ADE 360: Teaching and Technology
SPRING 2016
Course Syllabus | Spring 2016 | |
File Size: | 39 kb |
File Type: | docx |
Introduction
Week 1: Jan. 25
Welcome and introduction to course syllabus
Activity: Tech Mindmap - assessing what we know and want to know about digital art/tech.
Discussion/Presentation: Contextualizing the use of technology, digital media and arts instruction in the 21st Century art classroom.
Reading:
Black, J., & Browning, K. (2011). Creativity in digital art education teaching practices. Art Education, 64(5), 19-24.
Week 1: Jan. 25
Welcome and introduction to course syllabus
Activity: Tech Mindmap - assessing what we know and want to know about digital art/tech.
Discussion/Presentation: Contextualizing the use of technology, digital media and arts instruction in the 21st Century art classroom.
- Blended Learning
- Flipped Classrooms
- HOMANGO
- Open Learning
- Connected Learning
Reading:
Black, J., & Browning, K. (2011). Creativity in digital art education teaching practices. Art Education, 64(5), 19-24.
creativity_in_digital_art_education.pdf | |
File Size: | 6577 kb |
File Type: |
ePortfolios, Learning Management Systems and Open Learning
Week 2: Feb. 1st
A survey of digital platforms and interfaces to enhance learning experiences in the art classroom. Digital learning through opensource museum archives.
Hertz, M. B. (2013). Using ePortfolios in the Classroom. Edutopia.
Goeser, C. (2013). Blending art, technology, & interpretation: Cleveland Museum of art’s gallery one & Artlens. ArtMuseumTeaching.com
Week 2: Feb. 1st
A survey of digital platforms and interfaces to enhance learning experiences in the art classroom. Digital learning through opensource museum archives.
- Learning Management Systems - edModo, Weebly, Wikispaces, iRemix
- Learning Resources: MoMA, Curriki, Cooper-Hewitt, Instructables, Online creativity tools, OER Commons, Smithsonian, PBS, Kennedy Center ArtsEdge, Khan Academy
- Digital Museums & Art Archives: Google Cultural Institute, Brooklyn Museum , Rhizome
Hertz, M. B. (2013). Using ePortfolios in the Classroom. Edutopia.
Goeser, C. (2013). Blending art, technology, & interpretation: Cleveland Museum of art’s gallery one & Artlens. ArtMuseumTeaching.com
Blending Art and Technology | |
File Size: | 677 kb |
File Type: |
Assistive Technologies & Connected Learning Environments
Week 3: Feb. 8
An introduction to assistive technologies and strategies for differentiated instruction, accommodations and adaptations for students with special needs. Understanding how to curate and setup connected learning environments - studios, ateliers, makerspaces, and digital art labs.
Reading:
Coleman, M. B. & Cramer, E. S. (2015). Creating meaningful art experiences with assistive technology. Art Education, 68(2), 6-13.
Week 3: Feb. 8
An introduction to assistive technologies and strategies for differentiated instruction, accommodations and adaptations for students with special needs. Understanding how to curate and setup connected learning environments - studios, ateliers, makerspaces, and digital art labs.
- The Eyewriter
- Digital Wheel Art
- Dancing Dots
- Universal Design for Learning
Reading:
Coleman, M. B. & Cramer, E. S. (2015). Creating meaningful art experiences with assistive technology. Art Education, 68(2), 6-13.
creating_meaningful_art_experiences_with_assitive_technology.pdf | |
File Size: | 5770 kb |
File Type: |
integrating_art_and_technology_with_speical_needs_students.pdf | |
File Size: | 119 kb |
File Type: |
Field Trip: Location TBD
Week 4: Feb. 15
Reading:
Barrett, K. (2014). Playtime hacked: Kids' makerspaces blend art and technology to reuse and repurpose. Alternatives Journal, 40(3).
Assignment 1 Due Next Week (Feb. 22)
Week 4: Feb. 15
Reading:
Barrett, K. (2014). Playtime hacked: Kids' makerspaces blend art and technology to reuse and repurpose. Alternatives Journal, 40(3).
Assignment 1 Due Next Week (Feb. 22)
playtime_hacked.pdf | |
File Size: | 3704 kb |
File Type: |
PART II: Digital Art Making
Field Trip: Location TBD
Week 5: Feb. 22
Digital Art and New Media Literacies
Week 6: Feb. 29
An introduction to the history of contemporary art and technology movements, and strategies for teaching/learning with digital technologies.
Discussion Topics & Activities:
Software Applications:
Activity: Digital Portraiture + Glitch Art
Field Trip: Location TBD
Week 5: Feb. 22
Digital Art and New Media Literacies
Week 6: Feb. 29
An introduction to the history of contemporary art and technology movements, and strategies for teaching/learning with digital technologies.
Discussion Topics & Activities:
- A Brief History of Art and Technology: New Media Art, Internet Art, Net.Art, Digital Art, Interactive Technology and Design etc.
- Contemporary Projects: LTLYM (Miranda July and Harrel Fletcher), Future Farmers, http://wwwwwwwww.jodi.org/, Cory Arcangel
- Making Connections: Contemporary Artists - Paul Klee, Leon Harmon and Ken Knowlton, 'Studies in Perception', Frieder Nake, 'Hommage à Paul Klee 13/9/65 Nr.2', Paul Brown, 'Untitled Computer Assisted Drawing', 1975, Kenneth Snelson, 'Forest Devils' MoonNight' (detail), 1989, James Faure Walker, 'Dark Filament', 2007, Maurizio Bolognini, Programmed Machines (Nice, France, 1992-97), Michael Demers, (2009, The Ghost of Vannevar Bush Hacked My Server)
Software Applications:
- Software: Garageband, iMovie, Google Drive/Accounts, Google SketchUp
- Online Tools: CurateIt, TinkerCAD,
- Apps: Interaction of Color by Josef Albers on the iPad, MoMA ArtLab, Hello Oil Painter, Stop Motion Study, Color Vacuum, KaleidaCam, Repix
Activity: Digital Portraiture + Glitch Art
the_internet_as_art_-_wsj.pdf | |
File Size: | 467 kb |
File Type: |
Digital Tools I: Image + Interaction
Week 7: March 7th
A hands-on workshop and studio session investigating digital technologies and software in the art classroom.
IMAGE
Physical Computing / Interaction
SPRING BREAK
Week 7: March 7th
A hands-on workshop and studio session investigating digital technologies and software in the art classroom.
IMAGE
- Photographic Essays, NY Times Photo Essays, Mother Jones
- GIF Generators and Animations: Imgflip GIF Generator, GIPHY
- Example: Storybook Cutout Animation
- Making Connections: Contemporary Artists - Brian Bress, Edward Burtynsky, Denis Darzacq, Cindy Sherman, Ellen Gallagher, Do Ho Suh “Who Am We” wallpaper, Jorge Macchi, Trenton Doyle Hancock: It Came From the Studio Floor” Video, William Wegman, PhotoVoice
Physical Computing / Interaction
- Digital Storytelling & Social Media
- GamePlay: Institute of Play, Playforce
- Participatory Art & Physical Computing
- Interactive Design: ITP at NYU, Interactive Design at SVA, Fab Labs
- Cartography and Mapping Projects
- DIY Electronics
- Listen: Power of Crowds
- Making Connections: Contemporary Artists - Allan Kaprow, Lygia Clark, Boundary Functions (1998) by Scott Snibbe, Maurizio Bolognini, Collective Intelligence Machines series (CIMs, from 2000), Cory Arcangel, Dan Graham, Kit Galloway and Sherrie Rabinowitz, Robert Adrian X, Antoni Muntadas, Minera Cuevas, George Legrady, Ali Momeni, Dan Phiffer and Zer-Aviv, Aaron Koblin, Radical Software group, Alison S. M. Kobayashi (http://www.asmk.ca/HOME/index.php?/performance/selfie-gifs/2/)
SPRING BREAK
Digital Tools II: Sound + Film
Week 9: March 21
A hands-on workshop and studio session investigating digital technologies and software in the art classroom.
SOUND
FILM
Assignment 2 Due Next Week (March 28)
Week 9: March 21
A hands-on workshop and studio session investigating digital technologies and software in the art classroom.
SOUND
- Field Recordings, Oral Histories and Podcast
- Example: Safari 7, City Lore, Storycorps, SoundCloud
- Musical Experiments, DIY Radio & Digital Tools: Audacity tutorial, Garageband, Radio Ark Transmission
- Making Connections: Contemporary Artists - Robert Peterson (Radio Transmission Ark), John Cage, Hong-Kai Wang, Max Neuhaus, Marco Fusinato, Susan Philipsz, Janet Cardiff, Tristan Perich, Invisible (Greensboro, NC) etc.
FILM
- Basics of Filmmaking with Youth
- Stop-Motion: Using Stop Motion Study App
- Example: Claymation, Ocean Riser by Michael Townsend and Colin Bliss
- Lesson Plan Examples: Flipbooks Lesson Plan and Phenakistoscopes
- Using Digital Tools: iMovie, YouTube, Vimeo
Assignment 2 Due Next Week (March 28)
Part III: Project Lab
(Meet in ADE MakerSpace, Main Hall 205)
Site Visit
Week 10: March 28
A neighborhood walk of Myrtle Avenue. Please bring a digital camera for documentation purposes.
Pre-Production and planning
Week 11: April 4
Working in small teams and individually, students will begin to plan and articulate ideas for their final projects. Individual consultations with instructor; and use of MakerSpace computer lab. Please come prepared with sketches, ideas and timelines.
Production
Week 12: April 11
Students will use this time to work on their final artworks - this may include time spent in the MakerSpace, site-visits etc.
Production
Week 13: April 18
Students will use this time to work on their final artworks - this may include time spent in the MakerSpace, site-visits etc.
Editing and Post-Production
Week 15: April 25
Final project works should be in post-production phase; editing of any final media and documentation. If time allows, brief critiques before final presentations next week.
Final Project Documentation/Reflection Due (May 2nd)
Final Presentations
Week 16: May 2nd
Presentation of final project artworks. Each team or individual should prepare a brief powerpoint and presentation to share their final work with the class.
(Meet in ADE MakerSpace, Main Hall 205)
Site Visit
Week 10: March 28
A neighborhood walk of Myrtle Avenue. Please bring a digital camera for documentation purposes.
Pre-Production and planning
Week 11: April 4
Working in small teams and individually, students will begin to plan and articulate ideas for their final projects. Individual consultations with instructor; and use of MakerSpace computer lab. Please come prepared with sketches, ideas and timelines.
Production
Week 12: April 11
Students will use this time to work on their final artworks - this may include time spent in the MakerSpace, site-visits etc.
Production
Week 13: April 18
Students will use this time to work on their final artworks - this may include time spent in the MakerSpace, site-visits etc.
Editing and Post-Production
Week 15: April 25
Final project works should be in post-production phase; editing of any final media and documentation. If time allows, brief critiques before final presentations next week.
Final Project Documentation/Reflection Due (May 2nd)
Final Presentations
Week 16: May 2nd
Presentation of final project artworks. Each team or individual should prepare a brief powerpoint and presentation to share their final work with the class.
Suggested Reading
short_circuit_curriculum_guide.pdf | |
File Size: | 3333 kb |
File Type: |
particiaptory_politics.pdf | |
File Size: | 1525 kb |
File Type: |
teaching-in-the-connected_classroom_0.pdf | |
File Size: | 4122 kb |
File Type: |
Assignments
Assignment 1: Connected Learning Environments: MakerSpaces + Art+Tech Labs
Develop a plan for a connected learning environment that you would launch inside a K-12 school, museum or community space. The plan should include the following elements, and should be approximately 5-7 pages including sketch or diagrams (12 pt. font, double spaced, with appropriate headings, name/date etc.)
Assignment 2: Net.Art.Ed: Digital Artwork
Create an original artwork using digital technologies, internet-based applications or new media approaches. This may include a range of media choices and digital materials, i.e. digital storytelling projects, photo essays, sound art, animations, films, websites, interactive technology etc.
Develop a project inspired by this work that integrates contemporary art making concepts, skills and/or techniques for an age group of your choice.
Final Project: Excavating Myrtle Avenue
As a group, we will develop a digital artwork that documents and archives the changing terrain and landscapes of Myrtle Avenue. Working in small teams and individually, students will co-create a digital storytelling project that will include field recordings, photo-documentation, videoworks and textual analysis of Myrtle Avenues history, present and future. Elements may include:
These elements will be integrated into a project website, alongside a collection of activities for engaging groups of youth and adults in digital art making, media literacy and critical thinking. Students final projects should include:
Final Project concept map or outline, draft of statement, and ideas Due April 25th
Final Project Artwork, Artist Statement and Educational Activity Due (May 2nd). Email to instructor.
Assignment 1: Connected Learning Environments: MakerSpaces + Art+Tech Labs
Develop a plan for a connected learning environment that you would launch inside a K-12 school, museum or community space. The plan should include the following elements, and should be approximately 5-7 pages including sketch or diagrams (12 pt. font, double spaced, with appropriate headings, name/date etc.)
- Pedagogical framework: Explain in detail your teaching and learning approach; how will the space engage diverse learners? What technologies will be used to create meaningful art experiences? How will you teach and assess activities and connect projects to student’s interests? Support your ideas with at least one reference or quote from class readings.
- Example Projects: Develop a description of at least 3 projects you would implement for an age group of your choice. Provide a summary of project ideas, including the main learning goals and objectives, what materials/processes would be used and how you would adapt these activities to diverse learners (i.e. assistive technologies)
- Design a mockup of the space and describe how it would integrate with existing school and community resources.
Assignment 2: Net.Art.Ed: Digital Artwork
Create an original artwork using digital technologies, internet-based applications or new media approaches. This may include a range of media choices and digital materials, i.e. digital storytelling projects, photo essays, sound art, animations, films, websites, interactive technology etc.
Develop a project inspired by this work that integrates contemporary art making concepts, skills and/or techniques for an age group of your choice.
- Digital Artwork with appropriate documentation of process and final product (i.e. 2-3 images, a weblink etc.)
- Create an artist statement to support your work exploring the main ideas behind the work, the technologies or processes used, and any artists you may have been inspired by. (1-2 pages, double spaced, 12 pt. font)
- Project Idea: Develop at least 1 idea for an educational project inspired by your artwork that you would implement with a group of youth. Detail the main ideas of the project, ideal age groups, any learning objectives and goals, and how it connects to your artwork. (1-2 pages, double spaced, 12 pt. font)
Final Project: Excavating Myrtle Avenue
As a group, we will develop a digital artwork that documents and archives the changing terrain and landscapes of Myrtle Avenue. Working in small teams and individually, students will co-create a digital storytelling project that will include field recordings, photo-documentation, videoworks and textual analysis of Myrtle Avenues history, present and future. Elements may include:
- Sound: oral histories, field recordings, original music etc.
- Image: digital photographs, archival images, digitally altered and remixed images
- Film: short films, videoworks, durational documentation
These elements will be integrated into a project website, alongside a collection of activities for engaging groups of youth and adults in digital art making, media literacy and critical thinking. Students final projects should include:
- The development of an original artwork inspired by the site using digital technologies, including documentation of process
- Final artist statement detailing the approach, process and major ideas explored through the work
- An educational activity inspired by the artwork for a specific age group
Final Project concept map or outline, draft of statement, and ideas Due April 25th
Final Project Artwork, Artist Statement and Educational Activity Due (May 2nd). Email to instructor.