Kelsey Brannon - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Mapping The Materials of Basic Drawing Lectures with Visual Spatial Intillige...Kumara Sadana Putra
International Conference on Creative Industry 2011, ITS
Bali, March '11
There is a fundamental problem when Ubaya aren’t held drawing test for intake students in DMP, while the other side DMP is a program of study that most of the activity is drawing. With backgrounds that are less measurable student qualifications for the intake of high school who did not make drawing skills as a measure of intelligence, graduates, DMP must hold a matriculation class to improve drawing skills. However, this does not guarantee the results of the matriculation students to produce a standard product design skills. Drawing is a coordinate intelligence between the eyes, logic, motor hand and taste. Only with long exercise, that four element can be coordinated and produce decent work. In other words, drew flight hours is very important to produce a quality works.
The problem finding that autor found are the absence of a fixed rule about learning the basic concepts of drawing in DMP Ubaya. The need for material mapping images of the product design in order to obtain the most appropriate on basis of product design, due to during this the material created is still a way to follow what the material was applied to higher education. And the last is how to implement these materials into the teaching of media demo reel.
The study will use the method of exposure of descriptive literature and comparative studies. Visits to the established design college, elementary, junior high school, vocational and companies associated with learning to draw, to obtain data on the method of drawing. Studying the data based on visual intelligence theory as a basis for the ability to be owned by the prospective designers. Comparing with the learning methods that have been conducted in DMP Ubaya. Applying such content as syllabus content and demo reel.
Kelsey Pennington - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Alicia Parsons - Visual Pedagogy Project: Art integration with Language ArtsHallie DeCatherine Jones
Alicia Parsons - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Mapping The Materials of Basic Drawing Lectures with Visual Spatial Intillige...Kumara Sadana Putra
International Conference on Creative Industry 2011, ITS
Bali, March '11
There is a fundamental problem when Ubaya aren’t held drawing test for intake students in DMP, while the other side DMP is a program of study that most of the activity is drawing. With backgrounds that are less measurable student qualifications for the intake of high school who did not make drawing skills as a measure of intelligence, graduates, DMP must hold a matriculation class to improve drawing skills. However, this does not guarantee the results of the matriculation students to produce a standard product design skills. Drawing is a coordinate intelligence between the eyes, logic, motor hand and taste. Only with long exercise, that four element can be coordinated and produce decent work. In other words, drew flight hours is very important to produce a quality works.
The problem finding that autor found are the absence of a fixed rule about learning the basic concepts of drawing in DMP Ubaya. The need for material mapping images of the product design in order to obtain the most appropriate on basis of product design, due to during this the material created is still a way to follow what the material was applied to higher education. And the last is how to implement these materials into the teaching of media demo reel.
The study will use the method of exposure of descriptive literature and comparative studies. Visits to the established design college, elementary, junior high school, vocational and companies associated with learning to draw, to obtain data on the method of drawing. Studying the data based on visual intelligence theory as a basis for the ability to be owned by the prospective designers. Comparing with the learning methods that have been conducted in DMP Ubaya. Applying such content as syllabus content and demo reel.
Kelsey Pennington - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Alicia Parsons - Visual Pedagogy Project: Art integration with Language ArtsHallie DeCatherine Jones
Alicia Parsons - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Kasi Fox - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Few could argue that stortelling is a powerful tool to inspire action and change, and to influence thought leaders and decision makers. The shape and delivery of stories has also shifted dramatically in the digital era. Long-form narrative and conventionalism journalism now share a stage with messages 140 characters or images that disappear in seconds after they are opened. There have never been more ways to reach audiences, but it's also never been more difficult to really reach them.
Starting with a brief introduction of the digital culture impact in the design field, the lecture touches personal obsessions made explicit in some projects of the studio.
University of Udine, May 2012.
Presentation by Tunde Varga-Atkins at the Methods@Manchester Methods Fair on Creativity in Social Science Research, recorded session available on YouTube (https://www.youtube.com/watch?v=E9tF0C-75A8)
Microsoft power point in defense of art educaArtdoc01
It is part of my attempt to begin a dialog to get people thinking of art education in terms of its actual value to education and to society. Art Education magazine's last issue was an attempt to start a dialog regarding creativity in general and its value, but I think it stopped short of examining the idea of visual art as the focus of so much of our culture and society. I am looking at visual awareness and visual literacy in terms of their impact on the culture and the classroom. The long term goal is to make art education part of the "core" subjects in schools. Give this a look and let me know what you think. And please send this up the line and see who else may be interested in this idea.
Scott McCloud's Big Triangle and New Media Compositionkabbie
PowerPoint Presentation from Computers and Writing 2005. Describes how McCloud's big triangle, a heuristic for understanding visual communication, can be used as a guide to composing and designing new media products.
Kasi Fox - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Few could argue that stortelling is a powerful tool to inspire action and change, and to influence thought leaders and decision makers. The shape and delivery of stories has also shifted dramatically in the digital era. Long-form narrative and conventionalism journalism now share a stage with messages 140 characters or images that disappear in seconds after they are opened. There have never been more ways to reach audiences, but it's also never been more difficult to really reach them.
Starting with a brief introduction of the digital culture impact in the design field, the lecture touches personal obsessions made explicit in some projects of the studio.
University of Udine, May 2012.
Presentation by Tunde Varga-Atkins at the Methods@Manchester Methods Fair on Creativity in Social Science Research, recorded session available on YouTube (https://www.youtube.com/watch?v=E9tF0C-75A8)
Microsoft power point in defense of art educaArtdoc01
It is part of my attempt to begin a dialog to get people thinking of art education in terms of its actual value to education and to society. Art Education magazine's last issue was an attempt to start a dialog regarding creativity in general and its value, but I think it stopped short of examining the idea of visual art as the focus of so much of our culture and society. I am looking at visual awareness and visual literacy in terms of their impact on the culture and the classroom. The long term goal is to make art education part of the "core" subjects in schools. Give this a look and let me know what you think. And please send this up the line and see who else may be interested in this idea.
Scott McCloud's Big Triangle and New Media Compositionkabbie
PowerPoint Presentation from Computers and Writing 2005. Describes how McCloud's big triangle, a heuristic for understanding visual communication, can be used as a guide to composing and designing new media products.
Ryota Matsumoto: Visual Commentaires on Contemporary Speculative Changes KooZ...JohnMecco
Ryota Matsumoto is an artist, educator, cultural programmer, urban planner, and architect based in New York and Tokyo. As a media theorist, he is highly recognized as the godfather of the postdigital art and architecture. His sociological insights into new media discourses, which include epidigital theory, hybrid objects, and posthumanism, draw inspiration from philosophers of technology, Bernard Stiegler, Michel Serres, and Gilbert Simondon.
Born in Tokyo, he was raised in Hong Kong and Japan. He received a Master of Architecture degree from the University of Pennsylvania in 2007 after his studies at the Architectural Association in London and Mackintosh School of Architecture, the Glasgow School of Art in the early 90s. He collaborated with a cofounder of the Metabolist Movement, Kisho Kurokawa, and with Arata Isozaki, Peter Christopherson, and MIT Media Lab.
He has taught architecture, art, and interdisciplinary design as a lecturer and visiting critic in the United States, Europe, and Japan.
https://www.ryotamatsumotostudio.com
Ryota Matsmoto Visual Commentaires on Contemporary Speculative Changes KooZA:...JohnMecco
Ryota Matsumoto is an artist, educator, cultural programmer, urban planner, and architect based in New York and Tokyo. As a media theorist, he is highly recognized as the founder of postdigital art and architecture. His sociological insights into new media discourses, which include epidigital theory, hybrid objects, and posthumanism, draw inspiration from philosophers of technology, Bernard Stiegler, Michel Serres, and Gilbert Simondon.
Born in Tokyo, he was raised in Hong Kong and Japan. He received a Master of Architecture degree from the University of Pennsylvania in 2007 after his studies at the Architectural Association in London and the Glasgow School of Art in the early 90s.
He collaborated with a cofounder of the Metabolist Movement, Kisho Kurokawa, and with Arata Isozaki, Peter Christopherson, and MIT Media Lab. He has taught architecture, art, and interdisciplinary design as a lecturer and visiting critic in the United States, Europe, and Japan.
https://www.ryotamatsumotostudio.com
A Framework for Harmonic Color MeasuresMichel Alves
This theme has as main objective to introduce a quality comparison scale for color images that takes into account the balance or harmony existing between set of colors of the input model/image. The main idea is to measure the "harmonic distance" of the input model in relation to a particular scheme but not perform the harmonization proccess.
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Presentation by IU student Samantha Morron. This presentation was part of M333 "Art Experiences for Elementary Teachers". For the Visual Pedagogy project, Samantha researched methods for integrating art and visual pedagogy with math content.
This is a presentation I gave at Pecha Kucha #4 at 21C in Louisville during the summer of 2011. I identify some basic simple things you can substitute in your diet that are vegan alternatives. It doesn't have to be "all or nothing". You do not have to become a vegan to substitute some of your products with animal-free alternatives. Every little bit counts!!!!
Presentation for pre-service elementary teachers. Asking them to consider themselves as being a part of the "future studies" movement. Introduction of future studies as an emerging interdisciplinary academic field. Emphasis on visual thinking, visual pedagogy, and images associated with science and other disciplinary domains. How teaching with visual methods, images, and using techniques to develop the imagination can impact our future experience on earth. Highlights artists who are working in a highly cross-disciplinary context to establish "Ohio Valley Creative Energy" in Southern Indiana which will be a fire arts facility powered by methane gas from a landfill and also doing ecological and environmental education.
2. Importance of Art Integration
More engaging
Allows students to be creative
Makes the topic visual, which can be clearer to
students
3. Art can be adapted to any subject area (math, science,
social studies, reading)
4. Arts Integration and Test Scores
Studies have shown that teachers who use art
integration in certain subject areas have improved
test scores (Ingram, 2003)
SUBJECT/GRADE IMPROVEMENT (points per
unit)
Reading/3rd Grade 1.02 points
Math/3rd Grade 1.08 points
Reading/4th Grade 1.32 points
Math/5th Grade .77 points
5. How to Use Art Integration?
More integration in one subject than less integration
in multiple subjects (Ingram, 2003)
6. Importance of Art Integration in Math
Researchers have found many congruencies with
math and the arts (Bickley-Green, 1995)
Recognizing congruencies leads to more effective
instruction (Bickley-Green, 1995)
9. Connection to M333
Eisner Article
Media Exploration and Integrated Activity
IMAGE Likeness – Resemblance – Similitude
GRAPHIC OPTICAL PERCEPTUAL MENTAL VERBAL
Pictures Mirrors Sense Data Dreams Metaphors
Statues Projections “Species” Memories Descriptions
Designs Appearances Ideas Poetic
Symbols Fantasmata
Signs Traces
10. CONTENT IMAGES INTEGRATION
SCIENCE GRAPHIC MEDIA & PROCESS
Life Pictures
Earth Painting
Statues Sculpture
Physical
Technology Designs
Symbols
Printmaking
MATH Signs Drawing
Geometry OPTICAL Collage
Numbers Mirrors Digital Media (design, animation,
Measurement
Projections video)
ENGLISH PERCEPTUAL Photography
Comprehension Sense Data Kinesthetic
Vocabulary “Species”
Writing Appearances
Sound
Communication MENTAL MATERIALS
Dreams *Infinite Possibilities
SOCIAL STUDIES
History Memories
Government Ideas Paper (various types) Tempera Paint
Physics Fantasmata Colored Pencils Acrylic
Geography Traces Crayons Ink
Economics VERBAL
Markers Objects
Metaphors (found/recycle
Descriptions Glue
Scissors d)
Poetic
Pencils Wire
Pastels Wood
Watercolor Fabric
Computers
11. As a Future Teacher...
Art is very important for my students
My goal: to utilize the various arts in my classroom
through art integrated lessons
12. Text Resources
Bickley-Green, C.A. (1995). Math and art curriculum
integration: A post-modern foundation. Studies in Art
Education 37(1), 9-18.
Brewer, Z. (2010). Math art: Hands-on math activities for
grades 2, 3, and 4.
Ingram, D. (2003). What does art integration do for
students? Retrieved March 29, 2012, from the Center
for Applied Research and Education Improvement at the
University of Minnesota website:
http://www.cehd.umn.edu/carei/Reports/AA
A/docs/DoforStudents.pdf
Rabkin, N., & Redmond, R. (2004). Putting the arts in the
picture. Chicago: Columbia College Chicago.
13. Visual Resources
http://t2.gstatic.com/images?q=tbn:ANd9GcRS5Rv21FdnAFLfgyZnCUxnjVsMfMU
mALje0MVLW7l5Oex6h51Y (Flower)
http://t0.gstatic.com/images?q=tbn:ANd9GcQkp0Xmu2-
BIbPbgDVMNuAb5gs8RfaB3lTSumevA7pFph_az1Vz (Music, Easel)
http://t2.gstatic.com/images?q=tbn:ANd9GcR78yCCNfl4amTjzACa4Luexmmxc57
G5Snu5laI7__IMpRdOVZF (Math Arts)
http://t2.gstatic.com/images?q=tbn:ANd9GcSdYTo7JFAa90a_4rWrIFQi1Uq8BYhy
kPDEJJpSquoMY-tueQdG (Globe)
http://t0.gstatic.com/images?q=tbn:ANd9GcRchHcnGf4JeYDalzVGvVUC522YcKc
C8Wy0wj4MMb-VzUsFJLkF (Book)
http://t1.gstatic.com/images?q=tbn:ANd9GcQgHg7kGcA9yrj3LoE99UGCTESddLz
vplQhTYjPo9Q8zVapuS4Z (Paint brush)
http://t2.gstatic.com/images?q=tbn:ANd9GcREOIAGY27LOwTWqVTSbVcIznsKW
_yZki3-0wZSPlqfwpQpYmVI (Geometry in Art)
http://t3.gstatic.com/images?q=tbn:ANd9GcTSjJddm6L3VgOdq9dK6y8-
m2rqNJUejU6Gwi06z4D_l8H4uWHtYw (Number in Art)
Image Tree and Content-Image-Integration Chart borrowed from Hallie Jones of
Indiana University