Web Art 1 and Web Art 2
ARTS 267 & ARTS 301
Fall Session - 8:00am-10:45am on Tuesdays & Thursdays
Moakley Center, room 216
Instructor: Neil Salley
This course introduces students to the fundamental principles of interactive and web-based media through a survey of its history, theory and practices.
Through a series of projects, readings and discussions students will be introduced to the possibilities for making artworks that utilize computer software, hardware, networks and hybrid forms of interactive multimedia.
Over the course of the semester students will develop proficient skills in photo editing, creating animations for the web, developing hypertext storytelling sensibilities, working with text and web-page design as well as recording and editing sound and video for the web.
An interactive multi media website on a subject of the students choice. This website will demonstrate technical proficiency as well as create a compelling interactive experience for the viewer.
Informal and formal critiques of student work are central to this course and a high level of personal engagement and initiative is expected from all students. Technical workshops will be offered routinely during the semester and one-on-one tutorials will be arranged as needed.
Students in this course will be provided the opportunity to:
Gain a fundamental proficiency in communicating with a variety of digital media tools and processes.
Create and publish professional quality web-based portfolios as well as web-based multi-media experiences.
Acquire the means to articulate their interests and concerns as mindful creators.
Develop an understanding of the historic context and evolution of web-based media.
Show an ability to discern artistic merit of diverse forms of art/design in their contexts.
Be able to defend critical interpretations concerning the significance of artistic expression.
Make valid assessments of quality and effectiveness in design projects and art works - especially their own.
No coding requirements.
Basic knowledge of photo editing, sound editing and video editing software.
A smartphone with about 40 MB of storage (If you don't have a phone we’ll figure something out).
User accounts with the school email service.
Readings will be assigned according to the class schedule. We will discuss the readings in class in relation to specific websites, projects, artworks and each other’s work. All students must participate by completing the readings and submit at least one question to the class that acts as a prompt for in-class discussion. The questions should NOT be directed at the instructor, but should be for your fellow students.
Projects and Final Presentations
In addition to developing their own web portfolio there will be 4 digital media projects and 1 final multi media interactive project. Critiques for each project will be held over the course of the semester.
Project 1, Your Evolving Web Portfolio - Due 12/08
For this class all students are required to build a website that will a serve as a core database to store media and documentation for all class projects as well means of sharing your research and hyperlinking to other web sites.
* Web 1 Students are encouraged to create a web portfolio that has a use beyond the scope of our class projects and to .include additional examples of art and design work.
* Web 2 students are required to include art and design work from outside of class so they have a complete and professional web-portfolio by the end of the semester.
This evolving website will not be formally graded until the end of the semester however the class will collectively review the progress of each student’s website as part of our periodic project critiques.
We will be using WIX, a cloud-based web development platform. WIX is FREE and allows users to create HTML5 mobile friendly websites like this one.
Project 2, The Art of the GIF - Due 09/22
A GIF (graphics interchange format) is a graphic image on a Web page that moves - for example, a twirling icon, an animated photograph or a brief clip from a video. Web artists have taken the GIF form to a whole new level. For this project students will introduce themselves to the class by participating in the creation of an animated GIF “Class Portrait”. Each student will explore a multiplicity of notions of what their self-portrait could be and then choose one of these to be published on the class website. Examples
Although it is now ubiquitous, the hyperlink is the most radical feature of the Internet. Students will consider how to use the hyperlink for creative ends. We will use Twine, an open-source tool for telling interactive, nonlinear stories. Allowing for user choice, branching structures, loops, etc., these stories should not always follow conventional linear sequence rules. This document will be added to your individual web sites and become part of your web-based portfolio. Examples
Project 4, Creating Audio Narratives - Due 10/18
Here the objective is for students to gain technical skills in the acquisition, manipulation, production and presentation of sound as a form of design and 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 a 2 minute audio narrative that will include recording a voice over, environmental sound, and sound effects. Students will then integrate these elements using Garage Band or other comparable 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. Completed projects will be published on student websites and presented to the class for a group critique. Examples
Project 5, Creating Video Narratives - Due 11/08
The objective of project 5 is for students to integrate the effective use of video into their growing skill set. After reviewing several examples of video narratives and taking part in a demonstration on the principals of image composition, shooting and lighting techniques as well as a editing tools. Students will then create a “video narrative” that will include recording live motion images and then integrating these images with graphics and sound using “Final Cut” or other comparable video editing software. For this project students are required to research and plan their project and to gather their video materials as homework outside of class. The final piece should be 1 to 2 minutes in length. Completed projects will be published on student websites and presented to the class for a group critique. Examples
Students will employ their new skill-set to create a non-linear visual interactive multimedia story for the web using WIX. The interactive story can be autobiographical, fantasy, realistic, a mystery, humorous, or dramatic.
The work will be developed, produced and submitted in 2 parts:
Final Project Critiques and Student Website Evaluation
This critique will be an assessment of the student’s complete body of work from the past semester as published on their website (see Project 1). The functionality and form of both their portfolio website as well as their multimedia website will be evaluated. 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 encouraged to create a personal website/web portfolio that has a use beyond the scope our class projects.
Projects 2, 3, 4, 5, 10% each
Final Project 25%
Project 1 - Development of Portfolio Website over the course of the semester 25%
F – Frequently late and/or absent. Insufficient participation. Little to no understanding of the materials covered in class.
D – Occasional lateness and more than one unexcused absence. Basic understanding of materials covered in class.
C – Occasional lateness. Demonstrated an understanding of materials covered in class. Failed to take risks. Work holds together. Makes only obligatory contributions to discussions.
B – Always present. Work handed in on time. Demonstrated a solid understanding of materials covered in class. Was able to seek out new sources of inspiration and technologies and shared them with the class. Work has good form and content, and there is evidence of taking risks. This student has made interesting contributions to the class
A – Always present. Work handed in on time. Demonstrated a solid understanding of materials covered in class. Was able to seek out new sources of inspiration and technologies and shared them with the 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.
One unexcused absence and your letter grade drops by 1/2 a grade, i.e. from A to a B+. Three unexcused absences and you will be dropped from 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
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.
A Note on Perseverance
We will encounter frustrations as we deal with unexpected road-blocks and create workarounds that fit within our 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. It is important to know you do not have to be a practicing or aspiring artist or designer to participate in this course. However you must be willing to explore how this medium allows you to develop and refine your unique means of expression. 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, create and grow.
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 recourses section of this web site. Ask 2 friends that are sitting next to you. And OF COURSE you can ask me.
Backup Your Work!
Invest in a cloud service (like Dropbox) and/or backup your work to the school’s server or a portable drive FREQUENTLY!