8_1 Stop Motion

7_2 Sound observation

https://www.nasa.gov/multimedia/imagegallery/iotd.html

As I was observing at the restaurants I recorded sounds from, at the first place I did the recording you hear lots of conversation and was a vibrant environment. But when I listened to the second recording from a different restaurant, you can clearly hear the music that was playing in the background. As I re-listened to this recording, I remember seeing lot of couples that would have a short conversation and go back to looking at their phones. Although it was an off time for dinner, it was still a busy restaurant, so it made me remember how technology has a bad influence on our society. 

When I heard the different sounds from space (from the podcast and from NASA), it was so fascinating to think about how "life" / sound exists outside of our planet. It is amazing to think about how those devices are made to collect samples and travel uncountable amount of miles to travel to their destinations. I think it will be interesting to have students think of different places we might not consider hearing interesting sounds from. Or have students create what they think outer space may sound like. 

7_1 Sound; The Pulse of the Human Experience

The Pulse of the Human Experience

For this Sound assignment, Stephanie and I decided to work together. As people, we eat about three times a day if not more. Especially combined with living in the city, we often go out to cafes, restaurants, take out spots to grab food to go or sit down and dine with friends. We decided to make recordings of these everyday spaces. Turns out that there always so much going out around us. Typically, I’m just focused on my own food or my conversation with friends, but there are many conversations all around us. Inspired by the NPR podcast, Regina downloaded a bunch of space noises from the NASA website to incorporate a more structured beat that is very much related to the human existence. In audacity, we cropped down our clips from eating establishments, then layered them with the space noises which were more rhythmic. We utilized “Studio Fade Out” to make them sound somewhat more pleasant together. Towards the end of clip, the noises from the restaurants fade away, leaving just the beeping of our galaxy.

Moving from chaos to tranquility, we have created a multisensory experience from which we begin fully emerged in the commotion of daily life and slowly zoom out to a panoramic shot of our universe.

6_3 Impact 25

I worked with Seung, we documented our #impact25 on Instagram. You can see all the images on Instagram, by searching impactme25. Give us a follow! 

6_2 Potential of Video

http://libertycitys.com/wp-content/uploads/2015/12/dj-khaled-snapchat.jpg

The potential of video is limitless. It is one of the best ways of storytelling. With the popularity of applications/ social media that uses video, like snapchat and vine, the younger age groups are more knowledgeable and comfortable using video as a creative outlet. Using these popular applications, educators can connect with the students and know what their creative interests are.

Video is also a great way for students to collaborative. It takes a writer, videographer, actors, producers, and editors to make a video. It gives options for students to choose what their roles are in the video making process. So if a student is not comfortable using a camera to film, but he/she is a great writer, they can write the script. The collaborative environment of making a video also can help students interact with other students and understand how to 'compromise' within a group that may have different ideas among the students.

6_1 Video creative assignment Part 2

6_1 Creative assignment Part 1: template

5_3 Reading Take-aways

1. In a sense, everything we do is a "remix" of something. Does that mean we need to be more like a "pre-existing" elements and be original?

2. Being able to think outside-of-the-box on simple words like "writing". When you are "remixing" you are expressing your ideas/thoughts...simply put telling a story. And you write to tell a story. For my generation, like the article states, writing includes a pen and paper and physically writing with text. But by producing  images, sound, and video you are telling a story, just in a technologically advanced way. For example, one of the popular social media application is Snapchat. Kids are using Snapchat to "write" a story and express their ideas.

3. Creating serviceware mashup section reminded me how remixing is changing material to create something new. Mashup in a way helped create jobs like UI and UX designers.

5_2 Potentials of Scanography

Scanography from class
Stephanie, Dahye, & Regina

Scanography introduces the idea of "taking" pictures without a camera. So if a classroom is limited on camera or doesn't have a camera, it allows students to explore the idea of camera-less photography. It is one the basics of computer technology and image manipulation. With different techniques, you can manipulate how the images are produced. Students can explore different depths by placing the objects closer or further away from the scanner bed. They can also play with the idea of motion and how different motions/ movement of the objects change the images. Additionally, scanography help tells a story and help ideas come to life, visually. The potential of endless compositions and designs can change that story or idea or even create a new idea.  

5_1 Scanography

Digital Steward: Scanography

Digital Photography and Connections to Children 4_3

1. Children see the world in a different perspective: They are open and free to take pictures without having to worry about composition or follow the rule of thirds. They are not worried about taking the ‘right’ picture to post on Instagram or any other social media (unless they are little older and have those accounts). This allows them to freely take pictures of their interests and allows people to see different perspectives (figuratively and literally). 

2. Children want to explore/ experiment: Digital photography doesn't set a limit on how many pictures you can take. It also allows mistakes to happen without fear of destroying their artwork. The unlimited potential allows children to explore different ideas at once (also in a short amount of time) without having to stop in the middle of a photograph exercise. 

3. Children are storytellers. Digital photography gives children the opportunity to tell a story in a way paintings and drawings cannot. It could be frustrating to children to depict something they want to say/ show via painting if they fear of getting something wrong in the process. But digital photography allows them to set-up an idea via still life or staging friends into poses to convey their ideas. 

Current status of Impact 25 4_2

I am working with Seung and we came up with some ideas that involve the use of Instagram.

1. What is technology? What does technology mean to you?: We can have people draw pictures relating to the questions above and upload them to the Instagram account. The pictures that people will draw will be something simple. It can a simple symbol, icon, or just words that relate/represent/connect to technology. We will provide colored pencils, markers, etc. to have people draw with.

2. Communicating with people through public technology: This project is inspired by (http://fromkeetra.com/tiny-public-plaques/). There are so many technologies in the public. We can create small stickers to put on the public technologies and put a small note on these stickers to communicate with the people. These small notes can be just simple questions or a short survey for people. Inspiration:
3. What kind of technology you wish/want to have. An idea of making a "take-what-you-need" flyer to post around campus/ surrounding areas. For the part people tear to take what they need, we can put fantastical technology or even vintage technology we would like to bring back. Track which technologies were taken and document.

Furthering Growth 4_1

Continuing the 'growth' of the image taken in class.

Concept 1: Find other images with buildings covered in ivy/plants and make a fantastical architecture. 

Concept 2: Go on Instagram and search the hashtag #ivycoveredbuilding and make a collage of the photos that were posted publicly.




Outcome of Concept 1:

Digital Photography Ebook

Digital Photography Digital Steward Activity

3_2

http://foundersguide.com

Article 'New Opportunities For Interest-Driven Arts Learning In a Digital Age' by Peppler touched all my learning objects in some way. But mainly I want to focus on learning object 3: Investigate how to use technology/ media art in a way that is enjoyable for everyone with different skill levels

Peppler shows examples of how the arts have taken new paths in how learners can learn and participate in the arts in different platforms ( Youtube, Facebook, Etsy, Myspace etc etc.) By choosing to share their art on certain platforms/ websites, allows them to be 'interest-driven', enjoy learning about subjects they are passionate about and have the ability to connect with other people with similar interests.

3_1

I was inspired by the movie The Royal Tenenbaum by Wes Anderson (which I watched over the weekend) and wanted to make a simple collage including a digital painting and cropped out images. The experience overall was positive. But in the beginning of my digital painting process I got frustrated at myself because I kept forgetting to make a new layer for each individual items. Another problem I had was sizing. I realized that my painting was too small when I brought it into another window with the pink background. So I decided to just make all the layers first and name them (in the pink background window) and just hide other layers as I worked on certain items. I think this collage has the potential of having more details in digital painting and expand to other characters in the movie. 

On/Off Experiment Part 2: UPDATED

On/Off Part 2 2_3

Labeled (by the numbers) are the places that were points of interests and color-coded subway lines routes to those points of interests.

Also wrote down the actual addresses of the places so it would be easier to follow street signs/ which directions to go when getting out of subway stations.

On/ Off Part 1 [2/2]

Leaving my phone behind...To some extent...

Provided by my Iphone screengrab

After receiving the on/off experiment, I knew I wanted to leave my phone behind, specifically the map apps on my phone. After moving to Manhattan, I have been relying more on my phone to get me to places. Then I started to wonder how my experience living in a new city would differ if I didn't have the convenience of a phone navigation. After seeing numerous of tourist navigating with maps, I decided to do the same. 

Conveniently on the day I decided to do the experiment I ran out of data on my phone. So instead of just turning off data for maps, I turned off my data all together (no Google to tell me what streets certain place is located). Unfortunately I couldn't turn my phone off because I was meeting friends from out of town. To start the experiment my friend and I planned out our whole night. Where are we going to meet? Where are we going to eat? And most importantly, how do we get there? I drew a map with all the points of interest and the routes I needed to take. 

Getting to Mid-town from Upper West Side was simple because it was a route I've taken handful of times. Then next step was to get to Bryant Park. With my map labeled with which street and intersection the park was located, it was easy to find the park. It also helped that it a major public park covered with people. After successfully finding my friends, came the difficult part of the experiment. Although we decided on a place for dinner the night before, our food cravings changed. So I ran into the problem of finding a place that wasn't labeled on my map. Without knowing much of the area, we decided to just walk around and hope to find a place with soup dumplings (requested by one of my friends). 

It would of been easy for my friends to look up places on their phones but we were up for an adventure. And of course it helped that New York City is a place with every stores/ restaurants imaginable. So without having to give up on the experiment I met up with my friends, find a new place to eat, and just wonder and take-in the city environment. I think the fear of not knowing has taken over my life. But after the on/off experiment, I realized it was okay to get lost and wonder. It helped me experience the city with open eyes and mind. 

Eetiquette 2/1

Museum and Technology [1/4]

Museum of Moving Image

Opened in 1988, Museum of the Moving Image is the only museum in the US that introduces the art, history, and technology of the moving image to its visitors. The museum focuses on film, television, and digital media by providing exhibitions, educational programs, and collecting and preserving moving-image related artifacts. One of the main technological media they specialize in is screenings. They screen over 400 films each year on their diverse screening program that showcases the moving images in a panoramic view. The museum has two main theaters, 267-seat Summer M. Redstone theater and the 68-seat Celeste and Armand Bartos Screening Room. 


Their core exhibition of the museum, Behind the Screen, provides a computer-based interactive experience. Visitors have the opportunity to record their own movements in sequenced still photographs, which then can be created into a printed flipbook. They can also create their own stop-motion animations, record their own dialogue for a film, and add music to different scenes from movies. 

Rushkoff, Program or Be Programed, II. Place [1/3]

After reading chapter 2 of Rushkoff's Program or Be Programmed, it reiterated how a network can remove you from your surroundings and place you in a different time and space that centers around digital devices and media. But like Gina, the current generation mainly focuses on how many 'likes' or 'followers' they have on their accounts. Quantity is more important than quality to this generation  This can hinder how they develop their social skills with other people in person. Strangers can meet online and have a connection while chatting online. But when they meet in person for the first time, it may be awkward and they may feel disconnected. From a personal point of view, a network is a great source for long-distance communication but like Rushkoff states, it differs from real interaction, which cannot be replaced. 


I also thought relating media with locals and non-locals was interesting. It seems out of date to state that the mass media favors the mass production and marketing over the local production. While watching TV, there are commercials that supports the local merchants. It encourages people to buy local and support local business by having 'shop from your local business days'. But then again, like Rushkoff mentions at the end, we are the ones, in the end, choosing which side we take. We have the knowledge and the power to choose whether we program or be programmed.

Artist and Technology [1/2]

Manfred Mohr

Manfred Mohr, P-708/AA1, 2000 endura chrome, canvas, vinyl

Manfred Mohr was one of the first artists to use a computer to create art and is considered a pioneer of digital art. Mohr started as an abstract expressionist painter and a jazz musician. With painting, he didn't know if the outcome will be good or bad before he started. On the other hand, with writing music, he knew from the beginning what he wanted to do with the harmony and melody. So he asked the question how he could produce artwork that he knew the outcome of the piece. While searching for the answer, he was inspired by a German professor, Max Bense, who argued for rational art. He then realized that that was the answer to his question, and decided to start making rational art. At that time he was making action paintings and slowly became more geometric. When it became geometric, Mohr thought that it was rational art. But he knew that the lines were rational art but not the content. Then he met a French composer Pierre Barbaud, a computer musician, encouraged Mohr to write a program for his first drawing.


And for the last forty years, Mohr's artwork was solely made by computers. He writes his own program and algorithm that have set rules that calculate and then create the work that can't be taken into other forms. Mohr wants his work to stand alone as an entity, separate from the process of the making and focus on what is happening in the painting visually.

Introduction

Introduction 

I was born in South Korea and attended school there until second grade then moved to the US to receive a better education. After finishing high school, I attended Virginia Tech and receive my BFA in studio arts. During my time at Virginia Tech, I had the opportunity to explore different courses like 3D animation, oil painting, exhibition display, photography, and etc.


My first experience with new media art was during my first semester, freshman year. I was required to take a course called Principles of New Media Art and Design and first learned the basic skills in Photoshop and Illustrator. Then was assigned to my first project, a stop-motion animation. Having no experience with any form of new media art, I was frustrated with the idea of having to make the jump from traditional art mediums. After that semester, I had no interest in going further with new media art.

Then during my junior year, I took a course on 3D computer animation. It was a difficult class learning the Maya software but after seeing the model I 'built' from a little dot, my trauma of using technology started to fade. I became more interested in new media when I was responsible for making vinyl for an art gallery opening. It was fascinating to watch my work being transferred to this machine and come 'alive'. Unlike the first time using new media art freshman year, I had an open mind about using technology. I think having an open mind helped the process less frustrating and run smoothly. I am looking forward to learning more about the different types of new media art and how I can successfully engage students who may not be interested in the new media art making.