CARS session 1
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This unit aims to help learners acquire research skills to support both theoretical and practical elements of their chosen creative arts genre. Students will individually develop research skills and conduct a research project that includes a report on their topic and research approach, a literature review, and a final presentation of their findings in an appropriate format with justified conclusions. The goal is for students to learn about an area they love through research rather than see it as a chore.
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<iframe height="485" width="595" src="//www.slideshare.net/slideshow/embed_code/key/kE7qcTvg9QYqN7"> </iframe> <div> <strong> <a>CARS session 1</a> </strong> from <strong><a>joelnally</a></strong> </div>
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ARH2000 Art & Culture USF College of the Arts 1 .docx
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
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1 ART 101 FORM AND IDEA MUSEUM ES.docx
1
ART 101:
FORM AND IDEA
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All students will be required to visit the Tampa Museum of Art, the St. Petersburg Museum of Fine Arts, the
Dali Museum in St. Petersburg, or the Ringling Museum of Art in Sarasota. Students will write a minimum
1500 word research paper (approx. 5 pages in length) based on one artwork of their choosing from the
museum to investigate in further detail. The completed paper is due at the beginning of class on the assigned
due date (see course syllabus for deadlines).
This assignment will require students to a thoughtful analysis based on accepted research as well as your own
developed point of view. Completed essays will be sustained thesis-driven interpretations of a single artwork
based on scholarly research (three sources minimum are required).
When selecting your artwork, pick the one that appeals to you and that you want to further examine. (Keep in
mind that you may want to select an object that has already had significant scholarly research within art
history.) A brief visual analysis of the selected artwork will ultimately support your thesis and lend credence to
your research. Meaning, your discussion of the artist’s selection and use of the visual elements and principles
of design should connect to your broader knowledge of style and pictorial culture, as we have discussed them
in class lecture. Your analysis should also move from description to interpretation as it relates to your central
argument – i.e., the particular qualities of the medium (ceramic, sculpture, painting, etc.) and how this relates
to the artist’s content or culture; how the visual elements found in the artwork reflect (or were affected by)
important cultural values found in the society in which it was made; how the work confronts the human
condition or experience of its culture; the expressive significance of formal elements, spatial design, or motifs
and their interaction; or how the artist has used visual elements to communicate a particular
message/experience to his/her viewers.
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For more information on the Tampa Museum of Art, its location, hours of operation and collections, please see
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For more information on the St. Petersburg Museum of Fine Arts, its location, hours of operation and
collections, please see its website: http://www.fine-arts.org. Regular student admission (with ID) is $10, and
$5 after 5:00 PM on Thursdays.
For more information on the Salvador Dali Museum, its location, hours of operation and collections, please
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Students will conduct research on a chosen artist and create a podcast interview. They will:
1. Choose an artist to research and interview in groups of two, with one student as the interviewer and one as the artist.
2. Develop focused research questions on a particular aspect of the artist's life to guide their research.
3. Use a variety of sources like books, databases, and websites to research their artist and evaluate sources for accuracy and relevance.
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This document provides strategies and resources for integrating art history into K-12 classrooms in an engaging way. It outlines goals of making art history relevant, engaging, and manageable for teachers. Key recommendations include examining artworks in context, looking for themes, being inclusive, and allowing student exploration. Short and long-term project ideas are presented to incorporate art history, such as having students act as travel agents or compose songs about artworks. Resources like SmartHistory and museum websites are also suggested.
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This document provides guidance on writing a Personal Study essay for an art class. It recommends choosing a topic that you are genuinely interested in to ensure enthusiasm. The focus should be on analyzing specific artworks through their materials, processes, themes or subjects rather than broad overviews of artists or periods. Having a clear focus with direction is important to write coherently. Viewing artworks in person where possible enhances understanding. Comparing two artists, such as a famous and local one, can provide different perspectives. Referring to critical reviews helps situate your analysis. The structure should include an introduction outlining the focus, a main body with logical sections, and a conclusion summarizing key findings.
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A review of State of the Art in X (SOTAX)
A research problem is connected to state-of-the-art “check” in a given field of study
A researcher needs to find gaps in the knowledge and to fill them (by doing this research)
It must be demonstrated that at least some aspects of the problem have not been solved yet in a given context, e.g. country, sector of the economy etc.
State of the art is a required tool in evaluating the existing body of knowledge and verifying the gap.
Film sound history
The document provides a history of film sound, beginning with Thomas Edison's 1895 Kinetophone, the first attempt to synchronize sound and moving images. Before 1928, silent films were typically accompanied by live sound effects, music, and recordings. Early experiments in the 1920s recorded sound on discs played in tandem with films. In 1926, Vitaphone and Movietone introduced sound-on-film systems, with Vitaphone recording sound separately on phonograph records. The 1927 film The Jazz Singer was the first feature-length movie with spoken dialogue. Throughout the 1930s and 1940s, surround sound and Foley techniques were developed to improve audio quality and realism, as movie attendance declined with the rise of television.
Drum microphone techniques
This document discusses stereo drum microphone techniques including the AB/spaced pair technique, XY/coincident pair technique, and Glyn Johns/recorderman technique. It provides tips for minimizing or maximizing room sound using overhead microphones. It also notes that avoiding phase coherency problems with kick and snare drums requires keeping them centered between overhead mics. Finally, it lists frequency ranges for achieving different qualities in the sound of kick drums, snare drums, toms, and cymbals.
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IB Art is a two-year intensive visual art course where students explore their interests in art and develop a personalized course of study. The course is broken into two parts: studio work, where students create 18-20 high quality artworks integrating original ideas and research; and an investigative workbook comprising 250 pages of research, idea development, and reflections to support their studio practice. Students will demonstrate growth in their understanding of art history and cultures, and the relationships between their research and artwork. The goal is for students to experience what it is like to be a working artist and develop a body of work with personal meaning.
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This document provides guidance for writing a personal study summarizing work exploring an art or photography theme. The summary should include an introduction stating the theme, why it interests the writer, and how it relates to wider contexts. The main part analyzes important artists and ideas, including illustrations, and shows how each engaged the writer. Quotes from artists and writers can back up points. A conclusion draws together the theme's main points, discusses conclusions reached, and how the study progressed the writer's work. The study should be between 1000 to 3000 words and focus on understanding artists' intentions rather than just listing practical activities.
ARH2000 Art & Culture USF College of the Arts 1 .docx
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
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the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
Honours Programme Art and Research
The Honours Programme Art and Research is a collaboration between the University of Amsterdam and the Gerrit Rietveld Academie in The Netherlands. This presentation provides an overview of the structure of the programme during the years I was involved, 2008-2011, given in Paris at the Art Science festival of Paris-Sud University
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This module aims to develop an understanding of commercial music within social, cultural, and economic contexts. There are two tasks:
Task 1 requires a 1000-word research proposal introducing a subject area and justifying sources. Sources must be listed and their relevance explained.
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1.360 ATP 2023-24 Gr 9 CA Vis Art final (5).pdf
This document contains the annual teaching plans for Grade 9 Visual Arts for Terms 1 and 2. In Term 1, students will focus on visual literacy and creating 2D artwork, exploring concepts like portraits and the role of artists. They will learn about art elements and principles through drawing, painting, analysis and research. Practical assessments will evaluate 2D pieces. Term 2 covers reflection, 3D sculpture, and 2D still life. Students will use materials to create sculptures and apply skills to logo design and commentary pieces. The term culminates in practical and written assessments testing visual art knowledge. Lessons incorporate group work, technology, and individual expression through exposure to various artists.
1 ART 101 FORM AND IDEA MUSEUM ES.docx
1
ART 101:
FORM AND IDEA
MUSEUM ESSAY
All students will be required to visit the Tampa Museum of Art, the St. Petersburg Museum of Fine Arts, the
Dali Museum in St. Petersburg, or the Ringling Museum of Art in Sarasota. Students will write a minimum
1500 word research paper (approx. 5 pages in length) based on one artwork of their choosing from the
museum to investigate in further detail. The completed paper is due at the beginning of class on the assigned
due date (see course syllabus for deadlines).
This assignment will require students to a thoughtful analysis based on accepted research as well as your own
developed point of view. Completed essays will be sustained thesis-driven interpretations of a single artwork
based on scholarly research (three sources minimum are required).
When selecting your artwork, pick the one that appeals to you and that you want to further examine. (Keep in
mind that you may want to select an object that has already had significant scholarly research within art
history.) A brief visual analysis of the selected artwork will ultimately support your thesis and lend credence to
your research. Meaning, your discussion of the artist’s selection and use of the visual elements and principles
of design should connect to your broader knowledge of style and pictorial culture, as we have discussed them
in class lecture. Your analysis should also move from description to interpretation as it relates to your central
argument – i.e., the particular qualities of the medium (ceramic, sculpture, painting, etc.) and how this relates
to the artist’s content or culture; how the visual elements found in the artwork reflect (or were affected by)
important cultural values found in the society in which it was made; how the work confronts the human
condition or experience of its culture; the expressive significance of formal elements, spatial design, or motifs
and their interaction; or how the artist has used visual elements to communicate a particular
message/experience to his/her viewers.
MUSEUM INFORMATION
For more information on the Tampa Museum of Art, its location, hours of operation and collections, please see
its website: http://tampamuseum.org. College student admission (with ID) is FREE, or Pay-as-you-will
admission on Fridays between 4–8 PM.
For more information on the St. Petersburg Museum of Fine Arts, its location, hours of operation and
collections, please see its website: http://www.fine-arts.org. Regular student admission (with ID) is $10, and
$5 after 5:00 PM on Thursdays.
For more information on the Salvador Dali Museum, its location, hours of operation and collections, please
see its website: http://thedali.org. Regular student admission (with ID) is $15 and is $10 after 5:00 PM on
Thursdays. Note: on-site parking at the Dali costs $10, but is within walk-able distance of downtown parking.
For more information on the Ringling Museum of Arts, its l ...
Artist Interview Podcast Presentation
Students will conduct research on an artist and interview them in a podcast format. They will:
1. Choose an artist to research and interview in groups of two, with one student as the interviewer and one as the artist.
2. Research a particular aspect of the artist's life using various sources and evaluate the sources for accuracy and relevance.
3. Create an original script and interview questions to guide their research.
4. Use Audacity to record and edit a podcast interview based on their research, citing sources ethically. The final project will be shared with the class.
A2 personal study guide 2013
This document provides guidance on creating an effective personal study sketchbook for an art class. It recommends choosing a topic you are genuinely interested in that allows you to analyze specific artworks in depth. The focus should be on an artist's process and materials or their approach to a subject or theme. It is important to structure the study with clear sections, headings, and supporting images so the topic is communicated in an organized way. Primary research like viewing artworks in person and potentially interviewing the artist is encouraged over relying solely on secondary sources.
Artist Interview Podcast
Students will conduct research on a chosen artist and create a podcast interview. They will:
1. Choose an artist to research and interview in groups of two, with one student as the interviewer and one as the artist.
2. Develop focused research questions on a particular aspect of the artist's life to guide their research.
3. Use a variety of sources like books, databases, and websites to research their artist and evaluate sources for accuracy and relevance.
4. Create an original script and record a podcast interview using Audacity, displaying their understanding of the artist's life and work.
Integrating Art History Presentation
This document provides strategies and resources for integrating art history into K-12 classrooms in an engaging way. It outlines goals of making art history relevant, engaging, and manageable for teachers. Key recommendations include examining artworks in context, looking for themes, being inclusive, and allowing student exploration. Short and long-term project ideas are presented to incorporate art history, such as having students act as travel agents or compose songs about artworks. Resources like SmartHistory and museum websites are also suggested.
Personal study essay guide
This document provides guidance on writing a Personal Study essay for an art class. It recommends choosing a topic that you are genuinely interested in to ensure enthusiasm. The focus should be on analyzing specific artworks through their materials, processes, themes or subjects rather than broad overviews of artists or periods. Having a clear focus with direction is important to write coherently. Viewing artworks in person where possible enhances understanding. Comparing two artists, such as a famous and local one, can provide different perspectives. Referring to critical reviews helps situate your analysis. The structure should include an introduction outlining the focus, a main body with logical sections, and a conclusion summarizing key findings.
IB Visual_arts
This document outlines the assessment components for the Higher Level and Standard Level Visual Arts courses offered by the International Baccalaureate (IB) program from 2009-2011. It describes the two options for Higher Level (HLA and HLB) and Standard Level (SLA and SLB) courses, which differ in the weighting given to the Studio Work and Investigation Workbook components. The document also provides guidance on the expectations and content for the Studio Work and Investigation Workbook portions of the assessment.
ARTS
The document summarizes a lesson plan for a MAPEH class on Modern Art movements. The lesson objectives are to describe iconic artists and art styles from different movements, apply techniques to communicate ideas, and evaluate works of art using criteria from various movements. Students will learn about Pop Art, Op Art, Installation Art, and Performance Art through activities creating art in each style. They will culminate by mounting an exhibit to showcase their understanding of Modern Art influences.
A2personalstudyguide
This document provides guidance for students on completing a personal study sketchbook for an art course. It should include a minimum 1000 word written analysis linking practical investigations to contextual research. Students must demonstrate understanding of relevant contexts and express personal interpretations. The focus can be on any concept or source related to their ideas and work. The study must be presented in writing with continuous prose, in a readable format, and include a full bibliography. It provides tips on choosing an engaging topic of genuine interest, having a clear focus, viewing primary sources when possible, and structuring the study with an introduction, body, conclusion, and references.
Thesis writing
This document provides guidance on writing a thesis proposal. It explains that a proposal describes the scope, methodology, significance and timeline of a research project. The purpose is to justify and plan the research and show how it contributes to existing research. Key parts of a proposal include the title, abstract, introduction, problem statement, purpose, literature review, methodology, significance, overview of chapters, timeline and bibliography. The document provides tips for each section and emphasizes establishing a clear problem or research question, justifying the methodology, and demonstrating the significance of the proposed work. It also discusses style considerations like maintaining a confident tone and coherence.
A review of State of the Art in X (SOTAX)
A research problem is connected to state-of-the-art “check” in a given field of study
A researcher needs to find gaps in the knowledge and to fill them (by doing this research)
It must be demonstrated that at least some aspects of the problem have not been solved yet in a given context, e.g. country, sector of the economy etc.
State of the art is a required tool in evaluating the existing body of knowledge and verifying the gap.
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ARH2000 Art & Culture USF College of the Arts 1 .docx
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The document provides a history of film sound, beginning with Thomas Edison's 1895 Kinetophone, the first attempt to synchronize sound and moving images. Before 1928, silent films were typically accompanied by live sound effects, music, and recordings. Early experiments in the 1920s recorded sound on discs played in tandem with films. In 1926, Vitaphone and Movietone introduced sound-on-film systems, with Vitaphone recording sound separately on phonograph records. The 1927 film The Jazz Singer was the first feature-length movie with spoken dialogue. Throughout the 1930s and 1940s, surround sound and Foley techniques were developed to improve audio quality and realism, as movie attendance declined with the rise of television.
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Compression basics
A compressor is a device that automatically controls the level of an audio signal to make recordings sound more polished by controlling maximum levels and maintaining higher average loudness. Compressors have different circuit types including valve, optical, FET, and VCA compressors that each impact the audio signal in different ways, such as adding coloration or emulating tube sounds. Parameters like attack, release, threshold, and ratio determine how compression is applied to the audio.
Compression basics
A compressor is a device that automatically controls the level of an audio signal to make recordings sound more polished by controlling maximum levels and maintaining higher average loudness. Compressors have different circuit types including valve, optical, FET, and VCA compressors that each impact the audio signal in different ways, such as adding coloration or emulating tube sounds. Parameters like attack, release, ratio, and threshold determine how compression is applied to the audio.
CARS session 3
This document discusses research skills for creative arts students. It covers establishing debatable thesis statements, avoiding logical fallacies like slippery slope arguments and ad hominem attacks, and evaluating resources. Students are advised to consider whether a statement is truly debatable, avoid flawed logical arguments, and check sources for authorial bias, ability to verify facts, emotional language, and advertising when conducting research. Students are also instructed to pair up and use an evaluation document to analyze websites in Google Classroom for accuracy and bias.
Basics of live sound 1
The document discusses the basics of live sound, including different audio connectors used for microphones, instruments, and playback devices. It describes the main components and purpose of mixers, which blend and route audio signals. Mixers have channel strips that control level, EQ, effects sends, panning and volume for each source. The master section oversees the overall volume with faders for the main mix and subgroups. Common outboard equipment mentioned includes graphic equalizers, effects processors, dynamics processors and speaker management systems.
Music and technology
This document discusses how music technology has developed from early recording devices to modern technologies, providing a timeline of milestones in music production and delivery technologies from the phonograph to the iPod. These include multitrack tape recording, digital recording, printed sheet music, vinyl records, radio, cassettes, CDs, and technologies used in live performances. The document also calls for a case study of an artist and their use of technology.
Business of travel and tourism lesson 1
This document provides an overview of key concepts in the business of travel and tourism, including:
- The public and private sectors, with public sector organizations like tourist boards owned by governments and private sector entities like hotels and airlines privately owned.
- Different types of tourism like domestic, inbound, and outbound tourism.
- Geographic regions from local to regional to national to international tourism organizations.
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Critical thinking 2014
This document outlines the steps for developing critical thinking skills:
Step 1 is to identify an argument by establishing a line of thinking with reasons presented to support a conclusion. Effective arguments have two relevant reasons that logically lead to the conclusion.
Step 2 is to evaluate the evidence used to support the argument. This involves considering whether the evidence is relevant, recent, relies on assumptions, or shows potential bias. The strength of an argument depends on unbiased, sufficient evidence that is directly relevant to supporting the conclusion.
Proposal and assessment
This document provides instructions for writing a proposal for a commercial music essay. The proposal should include:
1. A research question and brief explanation of the question in 200 words.
2. Contextual background information on the topic in 500 words using APA referencing style.
3. The proposed structure of the 4000-word essay in 300 words, outlining the main sections and sub-headings.
4. A bibliography of sources following APA style guidelines.
The proposal aims to demonstrate the student's knowledge of the topic and research materials as well as their ability to write in an academic format. It will form the basis for the full essay to be written.
MCC style guide
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CMIC intro 2014
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CARS session 1
- 1. CREATIVE ARTS RESEARCH SKILLS HND PERFORMING ARTS HND MUSIC
- 2. CREATIVE ARTS RESEARCH SKILLS The Big Question This unit aims to enable learners to acquire the necessary skills and techniques to undertake research in the creative arts and present their findings in an appropriate form. HND PERFORMING ARTS HND MUSIC
- 3. CREATIVE ARTS RESEARCH SKILLS The Big Question You will individually develop research skills to support both theoretical and practical elements of your chosen genre HND PERFORMING ARTS HND MUSIC
- 4. CREATIVE ARTS RESEARCH SKILLS The Big Question The first part of the research project will include: ! • A report, explaining why you have chosen to research this particular subject and how you are going to conduct your research. ! HND PERFORMING ARTS HND MUSIC
- 5. CREATIVE ARTS RESEARCH SKILLS The Big Question The first part of the research project will include: ! A literature review that establishes a framework for your topic / subject area ! HND PERFORMING ARTS HND MUSIC
- 6. CREATIVE ARTS RESEARCH SKILLS The Big Question ! You will then present and communicate your findings, taken from a wide variety of sources, in a suitable format e.g. essay, audio recording, audio-visual presentation, PC-based (PowerPoint etc.), website, digital journal.Your work should present and justify valid conclusions. ! ! HND PERFORMING ARTS HND MUSIC
- 7. CREATIVE ARTS RESEARCH SKILLS HND PERFORMING ARTS HND MUSIC Choosing aTopic to Study It’s natural to feel overwhelmed at this point! It’s best approached as an opportunity to learn about something you love, rather than a form of torture
- 8. CREATIVE ARTS RESEARCH SKILLS HND PERFORMING ARTS HND MUSIC Choosing aTopic to Study 1. Choose any topic - "e.g. something about Shakespeare" ! 2. Be a little more specific about your topic. - “he used weird language" ! 3. Be a lot more specific and make a thesis statement - “The language in Shakespeare plays discourages young people from reading them"