MEDIA ARTS: WEEK 12 (making films)

Here is a short film from an Australian Primary school, entitles "Addicted' which shows how students are becoming addicted to technology and specifically mobile phones.

The students have successfully created a short film that incorporates and follows representation story principals in the media arts syllabus. (Media arts syllabus P.p.79)

These are:

•Structure

The structure for this film is defiantly linear as it progresses to a resolution and conclusion.

•Intent

This film conveys the idea that technology (mobile phones) is taking over society. This story could have been developed due to a high increase in students becoming distracted by mobiles phone in class, or a high theft rate of mobile phones at school and in society. The topic teaches morals and ethics, around ownership, and trust.

•Characters

The characters are identified slowly throughout the film, they include: the newsreaders, the students (using their phones) and teachers (using their phones)

•Setting

The setting of this film is in their own school, which has allowed for accessibility and ease of access, while ensuring the film is created during class time.

•Point of view

The point of view is shown from the news readers, who are trying to get the message out in society

•Genre conventions

The genre would be 'news' and 'broadcasting' or change and technology. Students are trying to focus on societal change and how it’s affecting the public.

 

In this short film all elements are clearly identified by the students whom created the film. This type of film is what I aim to create in the future as a teacher.

 

 

MEDIA ARTS: Week 11 (escape movies)

This week we learnt about a type of film that can be used to teach the elements of media arts. This type of film is generally related to film and photography and is known as an 'Escape film'. An escape film uses elements of media arts to create structure/ intenet and character. These elements can be taught to students which benefit them when making and creating film and photos to present an idea or story in media arts.

During an escape portrayal, the maker must incorporate several tricks to ensure their film is successful as a quality escape film.

These include:

•Needs

There are consequences, if the object or person doesn’t escape, the maker can create high tension by having thus person have high needs.

•Obstacles

Creates higher tension

•Action/Reaction

Is an essential element which helps the audience to not miss the obstacles

•Tension and Suspense

Puts the audience on edge, draws them in and leaves them wanting to see what’s next,

To teach students about escape movies I would have them, script and create a whole class play, which uses the entire above element. Film or photograph their story and present to present or show on an assembly. Students can use their surroundings (classroom/playground) to film or photograph their story.

MEDIA ARTS: Week 10 (photgraphic representation)

During our first media arts lesson we learnt about media arts in the primary classroom.

Media arts include:

• Film
• Photography
• Graphic novels
• radio
• newspaper

The Key elements in media arts Include:

• Representation
• Languages
• Technology
• Audience
• Institutions

Media arts is about Representation

  'Representation of how we represent reality'

Example: Grimm vs. Disney- the same story different representation.

As an audience or film maker, we interpret reality.
An activity that can be based on the concept of 'representation' which is a key idea in media arts can be as simple as having the students take a photo and place and adding word next to the image to say what that image represents to them.

In this week’s lesson, we were assigned to go around the university and take an image of our favourite place. For me, I knew that my favourite place wasn’t necessarily a place that was fun, but a place I needed and went to often. My image was of a photo taken of the education computer labs. And my word was 'reliability'

In my reality, the computer labs are an essential component for me in being successful as a student at university. I don’t have access to a computer or internet so the computer labs provide a place that I rely on. I found this activity interesting and I myself would defiantly conduct this activity in my own classroom. Incorporating the use of Photography and a photo editing system (to add the text) is a positive media arts lesson which also builds on a positive aspect. For students, they may find that school is actually a positive place, while extending on vocabulary.

 

VISUAL ARTS: Week 9 ( Making Puppets)

I believe that puppetry can create some of the best creative arts lessons.

Here’s why,

1.  Puppetry can easily be transferred across, visual arts, drama, and media arts.

1.  Puppetry can be an essential tool for certain students in drama (boosting confidence and self esteem)

1. Puppetry can be made in many different forms during visual arts lessons.

(Finger puppets, hand puppets, sock puppets, toilet roll puppets, etc.)

1. Puppetry is excellent in media arts, where technology is incorporated.

(Using film and photography can be excellent in a puppetry lesson)

1.  Puppetry is fun for students while teaching essential skills and elements of creative arts.

(Making, performing and appreciating)



This week we made 'fairytale puppets.'

My puppet, was 'Alice' from "Alice in Wonderland'. The puppet was very easy to make and most items can be found around the house or bought from $2.00 shops.

 

Materials used for this task included:

• Toilet roll
• paddle pop sticks
• wool
• fake eyes
• coloured fabrics
• black and white paper
• newspaper

The above image features a friends puppet 'Harry potter puppet' and my puppet 'Alice in wonderland puppet'.
Both puppet required similar materials however the above mentioned materials can be used a basic list.
A collection of art and craft material is just as great.

VISUAL ARTS: Week 8 ( the colour wheel)

During this week’s lesson, we were asked to create a painting, which showed a student’s comprehension to understand the colour wheel.

 The art piece was divided in 4 sections; all sections focus on the colour wheel principals. For example, in one part of the painting, blue and orange must be used together. In no other place on that picture must you use blue or orange, these rules were applied throughout the picture. Some of the art works that came out of that lesson were amazing, and each picture was very different from the next, This activity is fun for students, and can be extremely relaxing in the process of making these paintings.

 

Here is the colour wheel:

It’s interesting to understand how society uses colours for advantages and disadvantages, For example, in most shops; colour is used to sell products as part of successful marketing. The reason for this tactic comes down to the term ‘'complementary colours’. Complementary colours are colours that when placed together, make each other stand out, through a high contrast. I find this interesting and students can invest in many lessons painting, drawing and designing art works based on the colour wheels.

 I personally enjoyed learning about complementary colours and would defiantly implement many lessons based on this topic

VISUAL ARTS: Week 7 (Collage from drawings)

This week we use our drawings from the previous week to create a collage.

Step by step instructions:

1. Take out drawing

2. Pin point a section of the drawing the is interesting and appealing to the eye

3. Use a ruler and pencil to trace around that image

4. On a new piece of paper, draw that selected image (that part of the drawing)

5. Use strips on brown paper, Black paper, newspaper, and glue to place materials over the design

6. Leave to dry

 The idea is that students are focusing on one specific part of their drawing and replicating that one part on another piece of paper. Basically students are blowing up that one 'interesting part' and making it a focal point in a new art work. Collages are effective in teaching students visual arts as they encompass the elements and principals of visual arts such as.



Elements

Line

Space

Colour

Textures

Tone

Shape

Size

 Principals

Direction

Contrast

Balance (symmetry)

Harmony

Movement

Gradient

Pattern

Repetition

Proportion

Control

 

A collage of a face (material used include, different types of coloured paper)
This type of image can be done in a stage 3 class.

 

Image retrieved from : http://aisvisualarts.blogspot.com.au/2011/04/in-this-unit-you-will-be-introduced-to.html

 

VISUAL ARTS: WEEK 6 (drawing images)

This week, we drew 2 different images.

1. The first images was based on our memory.
2. The seond image was copied from an image in front of us.


Although during the second drawing (copying) we could copy, all illustrations looked different. The task was to draw a wheel. Each wheel was different and displayed different characteristics. I found it difficult to draw from memory and easier to draw from. In my opinion, both types of drawings make good artists. Copying from real life is essential if you want an exact replication of an image or a 'photographic' image. Memorising, can lead to more creativity and abstract ideas which become interesting to the viewer.