Friday, December 7, 2018
E-Portfolio
Link to my website page for the E-Portfolio: https://nazariosworks.weebly.com/e-portfolio.html
Tuesday, December 4, 2018
10 Technologies
10 Technologies I've Used This Semester:
1.) 360 Camera
2.) Adobe Animate
3.) Adobe Premiere
4.) Data Visualization Websites
5.) Google Blogger
6.) Google Classroom
7.) Lino
8.) QR Code Generator
9.) Voice Thread
10.) WebQuest
1.) 360 Camera (New):
For me, the 360 camera was my first hands on experience with teaching in an all encompassing way while also allowing me to try out Virtual Reality for the first time. The potential for the technology today is already being stretched to its limits with current hardware and it looks to further improve as the tech become more advanced. It can be used for data visualization, recording of places and events far outside the classroom to bring them into one, and to allow for teaching and learning to expand from solely a stationary practices to mobile experiences. As these cameras and thusly these ways of usage are often more expensive, the price range may be an issue for future classroom usage. Along with this, not many applications are available to help a person to see the full potential these cameras hold, many of which are still being discovered or thought up to this day.
2.) Adobe Animate (New):
Animate was selected as one of my 10 technologies due to the opportunities it holds in the realm of animations, both large and small. The program would be a great way to introduce students to how animations are created while also providing a greater understanding to them of how much effort goes into creating one of these. There is also potential for growth outside a classroom as this is used in professional settings as well, meaning that there are plenty of tutorials and small activities students can perform to strengthen their work. A challenge many, myself included, have faced is the lack of understanding in how to begin their work or what buttons perform what actions due to a lack of descriptions. This in itself can be daunting at times and can cause students to not want to try in the first place.
3.) Adobe Premiere (New):
I selected this piece because the ease it provided in editing our data visualization videos was worth mentioning along with the fact that it offers a vast library of editing effects and transitions to create unique videos. The potential I see in this program is that it can handle 360 videos and integrate images while editing to make a more seamless transition between 2D and 3D planes of video. The challenge this tech poses is similar to the one I discussed for Adobe Flash, that being the lack of clear indicators of what certain buttons do and the possible frustration that would follow. Along with this, while the program does handle 360 editing well, editing the video can become confusing.
4.) Data Visualization Websites (New):
While not focusing on a particular website, the variety of websites available to students that can allow them to make their data more easily visible and visually appealing are worth taking note of. They offer more accessible methods to visualizing data and now often include more simple guides to creating more complex algorithms. What's more, the data created is often easily accessible and portable through the methods of PDF, JPEG, TIFF, etc. This in turn creates a challenge of knowing which form of data visualization is needed for the information one has.
5.) Google Blogger (New):
Blogger was one technology I found to grow on me the more I used it and became familiar with how best to use it, which is primarily why I have it on this list. Potential for this technology can be found in its accessibility with being a Google product, and being something that can be accessed from anywhere with an internet connection and a Google account. The interface is also simple and straight to the point so people new to creating blogs are able to ease into their own styles of writing with relative ease. What I found challenging from this is that while simple is relatively better for newcomers, I found Google's formatting and depth in writing to be somewhat lacking. The interface is somewhat bland from a viewers perspective and might not grab a person's attention with a passing glance when compared to other websites made solely for this.
6.) Google Classroom (New):
This technology was rather impressive when first looking at it and I chose to include this because of how relevant it will become for teaching in a more tech heavy classrooms. Some potentials for it include having access to Classroom and assignments can be accessible outside the school area. The usage of digital submissions and creations also creates less usage of paper and physical materials. A challenge I came across was that there weren't many pages dedicated to solely descriptions and the breaking down of instructions. The technology appeared to me like a way to store images and small forms of text, but not able to create fully fleshed out websites.
7.) Lino (New):
I included Lino in this list due to it being the first new technology I was introduced to in this course, along with the fact that I found this to be practically useful. Some perks for this application include having a simple interface to use for students, visually appealing with a variety of backgrounds and colors for students to use which can also be used for organization purposes, and may also be used as a way to keep quick notes about projects without creating physical clutter. For my future classroom, I would implement Lino as a digital way to take quick notes, organize ideas that use both images and text, and as surveys for upcoming art mediums that students may want to experiment more with.
8.) QR Code Creator:
The QR code generators found online are included on this list due to the past experiences I have had with them both in this class and my job as an RA. The codes can potentially be passed around digitally and on physical paper as well. Whats more, they can come in a variety of sizes so that they may appear on a variety of objects. The challenge I have found with this hardware is that not many people seem to actually use QR code scanners anymore. This lack of notoriety may cause few to use them as QR codes could appear out of date and thus not worth the time to download and use.
9.) Voice Thread (New):
The ability to respond to inquires with a person's voice or comment is something that can be useful for people who would want to respond in either way. A potential found in this program is that those who reply can pinpoint the spot in a video/audio that they are specifically referring to. A challenge I came across while exploring this site is that the interface was somewhat confusing. Also, viewing other peoples' replies wasn't the easiest to do or to figure out who was speaking/writing.
10.) WebQuest (New):
1.) 360 Camera
2.) Adobe Animate
3.) Adobe Premiere
4.) Data Visualization Websites
5.) Google Blogger
6.) Google Classroom
7.) Lino
8.) QR Code Generator
9.) Voice Thread
10.) WebQuest
1.) 360 Camera (New):
For me, the 360 camera was my first hands on experience with teaching in an all encompassing way while also allowing me to try out Virtual Reality for the first time. The potential for the technology today is already being stretched to its limits with current hardware and it looks to further improve as the tech become more advanced. It can be used for data visualization, recording of places and events far outside the classroom to bring them into one, and to allow for teaching and learning to expand from solely a stationary practices to mobile experiences. As these cameras and thusly these ways of usage are often more expensive, the price range may be an issue for future classroom usage. Along with this, not many applications are available to help a person to see the full potential these cameras hold, many of which are still being discovered or thought up to this day.
2.) Adobe Animate (New):
Animate was selected as one of my 10 technologies due to the opportunities it holds in the realm of animations, both large and small. The program would be a great way to introduce students to how animations are created while also providing a greater understanding to them of how much effort goes into creating one of these. There is also potential for growth outside a classroom as this is used in professional settings as well, meaning that there are plenty of tutorials and small activities students can perform to strengthen their work. A challenge many, myself included, have faced is the lack of understanding in how to begin their work or what buttons perform what actions due to a lack of descriptions. This in itself can be daunting at times and can cause students to not want to try in the first place.
3.) Adobe Premiere (New):
I selected this piece because the ease it provided in editing our data visualization videos was worth mentioning along with the fact that it offers a vast library of editing effects and transitions to create unique videos. The potential I see in this program is that it can handle 360 videos and integrate images while editing to make a more seamless transition between 2D and 3D planes of video. The challenge this tech poses is similar to the one I discussed for Adobe Flash, that being the lack of clear indicators of what certain buttons do and the possible frustration that would follow. Along with this, while the program does handle 360 editing well, editing the video can become confusing.
4.) Data Visualization Websites (New):
While not focusing on a particular website, the variety of websites available to students that can allow them to make their data more easily visible and visually appealing are worth taking note of. They offer more accessible methods to visualizing data and now often include more simple guides to creating more complex algorithms. What's more, the data created is often easily accessible and portable through the methods of PDF, JPEG, TIFF, etc. This in turn creates a challenge of knowing which form of data visualization is needed for the information one has.
5.) Google Blogger (New):
Blogger was one technology I found to grow on me the more I used it and became familiar with how best to use it, which is primarily why I have it on this list. Potential for this technology can be found in its accessibility with being a Google product, and being something that can be accessed from anywhere with an internet connection and a Google account. The interface is also simple and straight to the point so people new to creating blogs are able to ease into their own styles of writing with relative ease. What I found challenging from this is that while simple is relatively better for newcomers, I found Google's formatting and depth in writing to be somewhat lacking. The interface is somewhat bland from a viewers perspective and might not grab a person's attention with a passing glance when compared to other websites made solely for this.
6.) Google Classroom (New):
This technology was rather impressive when first looking at it and I chose to include this because of how relevant it will become for teaching in a more tech heavy classrooms. Some potentials for it include having access to Classroom and assignments can be accessible outside the school area. The usage of digital submissions and creations also creates less usage of paper and physical materials. A challenge I came across was that there weren't many pages dedicated to solely descriptions and the breaking down of instructions. The technology appeared to me like a way to store images and small forms of text, but not able to create fully fleshed out websites.
7.) Lino (New):
I included Lino in this list due to it being the first new technology I was introduced to in this course, along with the fact that I found this to be practically useful. Some perks for this application include having a simple interface to use for students, visually appealing with a variety of backgrounds and colors for students to use which can also be used for organization purposes, and may also be used as a way to keep quick notes about projects without creating physical clutter. For my future classroom, I would implement Lino as a digital way to take quick notes, organize ideas that use both images and text, and as surveys for upcoming art mediums that students may want to experiment more with.
8.) QR Code Creator:
The QR code generators found online are included on this list due to the past experiences I have had with them both in this class and my job as an RA. The codes can potentially be passed around digitally and on physical paper as well. Whats more, they can come in a variety of sizes so that they may appear on a variety of objects. The challenge I have found with this hardware is that not many people seem to actually use QR code scanners anymore. This lack of notoriety may cause few to use them as QR codes could appear out of date and thus not worth the time to download and use.
9.) Voice Thread (New):
The ability to respond to inquires with a person's voice or comment is something that can be useful for people who would want to respond in either way. A potential found in this program is that those who reply can pinpoint the spot in a video/audio that they are specifically referring to. A challenge I came across while exploring this site is that the interface was somewhat confusing. Also, viewing other peoples' replies wasn't the easiest to do or to figure out who was speaking/writing.
10.) WebQuest (New):
Thursday, November 15, 2018
Curator Exhibition Statement
Woman's Representation in Art Exhibitions
6:00-8:00 p.m. EST
December 5, 2018
Located at 109 ASI (Agricultural Science and Industries) Building, The Pennsylvania State University or online at http://cyberhouse.arted.psu.edu/322/exhibition.html
Curator Statement:
When we consider famous works of art across the decades, many of the art pieces that come to mind are created by male artists. This mentality continues today as few works by female artists receive the same recognition in larger museums and their personal collections. This work aims to highlight these injustices through a combination of audio and data visualization.
Find Cards:
Find a video that includes statistics. Does it surprise you? Why or why not?
Find a piece of video that makes you upset. What about the audio upsets you and why?
Tuesday, October 30, 2018
Data Visualization
For my Data Visualization Project, I wanted to take a closer look at the actual amount of woman artists that are on display in high name art galleries and compare these numbers to the amount of men displaying in the same shows. To see for myself if woman are truly underrepresented in the world of art and if so, by how much. I drew my inspiration for this project from some key moments during the Overlap: Life Tapestries opening night panel where the artists, all of whom were female, touched upon these issues not only in the professional world, but in school classrooms as well.
The moments in question are:
"As an Educator for 18 years now, I find the rationale of female to male artists to be 10:1. It surprises me that nothing has changed over the 18 years I have been teaching. So many female artists are taking classes and are motivated, being creative and putting themselves out there and then what? The one male in the room is the one that continues and begins to make money. It's really sad what's going on right now..." - Shari Weschler Rubeck
Carrie Alter
Judy Gelles
Simeen Farhat
Alice Hope
Sascha Mallon
Michela Martello
Sui Park
Shari Weschler Rubeck
Martha Wilson
Linda Stein
Matthew Barney
"...Nuh-uh, if you're not having at least 40% women, not even, it's usually 20% and the higher you go it becomes more like 5-6%. The Museum of Modern Art, in their permanent collection, has I think 96% men, 4% women until picketing and marching and all kinds of stuff went on and it's now (shrugs) I don't know...10%, I don't even think it's 10%." - Linda Stein
As of 10/29/18:
The moments in question are:
"As an Educator for 18 years now, I find the rationale of female to male artists to be 10:1. It surprises me that nothing has changed over the 18 years I have been teaching. So many female artists are taking classes and are motivated, being creative and putting themselves out there and then what? The one male in the room is the one that continues and begins to make money. It's really sad what's going on right now..." - Shari Weschler Rubeck
Carrie Alter
Judy Gelles
Simeen Farhat
Alice Hope
Sascha Mallon
Michela Martello
Sui Park
Shari Weschler Rubeck
Martha Wilson
Linda Stein
Matthew Barney
"...Nuh-uh, if you're not having at least 40% women, not even, it's usually 20% and the higher you go it becomes more like 5-6%. The Museum of Modern Art, in their permanent collection, has I think 96% men, 4% women until picketing and marching and all kinds of stuff went on and it's now (shrugs) I don't know...10%, I don't even think it's 10%." - Linda Stein
As of 10/29/18:
- The Museum of Modern Art currently has 45 artists in its permanent collection with only 4 of them being female
- On The National Gallery of London's website, their webpage for what they call "30 Must See Paintings" houses art solely made by male artists
Saturday, September 29, 2018
My WebQuest Idea
An idea that I found interesting would be to have students create a figure that represents an emotion to them. The figures could have a wide range of expressions and even if there were multiples of the same emotion, student could very well express their views in dramatically different ways. The student's creation doesn't necessarily have to be just a human figure as well. They could depict actions showing an emotion or change the anatomy of the figure so as to encapsulate the true intent.
Introduction:
To introduce the students to this idea, I would display some work done by other artists, like Marcy Milks, that deals with the changing of the human figure. There may also be a page were see other works of artists that deal with human expressions in the figure. I could also have students look at themselves in a mirror and make faces and/or poses of what they believe an emotion looks like.
Task:
To create a figure that best encapsulates the student's ideas of what an emotion looks like and how it is best expressed.
Process:
When it comes to my teaching philosophy, this project best represents my desire for students to express themselves. They are allowed to show others what they feel best sums up a particular human trait and are also then required to look inward for the inspiration for their works. They may pull their ideas from real experiences or from their imaginations, but in the end the student's works will become a piece that they can relate to and can look to as proof of their artistic expressions and creativity.
How this fits the criteria of a WebQuest:
Introduction:
To introduce the students to this idea, I would display some work done by other artists, like Marcy Milks, that deals with the changing of the human figure. There may also be a page were see other works of artists that deal with human expressions in the figure. I could also have students look at themselves in a mirror and make faces and/or poses of what they believe an emotion looks like.
Task:
To create a figure that best encapsulates the student's ideas of what an emotion looks like and how it is best expressed.
Process:
- Students would decide upon or be assigned an emotion that they would focus on
- They would then draw some sketches of figural ideas for emotional expression
- Students would research body posture and facial features to refine their ideas
- Students would experiment with the 3D program to better understand what it offers
- They could also create a base figure within this program to branch off into their own works
- Using the program, students could also upload/scan their sketches to create a better representation of their emotion
- Students would fine tune their ideas within the program and decide upon a final piece that could be printed
When it comes to my teaching philosophy, this project best represents my desire for students to express themselves. They are allowed to show others what they feel best sums up a particular human trait and are also then required to look inward for the inspiration for their works. They may pull their ideas from real experiences or from their imaginations, but in the end the student's works will become a piece that they can relate to and can look to as proof of their artistic expressions and creativity.
How this fits the criteria of a WebQuest:
- Requires students to be creative in thinking of how to express their emotion
- Students make judgements of their own work as to how clear they are expressing that emotion
- Students must analyze what ways best express an emotion and what specific traits carry these effects
Saturday, September 15, 2018
My Futuristic Teaching Philosophy
My Five Things I Want My Students To Learn:
- Accessibility with a variety of mediums
- Open communication between themselves and others
- Use and understand visual culture
- To create without fearing about grades and expectations
- Self expression
My Landmarks:
- My high school art classroom:
It was in this area of my high school where I felt I could relieve myself of the expectations and burdens that were being placed on me by others and myself. I could finally create what I wanted to create and had my horizons broaden as to what materials are able to do. It was here I made many new friends and gained an understanding of how deep the meanings can go in an art piece. I want my own classroom to have that same spark of creative freedom that mine offered me. That and a place where I as a teacher can create as freely as my own students would so the playing field could be leveled right before their eyes. To show that I myself am an artist just like them and can come to me for advice on what makes them their best.
- A pencil:
This piece represents my high school art teacher Mr. McFalls. He was the one who really helped me consider making art as a career and even pointed me towards Art Education when I didn't want to become a full time artist but still wanted to do something with art. He was a man who kept up with technology and would try to help as much as possible so that his students would flourish on their own. He also kept the lessons simple and direct so that everyone could learn the fundamental of art and gave everyone a chance to explore mediums through open ended assignments. Mr. McFalls is what I aspire to be like as an art teacher. One who gives freedom in creating to his students while also trying his hardest to make sure everyone gets something out of his class.
- A iron lion's head:
The piece itself is in reference to a metal lion sign that both me and Mr. McFalls painted over the course of several days. During this time, it was just the both of us in the classroom and we often sat in comfortable silence but would occasionally have witty banter about whatever peaked our interest. I even opened up about some insecurities I was struggling with at the time and he gave me a shoulder to lean and cry on. It was this time of comradery and peace that I would like to have with my students. I may never know what goes on outside of the school's walls but I would like to create that sense of comfort that Mr. McFalls gave to me. To allow my students to be themselves and speak out about what they feel or express those feelings through what they create.
My Animation: https://youtu.be/-4Tis9eqpQc
My Rationale for My Interface Idea Based Off of My Teaching Beliefs:
When it comes to technology in any era, students will need a sense of freedom to create their own ideas without constantly being told that it wouldn't be possible. To fail and retry constantly to learn from their mistakes and grow. Art isn't in a bubble anymore so having an ear and eye open to what happens in the world can offer many creative outlets for students. People give each other ideas and critiques all the time so allowing student to critique themselves and their peers would create new avenues and concepts that may have not been envision before. Art today is still about self expression no matter how we do that so giving kids an outlet for their ideas and passions can be a great motivator for themselves and give them physical proof of their hard work.
When it comes to technology in any era, students will need a sense of freedom to create their own ideas without constantly being told that it wouldn't be possible. To fail and retry constantly to learn from their mistakes and grow. Art isn't in a bubble anymore so having an ear and eye open to what happens in the world can offer many creative outlets for students. People give each other ideas and critiques all the time so allowing student to critique themselves and their peers would create new avenues and concepts that may have not been envision before. Art today is still about self expression no matter how we do that so giving kids an outlet for their ideas and passions can be a great motivator for themselves and give them physical proof of their hard work.
Wednesday, September 12, 2018
My Future Classroom
In my future classroom, the materials are vast and the opportunities are plenty. They are arranged in drawers alphabetically and have open lids so as to give everyone easy access to them. The tables are the arranged in a quasi-circular fashion with chairs both tall and small so as to accommodate all heights. They would be arranged like this so that my students could talk openly and have easy access to see each others works. The tables themselves also function as tablets with their individual pens and settings so as to be tailor fit for digital artworks. Kind of like the giant Wacom tablets for sale but squared in both dimensions so as to allow the full range of arm motions.
The floors themselves are a standard stone/granite material still found in most schools but the ceiling would be a different story! On the ceiling, there are panels that show what the outside looks like through a wireless connection with cameras that record real time footage. If they wouldn't be operational at the time, then the ceiling could display stock videos of other areas so the students could also draw under the stars and under the sea. Walls would fall in between the floor and ceiling (literally) in that they would still be constructed of stone and have boards attached to them, but there would also be digital displays and TVs in certain areas. On the screen, there would be a recurring showing of pictures showing the fundamentals of any particular medium on would also display the assignments as they came and went.
Along with this, I would have the displays showing current events in world with an emphasis on artistic events. Art today isn't really made in a bubble so allowing the students to express their views on recent matters would also allow them to think more critically about their own worldviews. Plus new ideas could spring up from something found in the media so giving the students that chance to fully think for themselves can open its own doors.
The floors themselves are a standard stone/granite material still found in most schools but the ceiling would be a different story! On the ceiling, there are panels that show what the outside looks like through a wireless connection with cameras that record real time footage. If they wouldn't be operational at the time, then the ceiling could display stock videos of other areas so the students could also draw under the stars and under the sea. Walls would fall in between the floor and ceiling (literally) in that they would still be constructed of stone and have boards attached to them, but there would also be digital displays and TVs in certain areas. On the screen, there would be a recurring showing of pictures showing the fundamentals of any particular medium on would also display the assignments as they came and went.
Along with this, I would have the displays showing current events in world with an emphasis on artistic events. Art today isn't really made in a bubble so allowing the students to express their views on recent matters would also allow them to think more critically about their own worldviews. Plus new ideas could spring up from something found in the media so giving the students that chance to fully think for themselves can open its own doors.
Subscribe to:
Posts (Atom)