Sound Bite Sample Project

sound bite sample "song"

John Cage

 

Analysis of John Cage Documentary

I was first introduced to the work of John Cage in my Digital Media 245 class with Jeanne Jo. We discussed what appears to be his most renowned work, “4'33”. 4'33 is a piece that was originally shown to an audience in which John Cage presented silence for precisely four minutes and thirty three seconds. It didn't matter what happened during that time frame, it was the purpose of the piece. This particular piece was meant to be a subjective experience and a reflection of ones self during a time of silence.

In the documentary, a woman asked Cage if he'd be disappointed if someone purposely interrupted his presentation of 4'33 in which his response was basically “no.” Some of the participants heard noises, such as coughs and maybe even laughter. Others surely zoned out and heard nothing but the voices and sounds that occupy their own heads. The conversation of 4'33 was it's mechanism for greatness. Cage forced his listeners to do just that – listen. He wanted his observers to find the beauty in any sound and get past the mind's tenancy to think unconventional sounds aren't pretty.

From all the work I saw in his documentary, 4'33 remains my favorite. It was a philosophical work and I believe it was his true genius. Although, he had an amazing appreciation and optimism toward strange sounds I never found myself nodding my head to his “music.” In the documentary Cage said he's never responded to melody and I believe that to be my disconnect from his work. Math is incredibly important in music. All humans sense math and without it there is no melody, no pace and, for me, no connection. John Cage certainly appreciates sound but he never produced anything that made me feel anything.

Perhaps his purpose was inspiration. 4'33 premiered in 1952, just before a massive revolution in music. One can only help but wonder how much of an impact he had on the unconventional music that arose just a decade after his most renowned work.

Final Assignment: PMV

"PMV" stands for "Picture Music Video". What it is is exactly what the name says: a series of hand drawn pictures that correspond with a song. It's kind of like a slideshow, but more relevant to the music and actually telling a story.

The song I used is a translated song by a singer on Youtube: I Like You, I Love You by Rockleetist. She has a variety of songs in her YouTube Channel and she allows people to use them as long as we give her credit. The characters I used in this PMV are not mine, but are from my favorite show, Soul Eater. I refer to myself as Digitalscratch in the video because that is the name I use around the internet and I intend on showing this to my friends. 

The songs was originally about 4 minutes long, and while I intended to reach that time, I was unable to due to only two days given to work on the project, and the fact my hand started to hurt. Thus I had to chop the song in order to make it shorter, and I had to rush in coloring and drawing the last few pictures. Originally there was a story to this PMV, but because I was in a rush I couldn't include the scenes that I originally planned so a lot of things seem random. Honestly, if I knew it was going to be this much of a hassle I would have asked about the final a week ago so I can get started then. 

I also ended up pulling a literal all-nighter to get this video done. As I am typing this, I have went this far for more than 24 hours without sleeping. Good training for future careers. 

Even though I know I could have done better, I am still proud that I was able to make this- with the song the only thing not owned by me. I see this as a great step toward making more of these. I at least now know how to mange my time with these kind of projects.

Final Project

Final Project

A Bouncing Hell-Ball

int circleX=50;
int circleY=100;
int speed=1;
int x=0;
int y=1;

void setup (){
  size(300,300);
}




void draw(){


 
  background(200,43,0);
 
  x=x+speed;
  if ((x>width)||(x<0)){
    speed = speed *-1;}

stroke(204, 102, 0);
fill(204, 102, 0);
smooth();
ellipse(x, 150,55,55);
circleX = circleX + 1;
circleY = circleY + 1;


y=circleX+y;
y=circleY+y;

  if((x>width)||(x<0)){
   circleX = circleX*-1;
circleY=circleY*-1; 

}
 


}

In Class Processing Assignment

/*Rieev Princer
Bouncing Ball
Digital Art: 245
July 9, 2012
*/

int x = 0;
int y = 1;
int speed = 1;
int circleX = 10;
int circleY = 10;

void setup (){
size(200,200);
smooth ();}

void draw (){
background (111,181,255);

x = x + speed;

if ((x > width)||(x < 0)) {
 speed = speed * -1;
}

stroke (2,101,203);
fill (26, 130, 237);
ellipse (x,100,circleX,circleY);
circleX = circleX + 1;
circleY = circleY + 1;

y = y + circleY;
y = y +circleX;

if ((x > width)||(x < 0)) {
 circleY = circleY * -1;
 circleX = circleX * -1;}
}

Processing Assignment

int circleX=50;
int circleY=100;
int circlesizeX=60;
int circlesizeY=60;
int change=1;
int x=0;
int speed=1;

void setup (){
size(200, 200);
 smooth();
}


void draw (){


if (mouseX<width/3){
background(255);
}else if (mouseX<2*width/3){
  background(125);
}else{
  background(0);
}




circleX=circleX+change;
circleY=circleY+change;
circlesizeX=circlesizeX+1;
circlesizeY=circlesizeY+3;

x=x+speed;
if((x>width)||(x<0)){
  speed=speed*-1;
}

  ellipse(x, 100, 60, 60);
  stroke(60, 80, 30);
  fill (70, 200, 250);




line(width/3,0,width/3,500);
line(width*2/3,0,width*2/3,500);
}

Assignment 7

I used a line and an arc for the wings, so I could not figure out how to only color the wings. :(


/*Evynne Fagan
Assignment 7
*/


void setup() {
  size(400,400);
  smooth();

}

void draw() {
  // Background color
  background(11, 103, 227);
 

  ellipseMode(CENTER);
  rectMode(CENTER);
 
  // Body
  stroke(0);
  fill(80);
 ellipse(mouseX,mouseY,100,150);

 //Belly
 stroke(0);
  fill(255);
 ellipse(mouseX,mouseY+20,80,100);

  // Eyes
  fill(0);
  ellipse(mouseX-19,mouseY-40,16,16);
  ellipse(mouseX+19,mouseY-40,16,16);
 
  // Eyes White
  fill(255);
  ellipse(mouseX-22,mouseY-42,7,7);
  ellipse(mouseX+16,mouseY-42,7,7);
 
  // Beak
  fill(237,128,55);
  triangle(mouseX-10,mouseY-30,mouseX+10,mouseY-30,mouseX,mouseY-5);

// Feet
  fill(237,128,55);
  ellipse(mouseX-30,mouseY+70,32,16);
  ellipse(mouseX+30,mouseY+70,32,16);


  // Hands
  stroke(0);
  noFill();
  line(mouseX-50,mouseY,mouseX-60,mouseY+50);
  arc(mouseX,mouseY,0,0,PI/2,PI/8);
  noFill();
  line(mouseX+90,mouseY-50,mouseX+50,mouseY-10);
  arc(mouseX-60,mouseY+21, 34, 60, PI/8, PI/2);
  arc(mouseX+52,mouseY-68,80,150,PI/12,PI/2);

}

Assignment #6

Part 1


I did a remake for a website called "My Life is Bro." This is a site where teenagers and immature young adults who think they're really "chill" and have lots of "swag" go and post something they think is "totally bro."

Their posts mostly consist of sex, drugs, and whatever they think is cool and "bro-appropriate." For this assignment, I changed the posts so that they would have been posts from rich, classy, higher-class citizens. I used good grammar, using themes such as wine, health, money, golf, etc., and also changed the ad so that they would be targeted for higher-class young adults.

Original:

Remake:

Part 2

American Independence Day on the fourth of July is the most significant holiday of the summer. This is the time where people of all ages from every state celebrate the historical day when Americans won their independence. Every year, depending on their location and age groups, people go to nearby lakes, beaches, stadiums, casinos, and other places to spend this celebratory day and watch the fireworks.

In Reno, Nevada, the students from the University of Reno go to Lake Tahoe to celebrate this day with friends. At Zephyr Cove, the beach is filled with raging students, even as early as 9 a.m. However, at this popular place, entering the beach with alcohol is prohibited. One may think it is a safety issue or to provide alcohol-free environment, but this is definitely not the case. They provide a restricted area called the "Beer Garden," and you can buy as many drinks as you want. As disheartening as this may be, their drinks are ridiculously overpriced, charging as much as $6 per cup of beer. The beach uses the holiday to sell alcohol and make money during the week of fourth of July, even though it's supposed to be the day to celebrate our freedom and independence. To make matters worse in the case of Lake Tahoe, if people bring coolers with alcoholic beverages, they are forced to walk back to their cars, which are often parked as far as 1-2 miles away. Every year, the students are forced to "car bar," the entire day, try to smuggle alcohol which often times fails, or pay highly overpriced drinks at the lake. Their sole purpose and intent for this is to take advantage of this day and make some extra money.

Unfortunately, Lake Tahoe is not the only place that prohibits alcohol to sell drinks of their own. Countless places around the nation, especially popular places, uses this opportunity to make some extra money, even if this is not something they do on a regular basis.

I feel that fourth of July should not be the day they change up their normal system to make money. I do have a business/marketing background, so I understand their strategy and their thought-process. However, I am also a very patriotic person, and I don't think this displays a very good American citizenship. If I was an entrepreneur, I would take this chance to provide something special to everyone, rather than take advantage of it.

I took this picture at the Victorian Square by the Nugget Casino, where thousands of people gather to watch the fireworks. I edited the photo so that one of the signs would say "Free Beer; Happy Independence Day, America!" I chose to do this intervention because I know that if I was a business owner, I would sponsor something special public on this special day, whether it be a discount for my selling items, an event (such as raffles, competition, etc. depending on my business and location), etc. This would be the prefect opportunity to set up a tent where I can sell finger foods, give out free stuff, and/or hold games/events for the public.

Assignment# 7

Here's my monster! It's a mix between a cat, a rabbit, and a little bit of a fox.



/*
Rieev Princer
3 July 2012
Assignment #7: Animal/Monster
A mix of a rabbit, a cat, and a fox.*/

void setup (){

size(500,500);
smooth();
noCursor();
}

void draw(){
background (255,162,234);
PImage b;
b = loadImage("glitter.jpg");
background(b);
//body
stroke(255);
fill(255,255,255);
ellipse(mouseX,mouseY+155,88,70);
triangle(mouseX-40,mouseY+155,mouseX,mouseY,mouseX+40,mouseY+155);

//legs
stroke(255);
fill(255,255,255);
ellipse(mouseX+10,mouseY+160,30,80);
ellipse(mouseX-10,mouseY+160,30,80);
ellipse(mouseX+10,mouseY+170,84,20);
ellipse(mouseX-10,mouseY+170,84,20);

//ears
stroke(255);
fill(255,255,255);
triangle(mouseX-45,mouseY-15,mouseX-25,mouseY-75,mouseX+18,mouseY-10);
triangle(mouseX+45,mouseY-15,mouseX+25,mouseY-75,mouseX-18,mouseY-10);

//InsideEars
stroke(255);
fill(255,162,234);
triangle(mouseX-35,mouseY-10,mouseX-25,mouseY-55,mouseX+10,mouseY-10);
triangle(mouseX+35,mouseY-10,mouseX+25,mouseY-55,mouseX-10,mouseY-10);

//Rabbit
stroke(255);
fill(255);
beginShape();
curveVertex(mouseX+45,  mouseY+95);
curveVertex(mouseX+90,  mouseY+108);
curveVertex(mouseX+68,  mouseY+19);
curveVertex(mouseX+45, mouseY-15);
curveVertex(mouseX+32, mouseY+120);
curveVertex(mouseX+45, mouseY+15);
endShape();
stroke(255);
fill(255);
beginShape();
curveVertex(mouseX-45,  mouseY+95);
curveVertex(mouseX-90,  mouseY+108);
curveVertex(mouseX-68,  mouseY+19);
curveVertex(mouseX-45, mouseY-15);
curveVertex(mouseX-32, mouseY+120);
curveVertex(mouseX-45, mouseY-15);
endShape();

//Roundears
stroke(255);
fill(255);
ellipse(mouseX+60,mouseY+115,64,60);
ellipse(mouseX-60,mouseY+115,64,60);

//head
stroke(255);
fill(255,255,255);
ellipse (mouseX,mouseY,110,80);

//Mouth
stroke(0);
arc(mouseX+5,mouseY+15.5,10,10,0,TWO_PI-PI);
arc(mouseX-5,mouseY+15.5,10,10,0,TWO_PI-PI);

if(mousePressed==true){

//Bubble
stroke(255);
ellipse(mouseX-95,mouseY-86,130,85);
//Text
PFont font;
font = loadFont("Palatino-Italic-20.vlw");
textFont(font);
fill(255,8,165);
text("Hello there~",mouseX-145, mouseY-80);
stroke(255);
fill(255);
strokeWeight(3);
line(mouseX-95,mouseY-75,mouseX-46,mouseY-36);


 //Lashes
  stroke(0);
  strokeWeight(1);
  fill(0);
  arc(mouseX-13, mouseY+0, 15, 5, 0, PI);
  stroke(0);
  strokeWeight(1);
  fill(0);
  arc(mouseX+13, mouseY+0, 15, 5, 0, PI);
  //blush
  stroke(255);
  fill(255,162,234);
  ellipse(mouseX-25,mouseY+9, 15,10);
  ellipse(mouseX+25,mouseY+9,15,10);
  } else{

//Eyes
stroke(0);
fill(255,0,0);
 float LeyeX = mouseX-16;
    float eyeY = mouseY+0;
    float ReyeX = mouseX+16;
 ellipse(LeyeX,eyeY,15,15);
 ellipse(ReyeX,eyeY,15,15);

 //Highlights
stroke(255);
fill(255,255,255);
 float LLeyeX = mouseX-10;
    float LLeyeY = mouseY+0;
    float RReyeX = mouseX+23;
 ellipse(LLeyeX,LLeyeY,5,5);
 ellipse(RReyeX,LLeyeY,5,5);
}
}

In order to get the background, you will have to save this picture and load it onto Processor.

And to get the font, go to "Tools", then "Create Font...", then find "Palatino-Italic". Set the size to 20, and then press "Okay"!

Assignment #7 - My super scary monster!

/*these
are
comments*/
void setup()
{
size(1000, 1000);

}


void draw(){
background(11,243,87);
stroke(39, 93, 24);
fill(39, 93, 24);
rect(mouseX, mouseY, 200, 300);
ellipse(mouseX+200, mouseY, 20, 30);
ellipse(mouseX+225, mouseY-25, 60, 60);

ellipse(mouseX, mouseY, 20, 30);
ellipse(mouseX-25, mouseY-25, 60, 60);

ellipse(mouseX+100, mouseY, 200, 300);
ellipse(mouseX+100, mouseY+300, 200, 300);
rect(mouseX+100, mouseY+450, 10, 40);
rect(mouseX+70, mouseY+525, 10, 40);
rect(mouseX+130, mouseY+525, 10, 40);
ellipse(mouseX+70, mouseY+570, 20, 40);
ellipse(mouseX+140, mouseY+570, 20, 40);

rect(mouseX+105, mouseY+620, 10, 40);
rect(mouseX+95, mouseY+620, 10, 40);
ellipse(mouseX+100, mouseY+670, 20, 40);
ellipse(mouseX+110, mouseY+670, 20, 40);

fill(61, 3, 144);
rect(mouseX+80, mouseY+490, 50, 100);
rect(mouseX+60, mouseY+490, 20, 40);
rect(mouseX+130, mouseY+490, 20, 40);


fill(12,10,10);
ellipse(mouseX+50, mouseY+120, 80, 80);
ellipse(mouseX+150, mouseY+140, 80, 80);

fill(6,14,198);
rect(mouseX+85,mouseY+590,40,30);


fill(200,20,20);
ellipse(mouseX+50, mouseY+130, 50, 30);
fill(200,20,20);
ellipse(mouseX+150, mouseY+150, 50, 30);

fill(50, 60, 80);
rect(mouseX+10, mouseY+50, 80, 80);
fill(50, 60, 80);
rect(mouseX+110, mouseY+70, 80, 80);

stroke(5,5,5);
arc(mouseX+105, mouseY+185, 150, 420, 0, PI/2);
arc(mouseX+105, mouseY+185, 150, 420, PI/2, PI);

stroke(50,60,80);
fill(50, 60, 80);
ellipse(mouseX+50, mouseY+50, 80, 80);
ellipse(mouseX+150, mouseY+70, 80, 80);



}

/*void mousePressed(){
stroke(120, 90, 254);
fill(55, 220, 230);
rect (mouseX, mouseY, 100, 300);
//rectMode(CENTER);
}

void keyPressed(){
background(15,45,56);
}*/

Assignment #7: Draw an Animal in Processing

Homework due THURSDAY, July 5, 2012:

Using Processing, design an animal or monster using simple shapes. Have your animal or monster FOLLOW your mouse.

Extra points: have keyPressed and/or mousePressed make changes in your program.
Extra points: design a background (or foreground using the alpha channel) and create an environment for your animal or monster.

Assignment 6 Part 2

My intervention would represent the passing of The FAA Reauthorization Act which will eventually flood our skies with drones/cameras that can read the text off of a milk carton from 60,000 feet away. Congress passed the bill last February which orders the FAA to develop regulations for the creation of said drones which we'll start seeing in 2015. The initiation of this new technology in American skies is widely considered as an invasion of privacy. 30,000 drones are expected above America by as early as 2020.

In order to protest this movement and expose it to atleast a few people, I would simply imitate it's device. I would have several people, each carrying DSLR cameras equipped with massive lenses, photo-attack people that have committed silly crimes, such as jay walking.

These select people might find the attention funny until the cameramen's persistence begins to wear on the subject's patience. Once their patience runs low they should begin to ask questions, such as, “why are you following me” or even threaten to hurt the cameramen. This is the goal. 

Once a subject attacks the cameramen then the cameramen must fight back!  The cameramen represents the government (the FAA and Homeland Security in particular) and, as of right now, the government is the victor.  All of the cameramen should beat the living crap out of the subject until he/she is bloody and incapacitated.  Once this is finished the cameramen should exploit the victim and turn the photos of the 'criminal' in to the authorities so they can press charges.  Bang!

Reading Assignment 3

After reading the article, it makes me wonder about expectation as far as their ideology on how students should act. What is their definition of the role of students?

Assignment #6

I chose to do my assignment on the faa.gov website because of the recent decision to cover America's sky with surveillance drones.

references
http://www.washingtontimes.com/news/2012/feb/7/coming-to-a-sky-near-you/
http://www.itworld.com/security/282857/hacked-drones-could-become-missiles-over-us-researchers-warn
http://theintelhub.com/2012/02/09/congress-approves-30000-spy-drones-over-america-as-us-police-state-tightens/

Optional Illustrator assignment

http://blog.spoongraphics.co.uk/tutorials/create-a-cute-vector-monster-from-a-pencil-sketch

Reading Assignment #3

On the Poverty of Student Life

1) I, unfortunately, do not understand this reading as well as the others. From what I can gather from what I have read, though, he is trying to say that the 'poverty' of students and why they are despised is connected to society's treatment of them and how the universities and government are established. Is he trying to push for a change in politics in order to give a better life to students? Do you believe that students are as 'lowly' and 'hated' as he makes them out to be? If you could somehow change something about Universities and schools in general to improve student behavior, what would you do?

Assignment #6- Part 2

My intervention is based on my feelings toward society's tendencies to worship celebrities and anything that has to do with them. It always bothered me how all a celebrity has to do is stick their name onto a product, and suddenly that product starts selling. The most blatant example of celebrity marketing, in my eyes, is perfumes. There are many celebrities from around the world who have their own brand of fragrance (Beyonce, Britney Spears, Usher, etc.) and it bothers me that people actually buy such things. What makes their fragrances better than other perfume brands? Is it because its their fragrance, meaning that by using it you could smell like them? I always liked to joke that the perfume brand smells like the celebrities themselves, and when you use it, you will think you smell just like them (when in reality the scent is no different from other perfumes.)

I decided that my intervention would be a Perfume Parody Commercial, where the product I am selling- "Aroma Famous"- is a perfume brand that can make you smell like any celebrity you have always wanted to be like. I am basically poking fun at how people put celebrities on such a high pedestal and how 'smelling like them' or having something in their name makes them feel special about themselves. And it is not just Celebrity brands, but any perfume or beauty product in general. Does donning a product, such as celebrity perfume, really get you a better life? Or do you simply enjoy the feeling of having something branded by a celebrity, and it makes you feel good about yourself? I feel that it is rather silly of people to believe that by putting on some sort of beauty product it makes them physically better, when in reality they look like fools for gushing over a product that simply has a famous name on it. That is the problem I find with products like the perfumes I am making fun of: it is all about the name.

If I had the proper materials to make a more believable commercial and to even make a sample of the product, I would show the commercial as a joke on late night television: such as Adult Swim on Cartoon Network or Comedy Central. I will choose these stations because the commercial is merely meant as a joke, and therefore should be shown on channels that are known to dish out jokes. I would even ask to play the commercial on April Fools on different stations, just to see how many people actually believe it to be real, which just proves my point that one can easily sell a product just by sticking a famous name on it.

Assignment #6- Part 1

Facebook Parody
 The website I chose to parody is Facebook. I am not fond of this website at all and therefore it is an easy target for me. While I am aware of the 'good side' of Facebook (connecting old friends and relatives), it is the 'bad side' of Facebook that bothers me the most. When I say the 'bad side' of Facebook, I am referring to the kind of users who update about what is going on in their life every minute, take really bad bathroom pictures of themselves, and who always make stupid comments on certain statuses. While I do have a Facebook, I rarely ever use it because what I have seen people do annoy me. There are people who spend their time updating their statuses every 10 minutes as if something exciting is going on in their lives. Not to mention the pictures that many people take in the bathroom to show off their new clothes, and even decorate with bad Photoshop brushes in order to 'spice it up.' 


This bothers me because it shows where the priorities of our generation lie. We want to know that we have plenty of friends, even if we don't know who they really are; we want people to know what we are doing at all times; and we want to know that people actually care about what we are doing. 

Assignment #5

http://www.ubu.com/film/acconci_word.html

Assignment #6 Interventionist Design - Online and In Real Life. Two Proposals.

"Apathy can be overcome by enthusiasm, and enthusiasm can only be aroused by two things: first, an ideal, which takes the imagination by storm, and second, a definite intelligible plan for carrying that ideal into practice."
-Arnold J. Toynbee

Objective:

We are inundated with a plethora of information in our daily use of various technologies. A recent study indicated that on average, adults spend an average of 8 hours a day looking at screens of various types, including computer monitors. Most of the information we experience is developed by others – we are the consumers – or are we consumed?  On average we see an estimated 3000 advertisements per day.

This assignment asks you to generate two artistic 'interventions'.

1) The first involves the creative re-design with new content of a political or satirical nature to an existing commercial web page. The objective here to is to create a work that serves as a visual, cultural critique through the appropriation and re-purposing of the design of an existing web page. Consider this project as a type of conceptual, artistic intervention - an artistic intervention is an action by an artist in a real world situation for the sake of promoting reflection and altered perceptions by the participants (or in this instance, your audience).

On first glance, the web site should look identical to the original, the changes you make will be in terms of content – you are to duplicate the formal aspects. Replace text, re-configure logos, take your own photographs as needed. Choose your web site/source carefully! You are creating a visual form that seeks to mirror a given visual reality – that upon closer examination reveals itself through the alteration of content. You can address issues of politics, race, class, the environment, peace, war, etc. Keywords: parody, satire, commentary, humor, design, art, activism.

2) Secondly, develop a concept for an artistic intervention in real life.  This is a much broader assignment - the only requirement is that you consider carefully the choice of your proposed intervention, take pictures of your location and utilize photoshop to simulate or visualize in graphic form your proposal.  The world is your stage with this assignment.  Develop a speculative approach to how you might intervene in our everyday spaces to communicate a message or idea that, similar to the website design, promotes "reflection and altered perceptions by the participants".  Possibilities include but are not limited to: performance art, projected video or interactive media, sound and sound, flyers/posters, Augmented Reality, billboard advertising alterations, creative graffiti, etc. This assignment takes research on your part. Please be sure to carefully read every link on this page.

Other references:
http://wallstreetoccupennial.tumblr.com/
http://www169.pair.com/klucas/before_after/ 
https://risd.digication.com/rachelle/Cheer_Shorts
http://confluxfestival.org/2009/events/workshops/tianna-kennedy/


Take a stance! What are you passionate about in regard to what is going on in the world? Politics, Global Warming, War? This is your chance to “stick it to the man!” Artists, in the modernist/post modernist millieau have often addressed critical issues through their creative practice. Feel free to use satire and humor to critique some aspect of online and real world culture.  Be prepared to talk about your work.   Good satire is intelligent and pokes fun while encouraging thoughtful critique. It can certainly be irreverent but please do so in an intelligent manner!

DUE: Monday, July 2


Some Formatting Suggestions for the Website:


1) After choosing your website, take a full screen grab or manually select your website using the following keyboard combinations for the Mac - Full Screen "command-shift-5" manually select specific screen area "command-shift-4". Look this up on the internet if you are using a PC and you will find instructions.

2) You will grab a larger screen image if you are working on a larger monitor - feel free to take advantage of the ginormous monitors in the lab! I would not recommend grabbing your image on a laptop although this will work you will have a smaller image to work with - always better to start with the best possible source/background image!

3) Open your screen grab in Photoshop. I recommend immediately going to "Image - Image Size" and upping your resolution to 200-250 dpi. This will insure that the work that you are doing is at print resolution during your production phase (we may also print these out for exhibition). When you are finished with the re-design, save a separate version at 72 dpi to upload to your blog. Screen sizes will vary depending upon your source monitor - on my 23" monitor I managed to get a good sized screen grab of 993x996 of Salon.com for example.



BROWSE THROUGH ALL THE LINKS BELOW PLEASE!

Here are some links that will be of interest as you develop your ideas for the re-design of an existing website:

The Yes Men: http://theyesmen.org/

http://www.yelp.com/topic/portland-best-parody-websites

http://dir.yahoo.com/Entertainment/Humor/Computers_and_Internet/Internet/Web_Site_Parodies/

http://www.philb.com/fakesites2.htm

A spoof website of the George Bush Whitehouse site:

http://whitehouse.georgewbush.org/index.asp

A spoof website of the Barack Obama Whitehouse site:

http://whitehouse.gov1.info/

Some curious corporate logo spoofs and such:

http://indiacorporatewatch.blogspot.com/2005/10/subvertized-part-i-brilliant-spoofs-of.html

http://www.logoblog.org/wordpress/imitating-logos/

The NYtimes "Special Edition" an amazing, elaborate parody that involved the creation of an entire website identical to the NYtimes and a print edition that was freely distributed on the streets of NYC. The Yes Men were involved in this project along with many other artists and activists (including your professor - see story "America's Army Game Cancelled!"):

-watch this first- http://www.youtube.com/watch?v=1vvPvaDkIUo

http://www.nytimes-se.com/


And finally, not a spoof website but The Onion - some of the best satire online and in print:

http://www.theonion.com/content/index

Assignment 5

In his short film Through the Night Softly, Chris Burden crawls through 50 feet of broken glass. This symbolizes "power" for he is able to endure the pain of his skin rubbing against broken glass, but it also resembles "vulnerability" by putting himself in that state.

Inspired by this, I made a feminist version of this video, Through the Day Softly. Instead of crawling though broken glass with hands tied behind my back, I crawled through series of clothes hangers with my hands behind my neck with wrist weights attached to my arms. Rather than resembling "power" and "vulnerability," this video resembles "feminism" for being surrounded by clothes hangers, but also "strength" for being weighed down and enduring through difficult motions of crawling with physical limitations.

Original Video
http://www.ubu.com/film/burden_tv.html

Source
http://www.volny.cz/rhorvitz/burden.html

Reading #3: Situationist International and the Students of Strasbourg, “On the Poverty of Student Life”

Please download and read before MONDAY, July 2. Post 1-2 comments or questions on the blog!

On the Poverty of Student Life

Assignment #5

"The Production of Meaning" of which I based my project on.

Assignment #5

My remake of "The Production of Meaning"

Assignment #5

Didn't use the original sound from the short film, but created one very similar with similar script!

Assignment #4

So I'm having troubles posting our youtube video to the blog.  I believe it has something to do with the "matched third party content" message I've been seeing all over my youtube account.  It appears they aren't happy with me using a song owned by a corporate label so they've taken away my embedding abilities.  If you have any suggestions on how to fix this, do let me know.  - Tilghman


Here's the link to the video.

Assignment 4

Assignment #5 Video Reenactment and Viewing

VIDEO ART

Visit the website ubuweb and explore the many experimental films and videos available on the site: http://www.ubu.com/film/

Choose a video/film of your liking. Shoot and edit your own version of the chosen video/film. You may preserve the soundtrack from the original source to be added to your video creation or make your own. This is an interpretive experiment. Be creative in how you approach this project! You are expected to attempt to recreate or copy the point of view, camera angles, timing, subject matter and such of your original or creatively re-interpret. Your video creation should somehow reflect your chosen work. There are many hundreds of choices on this site - take some time to explore these many varied historical and contemporary works and have fun!

Minimum length is 45 seconds. (you may choose to part of a larger work for example - some of these run longer than 15 minutes, redo at minimum 30 seconds).

In our critique we will be viewing your original source video and your reenactment, please be sure BOTH works are accessible through your blog post!

Equipment and techniques. You may use the canon 7D or anything from a cell phone video camera, laptop webcam to a high end HD camcorder. Use Final Cut Pro to edit your work.


Your video is due, posted to your blog (embed through Youtube or Vimeo) by the start of class time Tuesday, June 26.

Assignment #3 Sound

Yay!

Assignment 3

http://youtu.be/3wYr7N8AoL8

IN-CLASS Assignment #4: Collaborative Animation

Make a ten second (or more) live-action stop-motion animation. Work in teams of two.


You will use Final Cut Pro, a canon 7D, and props scavenged from around the department. Upload your finished animation to youtube/vimeo and embed on the blog.

Assignment #3

Edit using Final Cut Pro X.

Assignment #3 Sound

Reading Assignment #2

In his article, John Cage argues that even "silence" can be interpreted as art because there is no such thing as silence.  Would you agree that what we know as silence should be considered a work of art?

Reading Assignment #2

If "tune" and "pitch" are required to be considered music, if something does not have any tune or pitch, such as drums, beats, etc. is it not "music?" On the contrast, would any tunes be not considered music (blatantly, if the tunes are just terrible)?

Reading Assignment #2 Question

Experimental Music- John Cage

From what I can understand, what Cage is trying to say is that music should not just be a combination of sounds  that is purely intended to insert emotions in its listeners, but instead be a combination of sounds that work on their own to bring out a mix of emotions and give the listeners something new. How do you think Cage would feel about the music we have today, where a majority of popular songs are composed of computer produced sounds, and lyrics that are meant to provoke simple emotions?

Assignment #3

More formal experimentation...

Reading #2 Question

From this quote, "Some employ chance operations, derived from sources as ancient as the Chinese Book of
Changes, or as modern as the tables of random numbers used also by physicists
in research," do you know any examples of music created in this way?  Also, where does "music" in general currently stand in the art world (is classical music a "fine art" or such?).  Thank you!

Reading Assignment #2

Read Experimental Music by John Cage. Post 1-2 questions and be prepared to discuss.

download the article here

Assignment #3: Sound for Animations

Due Wednesday, June 20!

Animation Soundtracks:
Working with Audacity or another audio editing/mixing program of your choice create a unique soundtrack to compliment your individual animation segment.


The audio piece you will create for this will start with:

1) At least one sound recorded using a microphone.

2) Other sounds are to be found/downloaded or otherwise appropriated from the internet and/or created in GarageBand.

Creatively mix your segment to effectively work with your animated piece - use filtering, repetition, Left/Right stereo mixing to assemble the best possible audio mix that works flawlessly to complete your animated sequence!

Bring your finished piece as a .wav file on a flash drive for next class as we will be working to ad these piece by piece to the assembled animation.  Please number your audio piece with 001, 002 NAME, and so on depending on your location on the sequence list.


Free Sound Libraries:

http://www.soundcloud.com/
http://www.freesound.org/browse/
http://www.pdsounds.org/ 
http://soundbible.com/free-sound-effects-1.html

Reading Assignement #1

Since Walter Benjamin's article was written 76 years ago, he had no idea what digital media was, such as animation, so he focused more specifically on film. Do you believe Benjamin's thoughts on contemporary animation, absent of a camera, would parallel his thoughts on traditional film?

Reading #1 Question

Throughout the essay, Benjamin is trying to describe how the introduction of film into the society of art has changed both the definition of art and the observance of the audience.  Why is it that the concept of reproduction of art in older times vs. modern times and the topic of architecture are elaborated in just as much, if not more, detail than his thesis?  Such as in the example of surgeon and magician, why does Benjamin wish to compare painting and film as if they were of equal standing and thus prove one "penetrates" the viewer more than the other?

Reading 1 Question

In the reading, The Work of Art in the Age of Mechanical Reproduction, Benjamin compares the older form of art and more modern form of art. Is Benjamin trying to say that one is "less" of an art than another depending on the time period and the way it was created? And what does he mean when he says that the work of art is missing "its presence in time and space?"

Assignment #2

Animation Project

Assignment #2

Animation 1

Animation 2

Reading Assignment #1 Question

Walter Benjamin, The Work of Art in the Age of Mechanical Reproduction.  

1. By the end of the reading, Benjamin's opinions on film, and the technological advancement of society, come off as rather negative. It seems as if he is saying that while such advancement is a good thing, it is turning people into 'absent-minded' viewers. One of the reasons is because in film, for example, the viewer is not looking at the actor from their perspective but through the camera's perspective. Do you agree that such art forms, such as film, don't have the same 'aura' as traditional works because they are made using technology? 

Assignment #2

Set the video to full view and pay attention to all the little characters floating around!

Assignment #2

Alrighty!

It's plays a bit faster than it does in Photoshop ... arg :/

Cool Photoshop Duo

hellamorefunner.com

Resources:

http://rhizome.org/
http://artport.whitney.org/
http://www.medienkunstnetz.de/
http://www.isea-web.org/

Assignment #2 - Animation

Animation Samples: (find many more on youtube, vimeo, etc.)
http://dejesusdesign.com/ 
http://www.juancgonzalez.com/films/431-si/
https://vimeo.com/39393120
http://www.youtube.com/watch?v=CLlJfGybBcc
http://www.youtube.com/watch?v=pIPgWlE2Ybs&feature=related

Create a minimum 5-10 second long animation from one or more of your triptych images.

DUE Monday, June 18th

You are to create an animation using Adobe Photoshop. Since CS3 was introduced Photoshop now includes some rather simple yet effective animation tools similar to those available in more sophisticated animation programs such as Flash.

•FINISHED ANIMATIONS ARE TO BE EXPORTED FROM PHOTOSHOP AND UPLOADED TO YOUTUBE OR VIMEO FOR EMBEDDING INTO THE BLOG! DO THIS BEFORE CLASS NEXT MONDAY !•

IMPORTANT SIZE INFORMATION!!!
Everybody, work at the following resolution: 1920 Height x1080 Width at 72dpi!!!
This is the standard HD 16:9 format although it is rotated for vertical formatting!


Tutorials:

http://www.adobe.com/designcenter/video_workshop/

• From this link, go to the window on the left, scroll down and select "Photoshop CS3 Extended".
• Then select in the window to the right "Animation".
• Click on the video title "Animating Layers Palette" and "Using the Animation Palette" both of these are really good tutorials!
• Pay particular attention to the brief tutorial using frames for animation and the timeline. 

http://www.youtube.com/watch?v=7WdYqPx_SFU

Clint recommends this one! http://www.youtube.com/watch?v=Uw0sZwK7az4

Assignment #1

Theme: We can let our minds escape to better places, but we can't forget that reality is always there.

Post #1

My theme is about all the experiences I've had with tourism around the world.

Assignment #1

Here we go!  :)

Assignment 1

Beach Collage 1

Beach Collage 2

Beach Collage 3

Reading Assignment #1

Walter Benjamin, The Work of Art in the Age of Mechanical Reproduction.  
Please read this for MONDAY and post 1-2 critical questions on the blog.

download here

extra credit optional assignment - links

Here are the links we looked at in class:

http://content.photojojo.com/tutorials/project-365-take-a-photo-a-day/

http://www.youtube.com/watch?v=xgxxxKwlra8

http://www.youtube.com/watch?v=6B26asyGKDo

http://www.theuniformproject.com/year1/

http://www.flickr.com/photos/renolauren/sets/72157611981517947/

Assignment #1

Winston Smith, hand made montage

Assignment #1 Triptych Digital Montage

triptych (ˈtrɪptɪk) — n 1. a set of three pictures or panels, usually hinged so that the two wing panels fold over the larger central one: often used as an altarpiece 2. a set of three hinged writing tablets

Image Size for each of the three images:

Objective:
Create a series of three works of digital photographic montage in Adobe Photoshop from specific source material. You must use as your subject matter for each of the three works at minimum the same 25 scanned images. Yes 25 source images! These 25 source images are to be comprised from some combination of the following: scanned objects (flatbed scanned), images appropriated from books and magazines (flatbed scanned), and images downloaded from the Internet. At least one of the images you use must be of a word.

All images are to be found or otherwise appropriated (including the word – scan text from an original print source). Use Adobe Photoshop to creatively combine your image elements into three cohesive image compositions that will exist as a triptych. Remember, each of your images MUST include all of 25 of your source images in each composition! Consider the conceptual link between image, object and word that will be created by their combination.

Very important! Save your images with layers intact as we will be further using your image for the next project.

Examples:
The content of your work is up to you. Consider the possibilities of Adobe Photoshop to cut, paste, resize, etc.. Scan photographs from family albums, magazines, etc.. Bring in various found objects to scan - junk, a meaningful keepsake, etc.. Pick a word or words, either scanned from text, handwritten or otherwise created outside of the computer, scan it and include the work in the image. Think about how the creative unexpected associations of disparate images and texts functions to establish new and multiple readings of the works.

Techniques:
Much of this you will learn by doing – some basics will be covered in class - Adobe Photoshop, image scanning, image sizes, resolution, etc. 

UNR Art 245 Syllabus

ART 245: digital media 1

University of Nevada, Reno –– Summer, 2012

06/11/2012 – 07/13/2012

Mondays through Thursdays, 1:00 - 4:00 pm

Classroom: CFA 207

COURSE DESCRIPTION:

This lab/studio course is an introduction to concepts and practices of computer art and related media with an emphasis on contemporary experimental applications. 

COURSE OBJECTIVES:

The primary objective of Art 245, Digital Media I is to provide an introduction to the critical studies of digital media. Students will learn how to analyze the foundations, cultural forces and context that are synthesized in contemporary media art and technology. This will be accomplished through a balanced investigation of both the history and theory surrounding digital media while at the same time being involved in the creation of visual art through the conceptual utilization of the computer and related technologies. This course emphasizes the personal development of critical thinking, artistic and technical skills. You will be challenged with controlled experimentation using a variety of digital processes towards visual art production. The course presents students with opportunities to work with digital imaging, animation, video/sound/time-based media, the Internet and social media as creative areas of discourse. This course is the introductory course to the Digital Media program and is a prerequisite for all other course offerings required for the studio major and minor.

PREREQUESITE:

ART 100 or one studio art course.

COURSE PHILOSOPHY:

The Digital Media program exists as part of the larger Art Studio program for the Department of Art – all studio programs currently focus on the development of a contemporary approach to studio art practice and theory. Digital Media emphasizes an artistic, experimental and technical approach to learning to utilize media systems for the creation of art. The intent is to provide an intensive learning environment that considers the computer as a broadly flexible tool or medium available to the contemporary artist. Specific project assignments will also push you to consider the conceptual use of such tools. This is a thoroughly hands-on course. You will be expected to learn how to use the tools at your disposal – this is not a software-training course. You will learn in this class by doing – students will be given broad introductions to a variety of applications and devices as incorporated into their project assignments. Learning to use these complex graphics programs, online technologies and computer peripherals takes much dedication of time and a flexible attitude towards experiential practice and learning. Learning to become proficient utilizing new technologies is accomplished through both individual and shared experience. What you derive from this class in terms of technical learning will largely be defined by the amount of time you spend exploring and experimenting and taking advantage of the support resources available to you through the Digital Media Studio, the Dynamic Media Lab (@ One) in the KC and through online tutorials. Finally, you will be challenged constantly to consider just what you are doing with these new tools - the true challenge of this course is to engage in the creation of critical, challenging, thoughtful, meaningful and conceptually sound creative experiments.

TECHNIQUES:

You will be introduced to the following basic programs and systems: Adobe Photoshop, Soundtrack and/or Audacity, Final Cut Pro/iMovie, Processing, HTML Website/Blog Development, Flatbed scanners, Digital cameras, Laser printer, Color inkjet printers and more.

LEARNING OBJECTIVES:

• Students will develop an understanding of Digital Media Art history and theory, gain knowledge of contemporary issues and practices within the broad world of Digital Media art, and consider their work in relationship to that world.

• Students will learn and demonstrate technical proficiency in Digital Media production tools.

• Students will create Digital Media art projects and critique their work and the work of others in a positive and constructive manner.

METHODS AND PRACTICE:

Class time will consist of lectures, screenings, discussions, technical workshops and demonstrations, critiques, in-class assignments and studio time.  Students are expected to complete a workload outside of class and to demonstrate an ability to troubleshoot independently.

ATTENDANCE:

Attendance is required at all classes.  There are no excused absences EXCEPT for religious or health reasons. Students are expected to notify the teacher if they have an unavoidable absence.  Two or more unexcused absences will negatively affect the student’s grade.

CRITIQUES:

Critiques are mandatory and will be held often.  Students will be prepared to present their own finished work and to speak honestly and thoughtfully about each other’s work.  We will discuss work on three levels: technical, formal and conceptual.

READINGS:

There is not a required textbook for this class. All class readings will be made available as a digital download or a printed handout.

SUPPLIES:

                 

Each student will require a minimum 8 gb FLASH DRIVE to transfer their files.

COMPUTER/PRINTER ACCESS:

Students may complete their work in the Digital Media Studio during class time or open lab hours, on your own computer, or in the Knowledge Center’s Dynamic Media Lab. Printing will be discussed in class.

COURSE REQUIREMENTS:

1.     Assignments: All assignments must be finished, posted on the blog, and ready to present by their due date.

2.     Blog Participation: All assignments, large or small, MUST be documented weekly on the class blog! In addition, you will share links, comment on each other’s works, and discuss pertinent issues.

3.     Readings: Read and be prepared to discuss all class readings. Post 1-2 critical questions about each reading on the blog.

4.     Critiques: Participate by sharing your thoughts in an honest, helpful way.

5.     Writing / Presentation: Students will write on and present about an artist or exhibition. More information will be provided in class. All presentations will occur on July 10.

6.     Final Project

EVALUATION:

• Class and Blog Participation: 15%
• Assignments: 50%
• Presentation: 10%
• Final Project: 25%

GRADES:

                 

A = 4.0   93-100

A- = 3.7  90-92  

B+ = 3.3  87-89                   

B = 3.0  83-86    

B- = 2.7   80-82  

C+ = 2.3  77-79                   

C = 2.0  73-76   

C- =1.7  70-72

D = 1.0  60-69                     

F = 0  0-59            

DISABILITY STATEMENT:

If you believe that you have a disability that may warrant accommodations in this class, I urge you to speak to me so that, together, we can work to develop methods of addressing needed accommodations.