The document discusses technology-based art, specifically digital art. It begins by explaining how technology has allowed for new forms of artistic expression using elements and processes. It then provides examples of early computer-generated art from the 1960s and discusses how digital art has evolved. Today, technology has made art creation accessible to everyone through devices like smartphones, tablets, and computers that have photo editing apps and programs. The document encourages students to use these technologies to create and modify their own artworks for a class exhibit on technology-based art.

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Quarter II: TECHNOLOGY-BASED ART
CONTENT STANDARDS
The learner demonstrates understanding of…
1. new technologies that allow new expressions in the arts using art elements and
processes.
PERFORMANCE STANDARDS
The learner…
1. creates a tech-based artwork (video clips and printed media such as posters,
menus, brochures, etc.) relating to a selected topic from the different learning
areas using available technologies, e.g., food and fashion.
LEARNING COMPETENCIES
The learner…
1. identifies art elements in the technology-based production arts.
2. identifies distinct characteristics of arts during the 21st century in terms of:
- production
- functionality / range of audience reach.
3. identifies artworks produced by technology from other countries and their
adaptation by Philippine artists.
4. realizes that technology is an effective and vibrant tool for empowering a person
to express his/her ideas, goals, and advocacies, which elicits immediate action.
5. determines the role or function of artworks by evaluating their utilization and
combination of art elements and principles.
6. uses artworks to derive the traditions/history of a community (e.g., landscapes,
images of people at work and play, portrait studies, etc.).
7. compares the characteristics of artworks in the 21st century.
8. creates artworks that can be locally assembled with local materials, guided by
21st century techniques.
9. describes the influence of technology in the 21st century on the evolution of
various forms of art.
10. applies different media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of 21st century art (e.g., the
use of graphic software like Photoshop, InDesign, etc.).
11. evaluates works of art in terms of artistic concepts and ideas using criteria
appropriate for the style or form.
12. mounts an exhibit of completed technology-based artworks.
From the Department of Education curriculum for ARTS Grade 10 (2014)
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Quarter II: TECHNOLOGY-BASED ART
INTRODUCTION
echnology has literally taken over every aspect of life in the 21st century, and the
creative and visual arts have not been spared. In fact, for the younger generations,
art as you know it is defined by technology—from its creation, to its manipulation, to
its reproduction, and even to its distribution.
Technology-based art is essentially computer-generated and/or manipulated.
Through the centuries, visual artists used actual brushes and palettes, and a whole
array of paints, inks, and natural pigments applied to paper, canvas, fabric, stucco
walls and ceilings. Today’s computer artists employ the ever-expanding powers of
image manipulation programs and applications to create their works which can appear
in an entire range of media—whether as a physical output or a virtual experience.
Computer/Digital Arts
Origin and Early Stages
omputer art or digital art first came on the scene in the early 1960s.
Understandably, this was due to the technology that was constantly developing
and that became available at that time. Thus, the early experimenters were not
necessarily artists, but engineers and scientists who had access to and experience with
the hardware needed. It was they who began to recognize the potential of artistic
expression through the application of scientific and mathematical principles.
In fact, even in the sample works we present here, you will note a strong scientific or
mathematical look and feel to the creations of many digital artists. Geometric forms
and repeating patterns appear frequently. More traditional subjects like human beings,
landscapes, animals, and still life elements are simply incorporated as part of those
forms and patterns—rather than as the main focus.
Also understandable was the initial reaction of the public to computer-generated art.
There were questions as to whether it was, in fact, “true art” since it made use of
electronic and mechanical devices, rather than the artist’s own hand, to produce the
images and effects. Within a few years, however, there was a general acceptance of
digital art as an exciting and thought-provoking form of modern art. Exhibits of
computer art became highly popular and critically acclaimed, as digital artists or
computer art masters or “superstars” came to the fore in Europe, Russia, and the
United States.
T
C
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A sampling of their works can be seen here.
Frieder Nake Georg Nees
Polygon Drawings, 1965 Schrotter (“Gravel”), c. 1965
Vera Molnar Ronald Davis
(Des) Ordres, 1974 Mountain and Staurolyte, 1997
Plotter drawing Computer-generated 3D art
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Manfred Mohr, 1999 Olga Kisseleva, 2012
Jean-Pierre Hebert, 2007
Some digital artists have even used their works to express their views on political,
social, and cultural issues; as well as to advocate causes that are critical to modern
life, such as the environment and climate change. Others even explore the
philosophical relationship between science and technology and the arts.
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The Philippine Scene
n our country, Filipino artists were likewise influenced by the technology trend in
art. However, this was more in the commercial sphere. From the 1960s to the
1990s, their computer-generated works were primarily geared towards illustrating for
international comic books. In fact, Filipino illustrators earned quite a reputation for
their talents and were highly in demand in this field. They eventually became equally
sought after as animators for some of the major film production companies in the
United States, as well as animated television series produced in different countries.
(See a more detailed presentation on Filipino comics illustrators and animators in
Quarter III.)
Eventually, however, the concept of computer-generated works as a means of serious
artistic expression gained ground among the younger generation of local artists.
Today, even the more established names in the field—artists and critics alike—have
come to accept and recognize digital works as fine art. To view works by Philippine
artists employing digital art techniques, you may visit the websites of the more
progressive museums and art organizations. Among these are:
 The Center for Art and Thought – http://www.centerforartandthought.org/
 Deviant Art – http://www.deviantart.com/browse/all/digitalart/
 The Ateneo Art Gallery – http://www.ateneoartgallery.org/
 Yuchengco Museum – http://yuchengcomuseum.org/
Cityscape
Antonio Gorordo, c 2010-2012
Digital art
I
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There are also institutions offering training courses on the digital arts, such as the
First Academy of Computer Arts, the Philippine Center for Creative Imaging (PCCI),
as well as the Technical Education and Skills Development Authority (TESDA)
through scholarships given by the Animation Council of the Philippines (ACPI).
Courses such as these open up an array of career opportunities for young Filipinos in
the fields of advertising, animation design, multimedia communication, and web
development. (More on these topics in Quarter III.)
Digital Art in the Hands of Everyone
Computer technology has by now invaded
every aspect of modern life. It was, there-
fore, inevitable that it would develop into
forms and devices that could be mass
produced, mass distributed, and therefore
widely accessible to everyone. In other
words, anyone with a computer device—
from a desktop PC to a laptop, to a tablet
or android phone—can now capture and
edit images and videos; create, manipulate,
and share works of art; and even compose music. You can be—and probably already
are—a digital artist in your own right.
Summary
Computer/digital arts make use of electronic and mechanical devices, rather than
the artist’s own hand, to produce the desired images and effects. Thus, these are
definitely technology-based art forms. In recent decades, personal gadgets such as
laptops, tablets, and android phones have incorporated the artistic capabilities of the
large-scale computers. So it is now possible for anyone to be a digital artist.
WHAT TO KNOW
1. Briefly describe how technology made—and continues to make—digital art
possible.
2. Was digital art readily accepted and recognized as “true art” when it emerged
in the 1960s? What was the reason for this?
3. What devices can now be used to create digital art? Do you own one such
device?
4. Name one or two computer programs that can enable you to create an original
illustration from scratch.
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WHAT TO PROCESS
Digital Image Creation [Session 2]
Note: Pre-requisite for this activity is exposure to/experience with Computer
Illustration under Technology Livelihood Education (TLE).
1. If you have access to a computer drawing program, such as Adobe Creative
Suite or its less complex counterparts, create an original artwork.
2. If a drawing program is not available, capture an image instead using a digital
camera, a DSLR camera, a tablet, or an android/mobile phone.
3. Store the finished illustration or image in a device that contains an image
editing program, similar to these:
 Gimp (GNU Image Manipulation Program)
 Paint.net
 Inkscape
 Xara Extreme
 Artweaver
 Draw Plus
 Pencil
 Picasa
 Paint Star
 Smooth Draw
 Spray
 Karbon
 Adobe Photoshop
 Corel PaintShop Pro X5
The stored illustration or image will be manipulated using any of these editing
programs, during a later session of Quarter II on Computer Generated Images
(see page 240).
WHAT TO UNDERSTAND
A. Research Activity
1. Research online for the works of any two of these digital artists:
James Faure Walker Geroge Grie
Manfred Mohr Olga Kisseleva
Ronald Davis John Landsdown
Joseph Nechvatal Perry Welman
Matthias Broegel Jean-Pierre Hebert
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2. Select one artwork each by the artists that you have chosen. Give the
basic details of each (title of work, name of artist, technique used, year
created). Briefly explain how the following principles of art are
incorporated or expressed in these particular works:
a. Rhythm, Movement
b. Balance
c. Emphasis
d. Harmony, Unity, and Variety
e. Proportion
B. Questions
1. Write a brief personal reaction to the works you chose—whether
positive or negative. Explain your opinion.
2. Was there a difference in how Filipino artists first ventured into the
world of digital art? If yes, explain briefly.
3. Research online for three Filipino artists using digital techniques for
their works. Compare and contrast their works with the examples of
digital art by the foreign artists presented above.
4. As a young citizen of the Philippines and of the world, how do you
feel about the pervasiveness of digital technology in
a. art (digital illustration, digital photography, digital videos)?
b. media?
c. entertainment / gaming?
d. education?
e. communication?
5. How do you personally make use of digital technology in each of the
above areas?
6. Specifically in the area of art (digital illustration, photography,
videos), what artworks are you able to create with the help of the
available technology? Cite at least 5 examples.
7. Do you find yourself exposed to or involved in using digital devices
and applications in most aspects of your life? What are the benefits?
What are the risks or disadvantages?
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WHAT TO PERFORM
Preparing for the Quarter II “Exhibit of Technology-Based Art”
Having learned the concept and techniques of computer/digital art, you can now
prepare your artworks for the culminating exhibit at the end of the quarter.
All the finished artworks should be labelled with original titles, your name or your
group members’ names, the date, and the technique used.
Mobile Phone Art / Computer-generated Images
Mobile Phone Art
he mobile phone that you constantly hold has evolved from a mere
communication tool, into a creative device that allows you to generate original
works of art for an entire range of purposes. These could be personal photographs and
videos that you can manipulate with a myriad special effects, both visual as well as
sound and music. They could also be school projects or reports that require you to
combine images, incorporate text, even include simple animation.
And the wonder of it all is that you can do all these right on your own mobile devices,
particularly the new-generation models known as android tablets, phones, and
combination of both called “phablets.” The tasks that traditional photo editors used to
T
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perform manually—cropping, retouching, airbrushing—are now just a few of the
many editing effects done for you with split-second ease at the click of a mouse, a
keyboard command, or a few taps and drags of your finger on a touch screen.
You are probably already familiar with the following image manipulation programs
and applications that run on today’s android devices:
 Pixlr – a powerful, free online image editor
 Pic Collage – allows you to make collages incorporating photos, stickers, text,
and frames
 Photo Grid – a downloadable application for android phones that allows you
to make collages out of images from your photo gallery
 Doodle Booth – an iPad application (with a free downloadable version) that
enables you to ‘doodle’ on your images using available stickers
 Photo Booth – an application for taking photos and videos using an iPad or
iPad mini (a version for the iPhone, called SimpleBooth, is also available)
 Magic Mirror Booth – an iPhone application that allows you to take
amusing, distorted images, simulating camera effects
 Pic Monkey – a free online photo editing tool that provides filters, frames,
text, and effects to manipulate your images
 Flipagram – a downloadable application that allows you to ‘bring your
photos to life’ in short videos set to music of your choice
 Picsart – a free photo editor and drawing application, as well as a social
network for you to share your art with others
 Snapseed – a photo application that enables you to enhance, transform, and
share your photos; a free downloadable version for android phones is
available
 Instagram – a fast and fun way to share images with others; snap a photo,
choose from among the available filters, and share via Facebook, Twitter,
Tumblr, and more
Many more such programs and applications are constantly being developed with even
more new, exciting, and fun features and capabilities.
Each of these has an extensive array of special features you can use to modify your
images. Among these are: frames, borders, and banners; filters, cropping in different
shapes, automatic collage or color change, stickers, text bubbles; effects such as warp,
skew, tunnel, fish eye, and negative; adding “spot color” to only certain elements of
an image; creating a photo montage with music. Some programs even make it
possible to have any photo simulate a work of art in a whole range of media—from
oil to watercolor to pen and ink to charcoal to oil pastels to a Warhol poster to a
Japanese woodblock print.
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Original image Modified with cropping, superimposed text,
and a ‘silk’ texture
Original image Modified to ‘pencil sketch’ effect
in gray scale, plus rounded corners
Photos and image manipulation by Tawid Publications
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Mirror Photo – multiple mirror images
Original image Modified with color retained
on selected portions
Photos and image manipulation by Tawid Publications
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Original image Modified to a completely different color
Original image Modified to a multi-image collage in different tints
Photos and image manipulation by Tawid Publications
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Computer Generated Images
f you want to create original images from scratch, you may make your own
illustrations using specialized programs for image generation and manipulation.
Examples of these would be Adobe Illustrator and Corel Draw. These are, however,
designed to run on desktop computers and laptops, so you would need to have access
to these larger and more complex devices.
There are scaled-down versions of such programs specifically developed for use on
smaller, handheld units like your personal tablet or android phone. These enable you
to perform virtually all of the tasks that a program like Illustrator performs but,
almost literally, in the palm of your hand. Many of these come at a fraction of the cost
of the more complex programs or, in some cases, even for free.
Among such programs are:
 Gimp (GNU Image Manipulation Program)
 Paint.net
 Inkscape
 Xara Extreme
 Artweaver
 Draw Plus
 Pencil
 Picasa
 Paint Star
 Smooth Draw
 Spray
 Karbon
 Adobe Photoshop Express
 Corel PaintShop Pro X5
WHAT TO KNOW
1. What is mobile phone art?
2. What technology has made this possible?
3. What is the raw material or starting point for creating an artwork on a
cellphone?
4. How is this initial material then transformed into an original piece of art?
5. Name some programs and/or applications that can be used to create art on a
mobile phone?
6. Aside from using mobile phone software, what is another means of creating
art from scratch using computer technology?
I
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7. What is the raw material or starting point for creating an artwork on a
computer?
8. How do you transform a digital image into a work of art using a computer?
9. Name some computer programs that are designed for this purpose.
WHAT TO PROCESS
Creating Mobile Phone Art / Computer-generated Art [Session 4]
1. Depending on the devices available to you, you may either:
a. Capture an image using your cellphone camera
b. Create an image from scratch using a drawing/illustration program on a
computer, laptop, or tablet
2. Save your captured image or finished illustration in preparation for
transforming it into an example of cellular phone art or computer-generated
art.
[Note: Refer to any applicable modules of Technology Livelihood Education
(TLE) for detailed instructions on what programs to use, and how to use
them.]
3. Using any of the applications installed in your available device(s),
experiment with different effects and features to modify your saved image or
illustration. You may try some of the following effects, as well as others
offered by the application(s) you are using:
 re-size
 crop
 skew / warp
 rotate
 flip
 adjust brightness
 adjust sharpness
 change colors
 gray scale
 sepia tone
 apply a texture
 superimpose text, trying different fonts
 apply frames, borders, or banners
 edit out an element that you do not want to appear
 add an element that is not in the original image
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4. Save the most unique, striking, or remarkable modified images to be printed
out later for inclusion in the culminating Exhibit on Computer/Digital Art.
WHAT TO UNDERSTAND
1. Mobile phone art is a technology-based art form. Support this statement
with your own brief explanation.
2. Do you consider the products of such mobile phone applications as true art?
Why or why not?
3. Did you feel like an artist while capturing and modifying your mobile phone
image? Describe the experience.
4. In the case of rendering and modifying an original computer illustration, do
you consider this as true art? Why or why not?
5. Describe your experience, if you used this technique to create a computer-
generated artwork.
WHAT TO PERFORM
Preparing for the Quarter II “Exhibit of Technology-Based Art”
Having learned the concept and techniques of mobile phone art and computer-
generated images, you can now prepare your artworks for the culminating exhibit at
the end of the quarter.
All the finished artworks need to be labelled with original titles, your name or your
group members’ names, the date, and the technique used.
Digital Photography
nother means of generating an original image is to capture it first as a digital file.
In the case of today’s electronic technology, that would mean recording the
image using a digital camera or a device with a built-in camera, like your mobile
phone, android device, or tablet.
Prior to the development of digital photography, cameras were essentially sealed
boxes that would allow a split-second entry of light to strike a section of light-
sensitive film inside it. The result was that whatever was in front of the camera at the
precise instant that the light entered it would be imprinted on that exposed section of
A
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film as a photographic image. The photographer (or a commercial developing service)
would then have to process the exposed film in a special enclosed space known as a
“dark room”—and only then would the recorded images be seen.
Point-and-shoot vs. DSLR
The multi-step process described above has since been overtaken by the magic of
digital photography. Today’s users have the option of a “point-and-shoot” type of
digital camera which automatically makes all the adjustments in lighting, focus,
zoom-in and zoom-out, even removal of “red eye” with the user being given some
leeway for slight adjustments. It offers image enhancement features like adjusting
color and brightness imbalances, as well as sharpening or blurring the image. It may
even offer unique effects like “fish eye” or filters that allow pre-setting of the photo
to be taken with a colored tint or a special texture. Plus, it allows the user to
immediately review the photos taken without waiting for a complex developing
process—and to delete any unsatisfactory images while storing the good ones for
future needs.
A second option is the digital single lens reflex (DSLR) camera. This also provides
the film-less and instant review features of a “point-and-shoot” type of digital camera,
but gives the photographer much more artistic freedom and control to select the
camera settings to create the desired final image with the preferred visual effects.
Many professional photographers remain loyal to the traditional (i.e., non-digital)
single lens reflex camera which still uses film. They believe that film photography
has an authenticity and genuineness to its images that is lost in the artificial and
automatic manipulations of digital photography. There is no denying, however, the
ease and convenience that digital photography offers to the millions of amateur
photographers out there. Without needing years of training and experience, we are
now able to capture images with professional-quality results.
Basic Tips for Taking Good Photographs
Whether you are using a point-and-shoot camera or a DSLR, there are basic
guidelines for capturing a good quality photographic image:
1. Choose a good location. An interesting location can sometimes make the
difference between a good and a great photo.
2. Check that the available background is relatively simple and not too
cluttered, so that the focus will be on your chosen subject.
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3. Natural light in the outdoors or near a window is usually the most flattering
or effective for any kind of subject. Ideally, the best light for photos is
within the first hour after sunrise and the last hour before sunset.
4. Avoid taking shots facing the light, as this would make your subject back-lit
and most of the details would be lost in shadow.
5. If you intend to take a posed shot, position your subject where you want in
relation to the location, background, and source of light.
6. If you intend to take a candid shot, position yourself where you can capture
the most interesting, amusing, touching, or engaging moment or expression.
7. Take a variety of shots—ranging from far shots showing the surroundings,
to medium-distance shots concentrating on the main subject, to tight or
close-up shots that focus on details of the subject. You can then choose from
among all these for the best photo or photos.
WHAT TO KNOW
1. What is digital photography?
2. Briefly describe the basic technology behind the earliest cameras.
3. In place of the previous light-sensitive film, how are today’s digital images
captured and stored?
4. What are the two main types of digital photography in use today?
5. Why is one of them called point-and-shoot photography?
6. What does the acronym DSLR stand for?
7. Cite two or three differences between these forms of digital photography.
WHAT TO PROCESS
Creating a “Pinhole Camera” [Session 5]
Materials:
shoebox or similar lidded box
black paint (if box is colored or printed)
Note: To save time, the boxes may be painted completely black
beforehand.
small piece of sheet metal (approximately 3” x 3”)
large needle
X-acto knife
sandpaper
light-sensitive photo paper
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tape
scissors
Procedure:
1. Your teacher will divide the class into groups of 5-6 students each.
2. Each group will do the following procedure:
a. Use the needle to punch a tiny hole in the piece of sheet metal.
Smoothen the edges of the hole with sandpaper.
b. Cut a small square opening in one side of the box, using the X-acto
knife.
c. Tape the piece of sheet metal over this opening on the inside of the
box. Completely seal all edges of the sheet metal with tape.
d. On the outer side of the opening, make a ‘flap’ out of scrap
cardboard to cover the pinhole in the sheet metal. Secure it in place
with more tape.
e. Bring the box, its lid, the light-sensitive photo paper, and the tape
into a totally dark closet or small room.
f. Carefully unwrap the light-sensitive photo paper. Tape the paper on
the inner side of the box opposite the pinhole.
g. Put the lid on the box and seal its edges securely with tape on all
sides to ensure that no light can seep in.
[Reference:
http://www.instructables.com/id/How-To-Make-A-Pinhole-Camera/]
3. Once the pinhole cameras are ready, each group will go outdoors and
look for a subject for their respective photos. Note: Be sure to choose a
totally still or static subject.
4. Follow the procedure below for taking a photograph with your camera:
a. Position the camera on a stable surface, with the covered pinhole
facing in the direction of your chosen subject.
b. Without moving or shaking the box, carefully loosen the tape
holding the cardboard flap over the pinhole.
c. Tape the flap in the ‘open’ position for approximately 15 minutes,
and leave the box totally still for the entire duration.
d. When the time is up, carefully close the flap and tape it shut once
more.
5. Keeping your pinhole cameras fully sealed, bring them to a shop in your
area where the exposed paper will be developed into photographs.
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Taking Point-and-Shoot or DSLR Photos [Session 6]
Note: The objective of this activity is for you to become familiar with the process
of using the cameras. There will be separate group projects in Quarter III to
create photographs for the culminating exhibit on Technology-based Arts.
1. For how to use a digital point-and-shoot camera, refer to online tutorials
similar to this:
http://www.digitalcamerareview.com/default.asp?newsID=5464&news=h
ow+to+take+great+pictures+with+your+point+and+shoot+camera
2. For how to use a DSLR camera, refer to online tutorials similar to this:
http://digital-photography-school.com/megapost-learning-how-to-use-
your-first-dslr/
http://www.wikihow.com/Use-Your-Digital-Camera%27s-ISO-Setting
WHAT TO UNDERSTAND
1. What was the experience like creating your own pinhole camera, and being
able to capture images using it?
2. What do you see as the advantages of digital photography as compared to
the earlier film-type photography?
3. What do you think of the view that film photography is more artistic than
digital photography? Support your opinion.
4. If you have experienced both regular digital photography and DSLR
photography, which one did you find more useful to you? More doable?
More interesting? Explain your answers.
5. What do you think of the way digital technology has made quality
photography accessible to everyone, including young people like you?
WHAT TO PERFORM
Preparing for the Quarter II “Exhibit of Technology-Based Arts”
Having learned the concept and techniques of digital photography, you can now
prepare your artworks for the culminating exhibit at the end of the quarter.
1. Label the photos taken with the pinhole cameras with original titles, your
group members’ names, the date, and the technique used.
[Note: In the final exhibit for Arts Grade 10, these will be an interesting
contrast to the digital photos to be taken in Quarter III.]
2. Your Arts teacher will store the photos for inclusion in the exhibit at the end of
the quarter.
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Video Games / Digital Painting / Imaging Videos
Video Games
or today’s younger generation that grew up in a
digital world, even entertainment now comes
courtesy of computer devices. A major component of
such entertainment is in the form of video games of
every conceivable genre, subject matter, and skill
level.
These range from educational games and mind
twisters, to building and construction games, to ones
that entail physical interaction by the users (sports,
fitness, dance). Then there are the tremendously popular games of strategy, war,
science fiction, and mythical worlds that employ amazingly complex and realistic
graphics, motion, sound, and other special effects.
Similar to image creation and manipulation, it is now possible for video game fans to
become video game creators themselves. Online tutorials and guides are available on
sites like e-how, Instructables, and You Tube. Plus there are available programs that
can be downloaded and used immediately, with no need for prior knowledge on
coding or web development.
Examples of such programs are:
 Twine - http://twinery.org/
 Stencyl - https://www.udemy.com/create-your-first-computer-game-with-
stencyl/
 GameMaker - https://www.yoyogames.com/learn
Digital Painting
Digital painting is a method of creating an artwork using a computer. This is,
however, different from the image generating devices and programs discussed above,
which create, modify, store, and share images entirely on a laptop, tablet, or android
phone. Digital painting still makes use of traditional painting mediums such as acrylic
paint, oils, ink, and watercolor and also applies the pigment to traditional surfaces,
such as canvas, paper, polyester etc. But it does so by employing computer software
that drives a type of robot device (such as a plotter) or an office machine (such as a
printer) that takes the place of the artist’s hand.
F
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Digital painting also refers to a technique using a graphics software program to create
an artwork that is totally virtual. The canvas, brushes, paints, and other tools are all
virtual, existing only within the computer. And the finished work is also stored in
virtual format, to be shared through cyber space.
Ctrl+Paint is an example of an online resource for teaching yourself digital painting
for free, via simple videos and mini tutorials.
Video Technology / Imaging Videos
Social media purposes - Another tremendously powerful and innovative field that
digital technology has revolutionized is that of creating and presenting videos. The
explosion of social media in recent decades has provided a new platform for video
materials targeting the “netizens” of today. Not only are there online advertisements
that continuously bombard the
users’ computer screens and
mobile phone displays. But there
are also millions of personally
produced videos that are
constantly uploaded to online
platforms like You Tube—from
music, dance, and stage
performances to tutorials of all
kinds to recipes to documentaries
to news clips to marriage
proposals.
Again, the digital technology to capture and edit such videos is contained right in
your tablets and android phones. And just as with the still images discussed above,
the raw video clips can be enhanced and modified with a myriad of effects depending
on the particular video application you have installed in your device.
Medical/scientific purposes – Another extremely valuable use of today’s video
technology is that of imaging videos in the fields of medicine and science. You may
be familiar with Magnetic Resonance Imaging (MRI), Computerized Tomography
(CT scans), and the like which are used to create and record visual images of a
patient’s internal anatomy in order to diagnose and treat diseases and injuries. There
are also ultrasound tests or sonograms, which translate sound waves bouncing off
physical objects into images that can be studied—whether a baby developing in the
womb (in 2D, 3D, and 4D options), growths or malformations inside the body,
structural flaws in buildings, as well as objects in outer space, underground, and deep
in the ocean.
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WHAT TO KNOW
1. How has computer technology contributed to the development of video
games?
2. Name some of the most popular types of video games today.
3. On what kinds of devices can such games be played?
4. Can a young person like you create your own video game? If yes, how?
5. What is digital painting?
6. Briefly describe the two different types of digital painting presented.
7. Briefly explain today’s video technology.
8. How do you use video technology personally? For school purposes?
9. How is it used in modern life?
10. What valuable purposes do “imaging videos” serve in the fields of medicine
and science?
WHAT TO PROCESS
Group Projects: Video Games / Digital Painting
1. Your Arts teacher will divide the class into groups of five to six students
each.
2. Half of the groups will be assigned to create their own video games (using
any simple software that they have available or can download from the
internet for free); and the other half of the groups will be assigned to create
works of digital painting.
[Note: Refer to any applicable modules of Technology Livelihood Education
(TLE) for detailed instructions on what programs to use, and how to use
them.]
3. Due to time constraints, you will need to work on these group projects
outside of class hours.
4. Save your finished video games or digital paintings in a storage device that
your Arts teacher will hold for safekeeping until the culminating exhibit on
Technology-based Arts.
WHAT TO UNDERSTAND
1. Compare your experience in creating your own simple video game with that
of your classmates creating a digital painting; or vice-versa.
2. Do you think that video games can be considered a form of modern art?
Why or why not?
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3. Is digital painting as “artistic” as the traditional modes of painting? Support
your opinion.
4. Is there a value to imaging videos apart from the entertainment or even
documentation purposes of regular videos? Give some examples.
5. Discuss how this shows that technology can serve aesthetic and practical—
even vital—purposes in today’s world.
WHAT TO PERFORM
Preparing for the Quarter II “Exhibit of Technology-Based Arts”
Prepare your artworks for the culminating exhibit at the end of the quarter.
1. All the finished artworks should be labelled with original titles, your name or
your group members’ names, the date, and the technique used.
2. Your Arts teacher will store the finished artworks for inclusion in the exhibit at
the end of the quarter.
[Note: For the video games and digital paintings created in Session 7, some
form of device with a display capability will need to be prepared prior to the
culminating exhibit. This could be a desktop computer or a laptop/tablet
connected to a large monitor, if available within the school or loaned from a
student’s family.]
FOR SESSION 8
CULMINATING ACTIVITY FOR QUARTER II:
“AN EXHIBIT OF TECHNOLOGY-BASED ARTS”
The last session for Quarter II will be devoted to staging “An Exhibit of Technology-based
Arts” presenting the following categories:
1. Mobile Phone Art
2. Computer-generated Images
3. Digital Photography (Pinhole Camera, Point-and-Shoot, DSLR)
4. Video Games
5. Digital Painting
You will be assigned to select from among your own works, as well as source photos,
magazine or calendar cutouts, Internet images, etc. of at least two to three representative
artworks each for the above categories.
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Curating the Exhibit
Each artwork will be accompanied by a card briefly describing the work as follows:
For student-made artworks:
Title _________________________________________________
Artist/s _________________________________________________
Artistic style and medium used _______________________________
Date of creation ___________________________________________
For reproductions or images of known artworks:
Title _________________________________________________
Artist ____________________________________________________
Artistic style and medium used _______________________________
Year or period of creation _____________________________________
Prevailing historical events at that time
________________________________________________________
________________________________________________________
Link between the work and the context in which it was created
________________________________________________________
________________________________________________________
Invite the school Administration, other faculty members, and your schoolmates to
visit the exhibit. Be prepared to explain the works and how these present the
characteristics of different forms of technology-based art.
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Critiquing the Exhibit
As a form of self-evaluation, rate the culminating exhibit using the format below:
“An Exhibit of Technology-based Arts”
Evaluation Form
Criteria Very Good Good Fair
Poor
Selection of artworks to exhibit
(theme and message)
Completeness of exhibit
Presentation
(display, mounting, and
labelling of works)
Assignment of tasks
Cooperation among students
Response of exhibit visitors
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electronic or mechanical including photocopying without written permission from the DepEd Central Office.