Arts Integrated Exp 1.8


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  • Jimmy O’Neal is one half scientist and one half painter. On the surface he paints using acrylics most often applied to mirrored surface. Underneath that he is an alchemist, producing poetic imagery conjured by real scientific principles and inquiry. The resulting images are often not representational but directly reference the process that informed their development.
  • Electroencephalography (EEG) is the recording of electrical activity along the scalp produced by the firing of neurons wi thin th e brain . The mirror ed pa inting on the boat (create by brain waves and the EEG painting mahine, produces the physiological output of a poetic mental image for reflecting real tie images in an abstract paint mark depiting the drifting landcape within a symbol of maximal human intent.
  • One of the earliest to notice that an oscillating body displayed regular patterns was Galileo Galilei . In Dialogue Concer ning the Two Chief World Systems (1632), he wro te: A) Air at equilibrium, in the absence of a sound wave; (B) compressions and rarefactions that constitute a sound wave; (C) longitudinal wave transverse representation of the wave, showing amplitude (A) and wavelength (λ). Crest Trough Frequency is the number of occurrences wavelength of a sinusoidal wave is the spatial period of the wave Period quali ty of occurring at regular intervals Amplitude = volume INtensity - amount of energy speed of sound describes how far this wave travels in a given amount of time
  • began career studying medicine before taking art carried with her an interest/influence in bio-sciences, particularly how organisms function-their individual make-up as well as how they relate to one another, growth and movement, essentially patterns among organisms
  • uniqueness of individual related to patterns that evolve when you pull back and look at organism from a distance person v people or individual organism to societal structure added layer of news media
  • Knocking on Heaven’s Door at Sonje Museum in Seoul, S. Korea
  • For instance, through a study of Kyungmi Shin’s installation, students can explore the human traffic patterns of particular areas and the residual energy or impact on that environment. Those patterns can then be transferred into marks via traditional materials as well as new media. Students could simultaneously explore the growth patterns of other organisms, such as bacteria. This lesson would be founded in a biological study of patterns among organisms. Once the students identify those patterns they could harness them to fabricate their own works of organic art by growing natural flora into a sculptural installation.
  • Arts Integrated Exp 1.8

    1. 1. Arts Integrated Learning Experience & Website Spring 2010
    2. 2. <ul><li>Arts Integrated Learning Experience & Website </li></ul><ul><li>Spring 2010 </li></ul><ul><li>Arts integrated Lesson Plans supporting the North Carolina Standard Courses of Study in </li></ul><ul><li>science, math, art, computer/technology, and other subject areas as appropriate </li></ul><ul><li>Unique museum/school partnership betwen SECCA, the WS/FC Public School System, </li></ul><ul><li>and the Winston-Salem Arts Council </li></ul><ul><li>Artists residencies featuring public artists whose work will be housed in the new Downtown Center for the Arts, along with other regional professionals. </li></ul><ul><li>Lessons will also be supported through new media, and long distance learning. </li></ul><ul><li>Students will use technology to document each lesson. The results will become the basis </li></ul><ul><li>for an interactive educational web site. Each lesson taught previously in the classroom will </li></ul><ul><li>become a multimedia presentation on the Web site. Teachers throughout the state can </li></ul><ul><li>utilize the Web site as lessons that directly support the North Carolina Standard Courses of </li></ul><ul><li>Study. </li></ul>
    3. 3. <ul><li>Program Components </li></ul><ul><li>Educator workshop on processes and procedures involved with art in public spaces led by </li></ul><ul><li>David Finn </li></ul><ul><li>Artist residency with public artist Kyungmi Shin </li></ul><ul><li>Artist residency with public artist Jimmy O’Neal </li></ul><ul><li>Project based lessons during which students conceptualize and execute a work of art </li></ul><ul><li>inspired by the artists in residence, that will be placed in a public environment </li></ul><ul><li>Interactive website outlining the lesson plans developed from the educator workshops and </li></ul><ul><li>residencies. Teachers throughout the state can utilize the website as a pre- </li></ul><ul><li>visit guide for a trip to the Downtown Center for the Arts or as a series of stand-alone </li></ul><ul><li>lessons. The web site will also host an active forum where teachers and students can </li></ul><ul><li>upload still images or video of their students’ work, as well as share ideas. </li></ul>
    4. 4. <ul><li>Program Development </li></ul><ul><li>Program will be developed collaboratively by educator teams, WS/FCS </li></ul><ul><li>administrators, SECCA staff, Arts Council staff, and participating artists </li></ul><ul><li>Educator teams will consist of 1 science and 1 art teacher from 2 different schools </li></ul><ul><li>Mt. Tabor High School - Taryn Kendig, Science; Alice Morley, Art </li></ul><ul><li>RJ Reynolds High School - Ashley Witherspoon, Science; Matt Fussell, Art </li></ul><ul><li>2 Program Development meetings in January/early February </li></ul><ul><li>1 meeting for the collaborative group to meet and discuss initial program vision </li></ul><ul><li>1 day-long meeting to craft lesson plans and evaluation metrics </li></ul><ul><li>Lesson plans will be refined through February via email and on-line project management </li></ul><ul><li>software </li></ul><ul><li>Residencies will take place during mid-late March and early Spring (residency calendar will </li></ul><ul><li>be established based on school calendars and artists’ availability. </li></ul><ul><li>Website will be finalized by early May </li></ul>
    5. 5. Jimmy O’Neal Asheville, NC
    6. 6. In Karrezza Noemata 2003
    7. 7. In Karrezza Noemata 2003
    8. 8. Cymatics “ also known as modal phenomena, is the study of visible sound and vibration, typically on the surface of a plate, diaphragm, or membrane. Directly visualizing vibrations involves using sound to excite media often in the form of particles, pastes, and liquids.” <ul><li>Properties of Waves </li></ul><ul><li>Frequency </li></ul><ul><li>Wavelength </li></ul><ul><li>Period </li></ul><ul><li>Amplitude </li></ul><ul><li>Intensity </li></ul><ul><li>Speed </li></ul><ul><li>Direction </li></ul>
    9. 9. Evan Grant
    10. 10. <ul><li>Why Cymatics? </li></ul><ul><li>Metaphorically connect the visual experience in the lobby space to the audio-visual </li></ul><ul><li>experiences in the theatre spaces </li></ul><ul><li>Ambient audio from the theatre space will serve as the source of the cymatic paintings </li></ul><ul><li>Additional audio documented throughout Winston-Salem cultural community will provide </li></ul><ul><li>supplemental material </li></ul><ul><li>Provides a rich platform for an arts-in-education residency that could potentially involve </li></ul><ul><li>visual arts, science, math, theatre arts, and music </li></ul>
    11. 11. Kyungmi Shin (Los Angeles, CA) Laundry 2002
    12. 13. Wallpaper Patterns, Knocking on Heaven’s Door 2000
    13. 14. Paradise 2007
    14. 17. <ul><li>Why Patterns? </li></ul><ul><li>Proposed installation represents the traffic patterns that flow between and connect the </li></ul><ul><li>spaces, representing the residual and cumulative “creative energy.” </li></ul><ul><li>Opportunity to study weather patterns as well as human impact on naturally occurring phenomena </li></ul><ul><li>Opportunity to study growth patterns among organisms both simple and complex and their </li></ul><ul><li>relationships </li></ul><ul><li>Identifying and rendering patterns are core practices in both science, biology, and artistic </li></ul><ul><li>processes. </li></ul>