print out an image from art history that is 10” tall.  Cut a 1” strip from the left side and keep it as your starting point.  Next cut a 1” strip from the right side and place it in the class bin.  Pick from the bin someone else’s right side strip and use it to create your ending point.  Put a new piece of drawing paper between the two 1” strips and invent the visual connection in between.  Ultimately we will connect all the works into a collaborative banner.  
Trigger Mechanisms: Add, invent, collaborate

Materials: Paper, pencil, marker, photocopies, Google Art Project >  http://goo.gl/4GPfh0

DSC_0007.JPG
Generalize, Publish and Reflect:
“Creativity is knowing how to hide your sources”  ~ Albert Einstein
Instructional Strategy
  • Evaluate the results
Learning Activity
Reflect > Should I go back and rework anything?
  • How did you combine art elements (line, color, shape, texture, value)  to develop art principles? (Unity/variety, balance, emphasis contrast, rhythm, proportion/scale, figure/ground relationship)
  • Where are the dominant shapes, forms, colors, or textures that carry expressive significance?
  • Why Is the work ordered and balanced or chaotic and disturbing?
  • What gives the work its uniqueness?
  • Is symbolism used in the work to convey meaning other than what one sees?
  • Does the work evoke any feelings?
Instructional Strategy
  • Providing Recognition
Learning Activity
Publish > Share your album to our G+Community > Concepts & Creations category
Display > Add your photos to the Event
Instructional Strategy
  • Providing Feedback
Learning Activity
Critique >
  • Give positive feedback > +1 every image that deserves it
  • Give peer feedback > Give 2 peer images a VTS critique > http://goo.gl/1WWmBY
Self-assess >

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