This document provides a summary of Melissa Mudd's portfolio from 2010, including examples of her creative writing experiments and art projects from an institute course. It contains 3 short pieces of creative writing focused on imagery from her surroundings. The document also describes 2 seedling projects - booklace necklaces combining images and text, and a painting with embedded headlines exploring hope. Graphic narrative storyboards and a self-portrait triptych investigating roles and identities are presented as additional examples of works started in the course.
In this workshop we explored the essence of creativity and how to cultivate a creative creative climate in the classroom. We explored low barrier entry ways to get students thinking and working more creatively on a daily basis, using both digital and analog tools and strategies.
***please note the videos embedded are not enabled
Feel free to join the open G+ community here: https://plus.google.com/u/0/communities/101416752034019971438
#GetsmART: Lessons from the Artists BLC15 MinikeynoteAmy Burvall
Note that this is the abridged version (15 minutes) presented at BLC15; I have an hour version with almost 100 more hand-drawn slides.
While everyone is both a work of art and an artist, not
everyone thinks like one. What can the ways in which
famous artists lived their lives,as well as their creative processes, teach us? In this 15 minute keynote presented at Alan November's Building Learning Communities 2015, Amy
Burvall shares poignant takeaways from the lives of
Da Vinci and Michelangelo, the Impressionists, Toulouse-
Lautrec, Picasso, and Warhol.
Through anecdotes, quotes, and metaphorical imagery,
these apologues serve as digestible life lessons educators and leaders can embrace in their own
intellectual and creative lives and share with students.
Workshop slide deck for iPadpalooza 2016. Please note the videos will not play but they are all in the G+ community https://plus.google.com/u/0/communities/101416752034019971438
In this workshop we explored the essence of creativity and how to cultivate a creative creative climate in the classroom. We explored low barrier entry ways to get students thinking and working more creatively on a daily basis, using both digital and analog tools and strategies.
***please note the videos embedded are not enabled
Feel free to join the open G+ community here: https://plus.google.com/u/0/communities/101416752034019971438
#GetsmART: Lessons from the Artists BLC15 MinikeynoteAmy Burvall
Note that this is the abridged version (15 minutes) presented at BLC15; I have an hour version with almost 100 more hand-drawn slides.
While everyone is both a work of art and an artist, not
everyone thinks like one. What can the ways in which
famous artists lived their lives,as well as their creative processes, teach us? In this 15 minute keynote presented at Alan November's Building Learning Communities 2015, Amy
Burvall shares poignant takeaways from the lives of
Da Vinci and Michelangelo, the Impressionists, Toulouse-
Lautrec, Picasso, and Warhol.
Through anecdotes, quotes, and metaphorical imagery,
these apologues serve as digestible life lessons educators and leaders can embrace in their own
intellectual and creative lives and share with students.
Workshop slide deck for iPadpalooza 2016. Please note the videos will not play but they are all in the G+ community https://plus.google.com/u/0/communities/101416752034019971438
Remix calls for knowledge and understanding, critical, higher-order, and design thinking, a variety of tech skills, and frequently, collaboration and navigation in the greater media landscape. A remix task offers students a chance to truly transform a work and create something unique - something that will contribute to their digital presence and legacy.
***please note that videos are not enabled
Feel free to join the open G+ community here: https://plus.google.com/u/0/communities/112632173247239192908
This is the 2nd part of a 3 part presentation I gave for UNOi in Los Cabos, Mexico. It shares the "why " of creativity in 21st century education and the nature of creativity, punctuated by interactive experiences as it addresses the "how".
This keynote, first offered at Sc Midlands (South Carolina) is all about provocation over pontification. I pose questions to help us rethink education and "edtech". Keep in mind that many anecdotes were shared as the "meat" behind these queries. Most come from my public thinking on my blog: amysmooc.wordpress.com
*note there are a few slides with videos ...they should play (though I did not show the entirety of the Student Voices Clip (only 2 min of the 25)
Crushing It with Creativity- The Virtual Summit EU keynoteAmy Burvall
Crushing It with Creativity outlines some of the beliefs set forth in the "Creativity Credo" from my book, "Intention: Critical Creativity in the Classroom". It then offers a plethora of ideas for creative thinking in the classroom and beyond
Intention: Critical Creativity in the K-12 Classroom ISABC17Amy Burvall
exploration into the alignment of our book (myself and Dan Ryder) with the BC curriculum's core competencies (Creative thinking, Critical thinking, Communication)...please note that videos will not playh
Creativity presentation and workshop deck for my inservice at Shawnigan Lake School on Vancouver Island. Please note that the videos and video transitions will not play in this form.
This hands-on workshop explored the "whys" of visual literacy and offered participants an opportunity to tinker and play with everything from metaphorical icons to photos, gifs, and video.
***please note that videos in this slide deck are not enabled
Feel free to join the open G+ community here: https://plus.google.com/u/0/communities/113762614515763343967
Workshop deck from iPadpalooza 2016. Please note the videos will not play, but all are in the G+ community https://plus.google.com/u/0/communities/113762614515763343967
University of Worcester Children's Conference Amy Burvall
My keynote for the "Know Yourself and Be Open to the Differences of Others" children's conference at the University of Worcester, UK for students age 9-13
*please note that the videos will not play
Gallery of Student WritingShernel WoodmanPrinciples of Design.docxshericehewat
Gallery of Student Writing
Shernel Woodman
Principles of Design
“Train of Thought” by Leo Bridle
Simple Outline
“A Journey for Love”
I. Leo Bridle and Ben Thomas were the film makers.
a. I believe they are in their late 20s and early 30s, and they graduated from the Arts Institute at Bournemouth.
b. From the United Kingdom.
II. The basic structure of the artwork is Film.
a. Material used was digital compositing software and all the animations were done by hand and not the compositing software.
b. The subject of the seemed to be the young artist and he seemed to have been in search of someone. Everything seemed to be between and a gray/sepia scale with a design using cut outs and wooden toys.
III. I think this whole film was based on love.
a. My 1st idea is that he is trying to find the woman he loved. He may have seen her before at the station and drawn her out of memory and may have come back to find her there. When he didn’t, he hopped on the train in search for her only to come up empty. I believe he used his drawing pad as some sort of map as to where she may have been. When he doesn’t find her, he returns to the station once again and this time, he finds her. He then realizes that she may be an artist as well and may have gone through the same processes to find each other.
b. My 2nd idea is that he may have drawn her as well as the other drawings in his book subconsciously and realized this was a woman he had to meet. He then returns to the train station, which is the setting of his drawing. When she doesn’t come, he hops on the train and then goes in search for the woman that he loves. When he doesn’t find her he returns back to the station and that is where he finally sees her. They go towards each other and hold hands, seeming like they both went through the same measures to find each other.
I think the way the film makers used photography and film made this a very interesting form of media. Everything looked cartooned and real at the same time. The train station and the train themselves looked like they were made out of wooden toys and the people all looked like cut outs that were animated to look like they were moving, inside of their cut out frames. This was a well done film and they filmmakers did a wonderful job. I must say it sure caught my attention.
Linda Hoffman-Ostroff
Techniques, Materials, and Form
Introduction to the Drinking Maiden Exhibition
Story Style
"A Maiden in Born"
My color is milky white and thus a maiden is born... I was created by the great sculptural artist Ernst Wenck in 1901. He created my soft white body by using his strong meticulous hands. He is indeed an artist. I was created in a time when conservatism was not very popular. Because of my intricate detail and the delicate image I carry I became a model for porcelain miniatures.
If you study my structure you see the qualities that may have lead to my continued popularity. I lean forward and you see the muscle tone of my leg by the light tha ...
Remix calls for knowledge and understanding, critical, higher-order, and design thinking, a variety of tech skills, and frequently, collaboration and navigation in the greater media landscape. A remix task offers students a chance to truly transform a work and create something unique - something that will contribute to their digital presence and legacy.
***please note that videos are not enabled
Feel free to join the open G+ community here: https://plus.google.com/u/0/communities/112632173247239192908
This is the 2nd part of a 3 part presentation I gave for UNOi in Los Cabos, Mexico. It shares the "why " of creativity in 21st century education and the nature of creativity, punctuated by interactive experiences as it addresses the "how".
This keynote, first offered at Sc Midlands (South Carolina) is all about provocation over pontification. I pose questions to help us rethink education and "edtech". Keep in mind that many anecdotes were shared as the "meat" behind these queries. Most come from my public thinking on my blog: amysmooc.wordpress.com
*note there are a few slides with videos ...they should play (though I did not show the entirety of the Student Voices Clip (only 2 min of the 25)
Crushing It with Creativity- The Virtual Summit EU keynoteAmy Burvall
Crushing It with Creativity outlines some of the beliefs set forth in the "Creativity Credo" from my book, "Intention: Critical Creativity in the Classroom". It then offers a plethora of ideas for creative thinking in the classroom and beyond
Intention: Critical Creativity in the K-12 Classroom ISABC17Amy Burvall
exploration into the alignment of our book (myself and Dan Ryder) with the BC curriculum's core competencies (Creative thinking, Critical thinking, Communication)...please note that videos will not playh
Creativity presentation and workshop deck for my inservice at Shawnigan Lake School on Vancouver Island. Please note that the videos and video transitions will not play in this form.
This hands-on workshop explored the "whys" of visual literacy and offered participants an opportunity to tinker and play with everything from metaphorical icons to photos, gifs, and video.
***please note that videos in this slide deck are not enabled
Feel free to join the open G+ community here: https://plus.google.com/u/0/communities/113762614515763343967
Workshop deck from iPadpalooza 2016. Please note the videos will not play, but all are in the G+ community https://plus.google.com/u/0/communities/113762614515763343967
University of Worcester Children's Conference Amy Burvall
My keynote for the "Know Yourself and Be Open to the Differences of Others" children's conference at the University of Worcester, UK for students age 9-13
*please note that the videos will not play
Gallery of Student WritingShernel WoodmanPrinciples of Design.docxshericehewat
Gallery of Student Writing
Shernel Woodman
Principles of Design
“Train of Thought” by Leo Bridle
Simple Outline
“A Journey for Love”
I. Leo Bridle and Ben Thomas were the film makers.
a. I believe they are in their late 20s and early 30s, and they graduated from the Arts Institute at Bournemouth.
b. From the United Kingdom.
II. The basic structure of the artwork is Film.
a. Material used was digital compositing software and all the animations were done by hand and not the compositing software.
b. The subject of the seemed to be the young artist and he seemed to have been in search of someone. Everything seemed to be between and a gray/sepia scale with a design using cut outs and wooden toys.
III. I think this whole film was based on love.
a. My 1st idea is that he is trying to find the woman he loved. He may have seen her before at the station and drawn her out of memory and may have come back to find her there. When he didn’t, he hopped on the train in search for her only to come up empty. I believe he used his drawing pad as some sort of map as to where she may have been. When he doesn’t find her, he returns to the station once again and this time, he finds her. He then realizes that she may be an artist as well and may have gone through the same processes to find each other.
b. My 2nd idea is that he may have drawn her as well as the other drawings in his book subconsciously and realized this was a woman he had to meet. He then returns to the train station, which is the setting of his drawing. When she doesn’t come, he hops on the train and then goes in search for the woman that he loves. When he doesn’t find her he returns back to the station and that is where he finally sees her. They go towards each other and hold hands, seeming like they both went through the same measures to find each other.
I think the way the film makers used photography and film made this a very interesting form of media. Everything looked cartooned and real at the same time. The train station and the train themselves looked like they were made out of wooden toys and the people all looked like cut outs that were animated to look like they were moving, inside of their cut out frames. This was a well done film and they filmmakers did a wonderful job. I must say it sure caught my attention.
Linda Hoffman-Ostroff
Techniques, Materials, and Form
Introduction to the Drinking Maiden Exhibition
Story Style
"A Maiden in Born"
My color is milky white and thus a maiden is born... I was created by the great sculptural artist Ernst Wenck in 1901. He created my soft white body by using his strong meticulous hands. He is indeed an artist. I was created in a time when conservatism was not very popular. Because of my intricate detail and the delicate image I carry I became a model for porcelain miniatures.
If you study my structure you see the qualities that may have lead to my continued popularity. I lean forward and you see the muscle tone of my leg by the light tha ...
this is a presentation about research i've been doing on using contemporary toys as a topic for investigation in the art classroom. topics for discussion, as well as activities, and a background on the moment is included. PLEASE DO NOT COPY WITHOUT PERMISSION.
Dominant American Values Advertising Analysismmudd
A presentation I did for my graduate media literacy class considering the opposing dominant american values of the individual and conformity. If you use this please credit me. Thank you!
2. Table of contents Painting with words: small works in progress (or how I learned to stop worrying and enjoy the free write) 2) Where does creativity hide? (answer: where you last left it) 3) Synectic seedlings: new beginnings
4. poetry? what’s that? I’ve been told I’m a good writer – but I don’t think so. I have always written academically – not with the same imagination and candor I treat my “other” art form. In enrolling in this institute I hoped not only to share my belief in the importance of visual literacy, but to also begin to approach writing in a way that was more pleasure and less assignment. Put in another way I wanted to begin painting with words.
5. My experiences with non-academic writing are extremely limited. Because I was both a band geek, art nerd, and journalism kid I never had room in my schedule for anything other than strict (research-based) composition classes. You guessed it. No literature. No poetry. No creative writing.
6. The institute opened my eyes to many of the things I have missed - and inspired me to tap into short, succinct, writing – the equivalent of verbal sketches. The perfect anecdote to the verbose monstrosities I’ve gotten all too acquainted with in graduate school. The writing samples I’m including here are just that – short, unpretentious, dips of my tippy toes into what will hopefully become another “media” in which I dabble.
7. This is a copy of my first free write – fresh from the the page! I remember feeling this immense pressure to get the phrasing just right being in a room of such articulate folks! I edited way too much (as I later learned I shouldn’t have - being an implied example of Nick’s) and realized how intimidated I have become of composing on the page where I can’t just “delete” my mistakes. Despite the fact I didn’t share it I do like how it turned out.
8. Miss Ellie Levine, millinery queen perches among her empire of prized possessions feathers, brims, veils, and bows her majesty’s crowning creations
9. chromatic gables vibrant architectural starts humming city below specks of life shimmering from perspectives unseen
12. I’m always making excuses for not creating – which oftentimes leaves me feeling this odd combination of guilt and being an imposter of sorts. I’m supposed to be an artist! I’m supposed to crave my studio and my craft … I have create tattooed on my wrist for god’s sake!
13.
14. The mess often keeps me away. I ossicilate back and forth between wanting to be bombarded with things that inspire me and also being repulsed by visual clutter. creativity = clutter
15. During this course I resolved to stop making excuses and find where my creativity was hiding. Not suprisingly, it was where I had left it. Perched blissfully among my previous messes – containing seeds of ideas ready to take root and be given a chance to grow. Here are the stories of two of the seeds I nurtured during MWP.
16. Initial inspiration = books! Art + writing combined perfectly. But not just any books – books you can wear. Books that become necklaces or… booklaces. I’ll make one for everyone!
17. What form? What materials? Shouldn’t I use what I already have? What could I use that would be unexpected? Should I do custom books for everyone? How should I combine image and text? Should they be able to be personalized? How big? Will boys want one?
18. creating = endless problems to solve thinking on paper with words and images works in progress – switched gears – trial and error
20. The process continues… I decided to use formica samples (free at lowes!) for the covers. A splash of bright paint (and later spray paint) livened them up…
21. The “story” or “text” of the book was created with photoshop then lovingly cut out and folded by hand to form the content of the “booklace.”
22.
23. My hope is that the final products are as beautiful and unique as their intended recipients (and that guys will just think they are a cool book if they don’t want to wear them).
24. Secondly, I began working on a painting with embedded text (on multiple levels) as a way to voice my (sometimes silenced) view of hope in these chaotic times. I wanted to pay homage to the wonderful visual and verbal texts of the WPA and WWII posters and appropriate/infuse them with contemporary meaning and personal sentiment. Thinking about and working with writing with different image and typed texts was just the inspiration I needed to begin.
25. This is the altered print ground (1 of 2 canvases) that the elongated painting will be created upon. The embedded text includes recent headlines and old text.
26. This is a rough digital “sketch”/mock-up of what the final composition will entail.
28. Its been such a pleasure to get to be a student during the institute and dive head first into so many interesting lessons. The following projects are examples of “seedlings” – projects I began in class as models of or beginnings of potential larger products/projects/solutions.
29. Graphic Narratives Breaking down the moment of the arrival to the “Rusty Ruins” into sequential frames. In the end I chose to combine a few of these (closure!) to make the following image.
30. Though I’ve taught graphic narratives – I’ve never actually created one myself. This exercise is one frame from a potential graphic version of Scott Westerfield’sThe Uglies. The experience was especially interesting as I attempted to translate (“realistically” via photoshop) the world I’d imagined first as a reader, not an artist (unusual circumstances for me)!
31. Self Portraits: Creating with purpose AND Dual identities I chose to use digital work (again) partly due to the speed in which I could convey a realistic idea in many layers. These three panels investigate roles that I have currently or have had – and the lingering questions I have embedded in those personas. I also found it fascinating that a relationship with one person (or creature, such as my dog, Zoe) that you have many additional roles and identities. This is a theme I definitely wish to continue in future art and writing.
32. Am I a…. Best friend? Girlfriend? Future wife ?