Syllabus
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ARTS 104 - Fall 2019 Session
Introduction to Digital Imaging and 4-D Design
Meets Tuesday.Thursday 8:00AM - 10:45 PM Room 216 Moakley Center
Instructor - Neil Salley
Course Description
Welcome to Digital Imaging and 4-D design. This course introduces students to the fundamental principles of time based media and design through a survey of concepts, techniques, and current technological practices.
Course Structure and Goals
Over the semester we will build our skills and knowledge of media tools and concepts through a series of projects that reinforce and expand upon our aesthetic and technical abilities. Students will acquire proficiency in computer graphics, digital animation and as well as sound and video editing software. The course will also cover techniques on how to effectively use digital cameras (including cell phone cameras), microphones, lights, and scanners. Each project will extend over several classes with progress checks each week.
The goal of this class is for students to obtain a fundamental proficiency with using digital media tools as a means for effective communication in an environment that fosters diverse artistic expressions.
Objectives
Students in this course will be provided the opportunity to:
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Gain a fundamental proficiency in communicating with a variety of 4D design tools and processes including visual design, sound design, text, and compositing.
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Develop a means of critically evaluating our own work as well as a critical awareness of the media saturated environment we live in.
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Understand the importance of research, critical thinking, and critique.
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Show an ability to discern artistic merit of diverse forms of art/design in their contexts.
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Be able to defend critical interpretations concerning the significance of artistic expression.
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Make valid assessments of quality and effectiveness in communication design projects and art works-especially their own.
Project Preparation
“Homework” for this class will be all about making the essential preparations for the upcoming class. This could mean gathering materials such as photographs, sounds, video, making conceptual sketches for compositions, writing proposals, making storyboards or producing “treatments” that articulate how you would like to approach a particular project. Always come to class with the materials for the project you are working on so you can use class time efficiently.
Preparation is also about catching-up on projects you may be falling behind on so you can be ready to present your work on critique day. There will be available lab times posted in the Resources section of this website as soon as I have them.
Our Projects
This course is “project based” and centers around the production of a series of assignments that are designed to build upon the students’ growing knowledge of media tools and practices covered in this course. Work must be put together skillfully, demonstrating that the student is developing sufficient proficiency with the tools associated with each project. Attention and care should be given to detail and all work must be well made and presented in a form that is orderly. Most importantly the student should show evidence of a search for their own unique creative voice and an effort to experiment with developing original content.
“Important: Studio Art majors need to save all of their finished work from their foundations courses to be used in their Portfolio Review requirement. Not doing so could jeopardize passing this degree requirement and continuing in the major. Please consult the University catalog for more information about the Portfolio Review.”
Project 1, Your Evolving Web Portfolio
Due - 12/5 - FINAL Critique 12/10
For this class all students are required to create a website that will serve as a core database to store media, share work during critiques and provide documentation for all of our class projects.
Consider using your website as a means to develop your online identity. Use this project and this class as an opportunity to experiment with ways of packaging and presenting yourself and your ideas online. Post your original artwork, photos, sounds and writing. Think of your website as your own online virtual studio/showroom. If you're not comfortable publishing under your own name – create a pseudonym! (Your site will NOT show up in a Google search) Better still, make a business! The only rules are that all content is original, clean and fun!
This evolving website will not be formally critiqued or graded until the end of the semester. However, the class will collectively review the progress of each student’s website as part of our scheduled critiques.
We will be using WIX, a cloud-based web development platform. WIX is FREE and allows users to create HTML5 websites like this one.
10 essential tutorials that will help you design a killer site
More examples and Student Websites
Project 2, The Art of the GIF
Due 9/12 - Critique 9/17
For a long time GIFs were relegated to twirling icons, flickering flames and cheesy animations - but not anymore. The GIF has become an art form in itself!
For this project students will introduce themselves to the class by participating in the creation of a collective GIF “Class Portrait”. A GIF (graphics interchange format) is a graphic image on a Web page that moves. After exploring a range of GIF artists and GIF galleries and taking part in GIF making tutorials in Photoshop, students will explore what their own animated GIF "self-portrait" could be. Each student will create a minimum of 6 GIFs, post them onto their website and then choose one of these to be published on the class website. Each GIF will also act as a link to the student's website.
Project 2.5, From Bitmaps to Vectors
Due - 9/17 (One day review)
For this project students will understand what a Vector graphic “IS” and how and why they are used. Students will publish their vector artwork to their web sites for presentation and group critique
From Bitmaps to Vectors Tutorial
Project 3, Creating with Code, an Introduction to Processing
Due 9/19 - Critique 9/24
Processing is an open-source graphical library and integrated development environment (IDE) / playground built for the electronic arts, new media art, and visual design communities with the purpose of teaching non-programmers the fundamentals of computer programming in a visual context. We will spend one class exploring the Processing Programing environment through a series of online tutorials hosted by Daniel Shiffman. Each student will write their own code (in Processing this is called a sketch) to create an interactive animation utilizing variables. Once students finish their sketch they will copy the URL link at the end of the tutorial and add it to a age on their web site for group critique. Upon completion of this project students may also collect their "Hour of Code Certificate" if they wish.
A quick sketch that I made - http://hello.processing.org/display/#@-LNHs0nnhTk7UAxomKAV
Processing.org - https://processing.org/
Project 4, Surreal Animation
Due 10/3 - Critique 10/8
After reviewing the evolution of surrealism and looking at examples from Salvador Dali, Meret Oppenheim, Max Ernst, Man Ray, Rene Magritte and others we will discuss the philosophical aspects of what it means to be surreal. Each student will then use Adobe Photoshop to compose a surrealist collage using their own images, images harvested from the internet or a combination thereof. Students will then bring their composition to LIFE in the form of a 7 second animation using Adobe After Effects. Students will render their animations, add sound design, upload their finished wok to YouTube or Vimeo and publish it to their web sites and presented to the class for a group critique.
Youtube After Effects tutorial
The secret world of stuff by Sean Charmatz
Project 5, Creating Audio Narratives
Due 10/22 - Critique 10/24
For this project the objective is for students to gain technical skills in the acquisition, manipulation, production and presentation of sound as a form of design & communication. After reviewing several examples of audio narratives and taking part in a demonstration on the proper use of microphones, field recorders and editing tools, students will create an multi-track audio narrative that will include recording a voice over, environmental sound, and sound effects. Students will integrate these elements using Garage Band audio editing software. For this project students are required to research and plan their project and to gather their sound materials as homework outside of class. The final piece should be 1 to 2 minutes in length - though slightly longer pieces are acceptable. Completed projects will be published to student websites and presented to the class for a group critique.
Project 6, Video Ventures
Due 11/107 - Critique 11/12
The objective of Project 6 is for students to integrate the effective use of video into their growing skill set. For this project students are required to research and plan their project and to gather their video materials as homework outside of class. Students may choose one of the following options:
Option 1: Creating Video Narratives
Teach us something, tell us a story - or take us on a journey. For this project students will create a “video narrative” that will include recording live motion images and then integrating these images with graphics and sound using "Garage Band" and “Final Cut”. Students will learn how to effectively use a smartphone camera to capture high quality video and take part in demonstrations on the principals of image composition, shooting and lighting techniques. The final piece should be 1 to 2 minutes in length. This work will be published to a video-sharing website such as YouTube or Vimeo and then embed into student web-based portfolios for class critique.
Option 2: Appropriation and Remix
Propaganda is a powerful tool for politicians, corporations, advertisers, cultural institutions and anyone who is looking to manipulate a story, but it is also the starting point for acts of subversion, humor, and creative resistance. Early examples of Video Art often featured the appropriation, deconstruction and manipulation of mass media and culture as a form of social critique. For this project students will find a means of political and imaginative expression through re-editing and re-interpreting material “harvested” from YouTube. Students will come away well-versed in the techniques and tricks used in remix works, including ripping videos, sampling and audio/video cut-ups. This work will be published to a video-sharing website such as YouTube or Vimeo and then embed into student web-based portfolios for class critique.
Project 7, Independent Project
Due 12/5 - Critique 12/10
For the final class project students will showcase their ability to create a truly original digital 4D artwork which demonstrates a growing aesthetic sensibility with digital arts. Students may choose to make their own extended video narrative piece, audio narrative, After Effects animation (30 seconds minimum), Multimedia website using WIX or maybe extending their audio/visual media skills by creating an augmented reality visual experience using Zappar (example video or an augmented reality sound experience using Echoes. More AR Ideas
Whatever students decide, the objective is to “UP” the production value and “PUSH” the creative envelope and work toward developing a unique 4/d media experience!
The work will be developed, produced and submitted in 2 parts:
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Phase 1 - The written proposal. Student's will submit a brief written description of their proposed project, publish it on their website portfolio and present it to the class.
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Describe the method of recording/capture images and sounds. Will you use a DSLR or phone camera? Will you create an After Effects animation using hand draw the images or will you take photos and dissect them in photoshop? Will you combine camera footage with your animations as well as appropriated video and sounds? Maybe you're interested in doing an audio documentary?
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Describe the mood or setting for the piece as best you can.
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Finally – post a few visual and/or sonic references that will give the class a sense of your idea. Surprise us! The point is that student's should be able to articulate their ideas as well as demonstrate an understanding of how to use the tools of the trade to achieve their desired results.
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Phase 2 – Produce the work! Students and teacher will collaborate on bringing their imagined artwork to life. Students will then post the finished video, audio or animation on their individual web-based portfolios for critique.
Final Critiques - 12/10
Project 7 Independent Project Critiques and Project 1 Student Website Evaluation
This critique will be an assessment of the functionality and form of a student's online web portfolio as well as a review of their final Independent Projects.
Evidence of craftsmanship and indications that the student has pushed conceptual boundaries and taken risks with their work will be taken into account.
As noted in the Project 1 description above, students are strongly encouraged to create a personal website/web portfolio that has a use beyond the scope of our class.
Attendance and Class Participation
Regular and prompt attendance is essential to keep up with our busy project schedule and to acquire technical proficiency tools and techniques that will be presented. This course is fast paced and it is virtually impossible to make up any extended absence.
Students are expected to participate in each class session, be on time for all scheduled meetings and complete projects by the due dates assigned. If you know in advance that you will miss a class you should notify me as a courtesy in advance so I can advise you as to what you should have completed by the next class.
* Every unexcused absence reduces your grade by 1 full letter grade - so 4 unexcused absences will result in an automatic failure of the course. Two late arrivals without prior arrangements equals one unexcused absence. Students who have been absent are expected to have their work completed for the class session following their return. To obtain an excused absence, you must both write the instructor in advance and/or bring in medical documentation. See also: Bridgewater State University’s Undergraduate Academic Policies
http://catalog.bridgew.edu/content.php?catoid=7&navoid=486
At the conclusion of each project we will hold a “Class Critique”. Critiques will take the form of a conversation. They will provide a way to expand and refine our understanding of the key principles, technical considerations, and aesthetic choices of an assignment. Comments, questions, answers, and thinking out loud by both teacher and students create a two-way dialogue that enriches learning for everyone.
Active participation in critiques is an important part of your grade.
If a student’s work is not present for the critique it will be graded as “incomplete”. This means that by missing a group critique a student will receive a zero for the project as well as dropping a full letter grade from the student’s final average.
Evaluation And Grading Policy
There are no quizzes, tests, mandatory books to buy or exams for this class. Students are evaluated based on their level of Attendance, Class Participation, Project Preparation and Timely and Successful Project Completion.
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Projects 1, 2, 3, 4, 5, 6 10% each
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Project 7 - Final Independent Project 20%
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Participation and Attendance 20%
Grading Criteria
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F – Frequently late and/or absent. Insufficient participation. Little to no understanding of the materials covered in class.
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D – Occasional lateness and more than one unexcused absence. Basic understanding of materials covered in class.
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C – Occasional lateness. Demonstrated an understanding of materials covered in class. Failed to take risks. Work holds together. Makes only obligatory contributions to discussions.
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B – Almost always present. Work handed in on time. Demonstrated a solid understanding of materials covered in class. Work has good form and content, and there is evidence of taking risks. This student has made interesting contributions to the class
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A – Always present. Work handed in on time. Demonstrated a solid understanding of materials covered in class. Work has good form and content and there is evidence of taking risks. This student always makes interesting contributions to the class and frequently leads class discussions.
Communication
It is school policy that students are responsible for checking their BSU email account. If you need to contact me I strongly recommend using the Contact page on this website. This method will forward your message directly to my personal email account which I have access to on my phone. I check my BSU email daily - but only when I'm home in my office.
Accessibility Statement
In compliance with Bridgewater State University policy and equal access legislation, I am available to discuss appropriate accommodations that you may require as a student with a disability. Students will need to register with the Disability Resources Office in the Academic Achievement Center in the Maxwell Library to provide documentation of the disability, to determine reasonable academic accommodations, and obtain a letter of notification to faculty of the accommodations.
Disability Services
BSU is committed to ensuring all individuals equal access to its programs and services. The university offers a number of services to students who have a documented medical condition, are physically challenged, or have psychological or learning disabilities. If you think you may have a learning disability or wish to request support services, please contact the Office of Disability Resources in the Academic Achievement Center, Maxwell Library, (508) 531-2194. You can still receive services even after the semester has begun.
Expectations and Other Class Policies
The majority of information we cover in this class is readily available online and a web search can provide answers to many of your immediate questions. Think for yourself, carefully review what you did and what trouble you’re having. Consult the Resources section of this web site. Ask 2 friends that are sitting next to you. And OF COURSE you can ask me.
Backup your work to the school’s server or a portable drive FREQUENTLY!
Other than using the web for researching material for your class work, there is no smartphone or Internet use allowed during class time. Listening to musics is OK though. You will receive points off your final grade if you spend class time on social media.
A Note on Perseverance
You don’t need to be a practicing or aspiring artist or designer to succeed in this course. However you must be willing to explore how digital media tools can augment and enhance your unique means of expression. Every student will at some point become frustrated as we deal with unexpected technical road-blocks. Part of this class will entail developing creative workarounds that yield quality results while staying within our busy project schedule. These are important skills to practice as you will do the same when you leave school and enter the world of professional practice – whether it be art, business, academic pursuits, etc. As an instructor I cannot teach you the effort that is required to succeed in this class; it must come from your own desire and willingness to participate, learn and grow.