Quarter II: TECHNOLOGY-BASED ART

CONTENT STANDARDS The learner demonstrates understanding of… 1. new technologies that allow new expressions in the arts using art elements and processes. PERFORMANCE STANDARDS The learner… 1. creates a tech-based artwork (video clips and printed media such as posters, menus, brochures, etc.) relating to a selected topic from the different learning areas using available technologies, e.g., food and fashion. LEARNING COMPETENCIES The learner… 1. identifies art elements in the technology-based production arts. 2. identifies distinct characteristics of arts during the 21st century in terms of: - production - functionality / range of audience reach. 3. identifies artworks produced by technology from other countries and their adaptation by Philippine artists. 4. realizes that technology is an effective and vibrant tool for empowering a person to express his/her ideas, goals, and advocacies, which elicits immediate action. 5. determines the role or function of artworks by evaluating their utilization and combination of art elements and principles. 6. uses artworks to derive the traditions/history of a community (e.g., landscapes, images of people at work and play, portrait studies, etc.). 7. compares the characteristics of artworks in the 21st century. 8. creates artworks that can be locally assembled with local materials, guided by 21st century techniques. 9. describes the influence of technology in the 21st century on the evolution of various forms of art. 10. applies different media techniques and processes to communicate ideas, experiences, and stories showing the characteristics of 21st century art (e.g., the use of graphic software like Photoshop, InDesign, etc.). 11. evaluates works of art in terms of artistic concepts and ideas using criteria appropriate for the style or form. 12. mounts an exhibit of completed technology-based artworks.

DEPED COPY

From the Department of Education curriculum for ARTS Grade 10 (2014)

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ARTS  Quarter II

Quarter II: TECHNOLOGY-BASED ART INTRODUCTION

T

echnology has literally taken over every aspect of life in the 21st century, and the creative and visual arts have not been spared. In fact, for the younger generations, art as you know it is defined by technology—from its creation, to its manipulation, to its reproduction, and even to its distribution. Technology-based art is essentially computer-generated and/or manipulated. Through the centuries, visual artists used actual brushes and palettes, and a whole array of paints, inks, and natural pigments applied to paper, canvas, fabric, stucco walls and ceilings. Today’s computer artists employ the ever-expanding powers of image manipulation programs and applications to create their works which can appear in an entire range of media—whether as a physical output or a virtual experience.

Computer/Digital Arts

DEPED COPY C Origin and Early Stages

omputer art or digital art first came on the scene in the early 1960s. Understandably, this was due to the technology that was constantly developing and that became available at that time. Thus, the early experimenters were not necessarily artists, but engineers and scientists who had access to and experience with the hardware needed. It was they who began to recognize the potential of artistic expression through the application of scientific and mathematical principles. In fact, even in the sample works we present here, you will note a strong scientific or mathematical look and feel to the creations of many digital artists. Geometric forms and repeating patterns appear frequently. More traditional subjects like human beings, landscapes, animals, and still life elements are simply incorporated as part of those forms and patterns—rather than as the main focus.

Also understandable was the initial reaction of the public to computer-generated art. There were questions as to whether it was, in fact, “true art” since it made use of electronic and mechanical devices, rather than the artist’s own hand, to produce the images and effects. Within a few years, however, there was a general acceptance of digital art as an exciting and thought-provoking form of modern art. Exhibits of computer art became highly popular and critically acclaimed, as digital artists or computer art masters or “superstars” came to the fore in Europe, Russia, and the United States. 232

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Technology-based Art

A sampling of their works can be seen here.

DEPED COPY Frieder Nake Polygon Drawings, 1965

Vera Molnar (Des) Ordres, 1974 Plotter drawing

Georg Nees Schrotter (“Gravel”), c. 1965

Ronald Davis Mountain and Staurolyte, 1997 Computer-generated 3D art

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ARTS  Quarter II

Manfred Mohr, 1999

Olga Kisseleva, 2012

DEPED COPY Jean-Pierre Hebert, 2007

Some digital artists have even used their works to express their views on political, social, and cultural issues; as well as to advocate causes that are critical to modern life, such as the environment and climate change. Others even explore the philosophical relationship between science and technology and the arts.

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Technology-based Art

The Philippine Scene

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n our country, Filipino artists were likewise influenced by the technology trend in art. However, this was more in the commercial sphere. From the 1960s to the 1990s, their computer-generated works were primarily geared towards illustrating for international comic books. In fact, Filipino illustrators earned quite a reputation for their talents and were highly in demand in this field. They eventually became equally sought after as animators for some of the major film production companies in the United States, as well as animated television series produced in different countries. (See a more detailed presentation on Filipino comics illustrators and animators in Quarter III.) Eventually, however, the concept of computer-generated works as a means of serious artistic expression gained ground among the younger generation of local artists. Today, even the more established names in the field—artists and critics alike—have come to accept and recognize digital works as fine art. To view works by Philippine artists employing digital art techniques, you may visit the websites of the more progressive museums and art organizations. Among these are:    

The Center for Art and Thought – http://www.centerforartandthought.org/ Deviant Art – http://www.deviantart.com/browse/all/digitalart/ The Ateneo Art Gallery – http://www.ateneoartgallery.org/ Yuchengco Museum – http://yuchengcomuseum.org/

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Cityscape Antonio Gorordo, c 2010-2012 Digital art

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ARTS  Quarter II

There are also institutions offering training courses on the digital arts, such as the First Academy of Computer Arts, the Philippine Center for Creative Imaging (PCCI), as well as the Technical Education and Skills Development Authority (TESDA) through scholarships given by the Animation Council of the Philippines (ACPI). Courses such as these open up an array of career opportunities for young Filipinos in the fields of advertising, animation design, multimedia communication, and web development. (More on these topics in Quarter III.)

Digital Art in the Hands of Everyone Computer technology has by now invaded every aspect of modern life. It was, therefore, inevitable that it would develop into forms and devices that could be mass produced, mass distributed, and therefore widely accessible to everyone. In other words, anyone with a computer device— from a desktop PC to a laptop, to a tablet or android phone—can now capture and edit images and videos; create, manipulate, and share works of art; and even compose music. You can be—and probably already are—a digital artist in your own right.

DEPED COPY Summary

Computer/digital arts make use of electronic and mechanical devices, rather than the artist’s own hand, to produce the desired images and effects. Thus, these are definitely technology-based art forms. In recent decades, personal gadgets such as laptops, tablets, and android phones have incorporated the artistic capabilities of the large-scale computers. So it is now possible for anyone to be a digital artist.

WHAT TO KNOW 1. 2. 3. 4.

Briefly describe how technology made—and continues to make—digital art possible. Was digital art readily accepted and recognized as “true art” when it emerged in the 1960s? What was the reason for this? What devices can now be used to create digital art? Do you own one such device? Name one or two computer programs that can enable you to create an original illustration from scratch.

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Technology-based Art

WHAT TO PROCESS Digital Image Creation [Session 2] Note: Pre-requisite for this activity is exposure to/experience with Computer Illustration under Technology Livelihood Education (TLE). 1.

If you have access to a computer drawing program, such as Adobe Creative Suite or its less complex counterparts, create an original artwork.

2.

If a drawing program is not available, capture an image instead using a digital camera, a DSLR camera, a tablet, or an android/mobile phone.

3.

Store the finished illustration or image in a device that contains an image editing program, similar to these:  Gimp (GNU Image Manipulation Program)  Paint.net  Inkscape  Xara Extreme  Artweaver  Draw Plus  Pencil  Picasa  Paint Star  Smooth Draw  Spray  Karbon  Adobe Photoshop  Corel PaintShop Pro X5

DEPED COPY The stored illustration or image will be manipulated using any of these editing programs, during a later session of Quarter II on Computer Generated Images (see page 240).

WHAT TO UNDERSTAND A.

Research Activity 1.

Research online for the works of any two of these digital artists: James Faure Walker Geroge Grie Manfred Mohr Olga Kisseleva Ronald Davis John Landsdown Joseph Nechvatal Perry Welman Matthias Broegel Jean-Pierre Hebert 237

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ARTS  Quarter II

2.

B.

Select one artwork each by the artists that you have chosen. Give the basic details of each (title of work, name of artist, technique used, year created). Briefly explain how the following principles of art are incorporated or expressed in these particular works: a. Rhythm, Movement b. Balance c. Emphasis d. Harmony, Unity, and Variety e. Proportion

Questions 1.

Write a brief personal reaction to the works you chose—whether positive or negative. Explain your opinion.

2.

Was there a difference in how Filipino artists first ventured into the world of digital art? If yes, explain briefly.

3.

Research online for three Filipino artists using digital techniques for their works. Compare and contrast their works with the examples of digital art by the foreign artists presented above.

4.

As a young citizen of the Philippines and of the world, how do you feel about the pervasiveness of digital technology in a. art (digital illustration, digital photography, digital videos)? b. media? c. entertainment / gaming? d. education? e. communication?

5.

How do you personally make use of digital technology in each of the above areas?

6.

Specifically in the area of art (digital illustration, photography, videos), what artworks are you able to create with the help of the available technology? Cite at least 5 examples.

7.

Do you find yourself exposed to or involved in using digital devices and applications in most aspects of your life? What are the benefits? What are the risks or disadvantages?

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Technology-based Art

WHAT TO PERFORM Preparing for the Quarter II “Exhibit of Technology-Based Art” Having learned the concept and techniques of computer/digital art, you can now prepare your artworks for the culminating exhibit at the end of the quarter. All the finished artworks should be labelled with original titles, your name or your group members’ names, the date, and the technique used.

Mobile Phone Art / Computer-generated Images

DEPED COPY Mobile Phone Art

T

he mobile phone that you constantly hold has evolved from a mere communication tool, into a creative device that allows you to generate original works of art for an entire range of purposes. These could be personal photographs and videos that you can manipulate with a myriad special effects, both visual as well as sound and music. They could also be school projects or reports that require you to combine images, incorporate text, even include simple animation. And the wonder of it all is that you can do all these right on your own mobile devices, particularly the new-generation models known as android tablets, phones, and combination of both called “phablets.” The tasks that traditional photo editors used to 239

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ARTS  Quarter II

perform manually—cropping, retouching, airbrushing—are now just a few of the many editing effects done for you with split-second ease at the click of a mouse, a keyboard command, or a few taps and drags of your finger on a touch screen. You are probably already familiar with the following image manipulation programs and applications that run on today’s android devices:       

Pixlr – a powerful, free online image editor Pic Collage – allows you to make collages incorporating photos, stickers, text, and frames Photo Grid – a downloadable application for android phones that allows you to make collages out of images from your photo gallery Doodle Booth – an iPad application (with a free downloadable version) that enables you to ‘doodle’ on your images using available stickers Photo Booth – an application for taking photos and videos using an iPad or iPad mini (a version for the iPhone, called SimpleBooth, is also available) Magic Mirror Booth – an iPhone application that allows you to take amusing, distorted images, simulating camera effects Pic Monkey – a free online photo editing tool that provides filters, frames, text, and effects to manipulate your images Flipagram – a downloadable application that allows you to ‘bring your photos to life’ in short videos set to music of your choice Picsart – a free photo editor and drawing application, as well as a social network for you to share your art with others Snapseed – a photo application that enables you to enhance, transform, and share your photos; a free downloadable version for android phones is available Instagram – a fast and fun way to share images with others; snap a photo, choose from among the available filters, and share via Facebook, Twitter, Tumblr, and more

DEPED COPY    

Many more such programs and applications are constantly being developed with even more new, exciting, and fun features and capabilities. Each of these has an extensive array of special features you can use to modify your images. Among these are: frames, borders, and banners; filters, cropping in different shapes, automatic collage or color change, stickers, text bubbles; effects such as warp, skew, tunnel, fish eye, and negative; adding “spot color” to only certain elements of an image; creating a photo montage with music. Some programs even make it possible to have any photo simulate a work of art in a whole range of media—from oil to watercolor to pen and ink to charcoal to oil pastels to a Warhol poster to a Japanese woodblock print.

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Technology-based Art

Original image

Modified with cropping, superimposed text, and a ‘silk’ texture

DEPED COPY Original image

Modified to ‘pencil sketch’ effect in gray scale, plus rounded corners Photos and image manipulation by Tawid Publications

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ARTS  Quarter II

DEPED COPY Mirror Photo – multiple mirror images

Original image

Modified with color retained on selected portions Photos and image manipulation by Tawid Publications

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Technology-based Art

Original image

Modified to a completely different color

DEPED COPY Original image

Modified to a multi-image collage in different tints

Photos and image manipulation by Tawid Publications

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ARTS  Quarter II

Computer Generated Images

I

f you want to create original images from scratch, you may make your own illustrations using specialized programs for image generation and manipulation. Examples of these would be Adobe Illustrator and Corel Draw. These are, however, designed to run on desktop computers and laptops, so you would need to have access to these larger and more complex devices. There are scaled-down versions of such programs specifically developed for use on smaller, handheld units like your personal tablet or android phone. These enable you to perform virtually all of the tasks that a program like Illustrator performs but, almost literally, in the palm of your hand. Many of these come at a fraction of the cost of the more complex programs or, in some cases, even for free. Among such programs are:              

Gimp (GNU Image Manipulation Program) Paint.net Inkscape Xara Extreme Artweaver Draw Plus Pencil Picasa Paint Star Smooth Draw Spray Karbon Adobe Photoshop Express Corel PaintShop Pro X5

DEPED COPY WHAT TO KNOW 1. 2. 3. 4. 5. 6.

What is mobile phone art? What technology has made this possible? What is the raw material or starting point for creating an artwork on a cellphone? How is this initial material then transformed into an original piece of art? Name some programs and/or applications that can be used to create art on a mobile phone? Aside from using mobile phone software, what is another means of creating art from scratch using computer technology?

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Technology-based Art

7. 8. 9.

What is the raw material or starting point for creating an artwork on a computer? How do you transform a digital image into a work of art using a computer? Name some computer programs that are designed for this purpose.

WHAT TO PROCESS Creating Mobile Phone Art / Computer-generated Art [Session 4] 1.

Depending on the devices available to you, you may either: a. Capture an image using your cellphone camera b. Create an image from scratch using a drawing/illustration program on a computer, laptop, or tablet

2.

Save your captured image or finished illustration in preparation for transforming it into an example of cellular phone art or computer-generated art. [Note: Refer to any applicable modules of Technology Livelihood Education (TLE) for detailed instructions on what programs to use, and how to use them.]

DEPED COPY 3.

Using any of the applications installed in your available device(s), experiment with different effects and features to modify your saved image or illustration. You may try some of the following effects, as well as others offered by the application(s) you are using:  re-size  crop  skew / warp  rotate  flip  adjust brightness  adjust sharpness  change colors  gray scale  sepia tone  apply a texture  superimpose text, trying different fonts  apply frames, borders, or banners  edit out an element that you do not want to appear  add an element that is not in the original image

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ARTS  Quarter II

4.

Save the most unique, striking, or remarkable modified images to be printed out later for inclusion in the culminating Exhibit on Computer/Digital Art.

WHAT TO UNDERSTAND 1. 2. 3. 4. 5.

Mobile phone art is a technology-based art form. Support this statement with your own brief explanation. Do you consider the products of such mobile phone applications as true art? Why or why not? Did you feel like an artist while capturing and modifying your mobile phone image? Describe the experience. In the case of rendering and modifying an original computer illustration, do you consider this as true art? Why or why not? Describe your experience, if you used this technique to create a computergenerated artwork.

WHAT TO PERFORM

DEPED COPY Preparing for the Quarter II “Exhibit of Technology-Based Art”

Having learned the concept and techniques of mobile phone art and computergenerated images, you can now prepare your artworks for the culminating exhibit at the end of the quarter. All the finished artworks need to be labelled with original titles, your name or your group members’ names, the date, and the technique used.

Digital Photography

A

nother means of generating an original image is to capture it first as a digital file. In the case of today’s electronic technology, that would mean recording the image using a digital camera or a device with a built-in camera, like your mobile phone, android device, or tablet. Prior to the development of digital photography, cameras were essentially sealed boxes that would allow a split-second entry of light to strike a section of lightsensitive film inside it. The result was that whatever was in front of the camera at the precise instant that the light entered it would be imprinted on that exposed section of 246

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Technology-based Art

film as a photographic image. The photographer (or a commercial developing service) would then have to process the exposed film in a special enclosed space known as a “dark room”—and only then would the recorded images be seen.

Point-and-shoot vs. DSLR The multi-step process described above has since been overtaken by the magic of digital photography. Today’s users have the option of a “point-and-shoot” type of digital camera which automatically makes all the adjustments in lighting, focus, zoom-in and zoom-out, even removal of “red eye” with the user being given some leeway for slight adjustments. It offers image enhancement features like adjusting color and brightness imbalances, as well as sharpening or blurring the image. It may even offer unique effects like “fish eye” or filters that allow pre-setting of the photo to be taken with a colored tint or a special texture. Plus, it allows the user to immediately review the photos taken without waiting for a complex developing process—and to delete any unsatisfactory images while storing the good ones for future needs. A second option is the digital single lens reflex (DSLR) camera. This also provides the film-less and instant review features of a “point-and-shoot” type of digital camera, but gives the photographer much more artistic freedom and control to select the camera settings to create the desired final image with the preferred visual effects.

DEPED COPY Many professional photographers remain loyal to the traditional (i.e., non-digital) single lens reflex camera which still uses film. They believe that film photography has an authenticity and genuineness to its images that is lost in the artificial and automatic manipulations of digital photography. There is no denying, however, the ease and convenience that digital photography offers to the millions of amateur photographers out there. Without needing years of training and experience, we are now able to capture images with professional-quality results.

Basic Tips for Taking Good Photographs Whether you are using a point-and-shoot camera or a DSLR, there are basic guidelines for capturing a good quality photographic image: 1.

Choose a good location. An interesting location can sometimes make the difference between a good and a great photo.

2.

Check that the available background is relatively simple and not too cluttered, so that the focus will be on your chosen subject.

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ARTS  Quarter II

3.

Natural light in the outdoors or near a window is usually the most flattering or effective for any kind of subject. Ideally, the best light for photos is within the first hour after sunrise and the last hour before sunset.

4.

Avoid taking shots facing the light, as this would make your subject back-lit and most of the details would be lost in shadow.

5.

If you intend to take a posed shot, position your subject where you want in relation to the location, background, and source of light.

6.

If you intend to take a candid shot, position yourself where you can capture the most interesting, amusing, touching, or engaging moment or expression.

7.

Take a variety of shots—ranging from far shots showing the surroundings, to medium-distance shots concentrating on the main subject, to tight or close-up shots that focus on details of the subject. You can then choose from among all these for the best photo or photos.

WHAT TO KNOW

DEPED COPY 1. 2. 3. 4. 5. 6. 7.

What is digital photography? Briefly describe the basic technology behind the earliest cameras. In place of the previous light-sensitive film, how are today’s digital images captured and stored? What are the two main types of digital photography in use today? Why is one of them called point-and-shoot photography? What does the acronym DSLR stand for? Cite two or three differences between these forms of digital photography.

WHAT TO PROCESS Creating a “Pinhole Camera” [Session 5] Materials: shoebox or similar lidded box black paint (if box is colored or printed) Note: To save time, the boxes may be painted completely black beforehand. small piece of sheet metal (approximately 3” x 3”) large needle X-acto knife sandpaper light-sensitive photo paper 248

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Technology-based Art

tape scissors

Procedure: 1. Your teacher will divide the class into groups of 5-6 students each. 2. Each group will do the following procedure: a. Use the needle to punch a tiny hole in the piece of sheet metal. Smoothen the edges of the hole with sandpaper. b. Cut a small square opening in one side of the box, using the X-acto knife. c. Tape the piece of sheet metal over this opening on the inside of the box. Completely seal all edges of the sheet metal with tape. d. On the outer side of the opening, make a ‘flap’ out of scrap cardboard to cover the pinhole in the sheet metal. Secure it in place with more tape. e. Bring the box, its lid, the light-sensitive photo paper, and the tape into a totally dark closet or small room. f. Carefully unwrap the light-sensitive photo paper. Tape the paper on the inner side of the box opposite the pinhole. g. Put the lid on the box and seal its edges securely with tape on all sides to ensure that no light can seep in. [Reference: http://www.instructables.com/id/How-To-Make-A-Pinhole-Camera/]

DEPED COPY 3. Once the pinhole cameras are ready, each group will go outdoors and look for a subject for their respective photos. Note: Be sure to choose a totally still or static subject. 4. Follow the procedure below for taking a photograph with your camera: a. Position the camera on a stable surface, with the covered pinhole facing in the direction of your chosen subject. b. Without moving or shaking the box, carefully loosen the tape holding the cardboard flap over the pinhole. c. Tape the flap in the ‘open’ position for approximately 15 minutes, and leave the box totally still for the entire duration. d. When the time is up, carefully close the flap and tape it shut once more. 5. Keeping your pinhole cameras fully sealed, bring them to a shop in your area where the exposed paper will be developed into photographs.

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ARTS  Quarter II

Taking Point-and-Shoot or DSLR Photos [Session 6] Note: The objective of this activity is for you to become familiar with the process of using the cameras. There will be separate group projects in Quarter III to create photographs for the culminating exhibit on Technology-based Arts. 1. For how to use a digital point-and-shoot camera, refer to online tutorials similar to this: http://www.digitalcamerareview.com/default.asp?newsID=5464&news=h ow+to+take+great+pictures+with+your+point+and+shoot+camera 2. For how to use a DSLR camera, refer to online tutorials similar to this: http://digital-photography-school.com/megapost-learning-how-to-useyour-first-dslr/ http://www.wikihow.com/Use-Your-Digital-Camera%27s-ISO-Setting

WHAT TO UNDERSTAND 1.

What was the experience like creating your own pinhole camera, and being able to capture images using it? What do you see as the advantages of digital photography as compared to the earlier film-type photography? What do you think of the view that film photography is more artistic than digital photography? Support your opinion. If you have experienced both regular digital photography and DSLR photography, which one did you find more useful to you? More doable? More interesting? Explain your answers. What do you think of the way digital technology has made quality photography accessible to everyone, including young people like you?

DEPED COPY 2. 3. 4.

5.

WHAT TO PERFORM Preparing for the Quarter II “Exhibit of Technology-Based Arts” Having learned the concept and techniques of digital photography, you can now prepare your artworks for the culminating exhibit at the end of the quarter. 1.

2.

Label the photos taken with the pinhole cameras with original titles, your group members’ names, the date, and the technique used. [Note: In the final exhibit for Arts Grade 10, these will be an interesting contrast to the digital photos to be taken in Quarter III.] Your Arts teacher will store the photos for inclusion in the exhibit at the end of the quarter.

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Technology-based Art

Video Games / Digital Painting / Imaging Videos Video Games

F

or today’s younger generation that grew up in a digital world, even entertainment now comes courtesy of computer devices. A major component of such entertainment is in the form of video games of every conceivable genre, subject matter, and skill level. These range from educational games and mind twisters, to building and construction games, to ones that entail physical interaction by the users (sports, fitness, dance). Then there are the tremendously popular games of strategy, war, science fiction, and mythical worlds that employ amazingly complex and realistic graphics, motion, sound, and other special effects. Similar to image creation and manipulation, it is now possible for video game fans to become video game creators themselves. Online tutorials and guides are available on sites like e-how, Instructables, and You Tube. Plus there are available programs that can be downloaded and used immediately, with no need for prior knowledge on coding or web development.

DEPED COPY Examples of such programs are:   

Twine - http://twinery.org/ Stencyl - https://www.udemy.com/create-your-first-computer-game-withstencyl/ GameMaker - https://www.yoyogames.com/learn

Digital Painting Digital painting is a method of creating an artwork using a computer. This is, however, different from the image generating devices and programs discussed above, which create, modify, store, and share images entirely on a laptop, tablet, or android phone. Digital painting still makes use of traditional painting mediums such as acrylic paint, oils, ink, and watercolor and also applies the pigment to traditional surfaces, such as canvas, paper, polyester etc. But it does so by employing computer software that drives a type of robot device (such as a plotter) or an office machine (such as a printer) that takes the place of the artist’s hand.

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ARTS  Quarter II

Digital painting also refers to a technique using a graphics software program to create an artwork that is totally virtual. The canvas, brushes, paints, and other tools are all virtual, existing only within the computer. And the finished work is also stored in virtual format, to be shared through cyber space. Ctrl+Paint is an example of an online resource for teaching yourself digital painting for free, via simple videos and mini tutorials.

Video Technology / Imaging Videos Social media purposes - Another tremendously powerful and innovative field that digital technology has revolutionized is that of creating and presenting videos. The explosion of social media in recent decades has provided a new platform for video materials targeting the “netizens” of today. Not only are there online advertisements that continuously bombard the users’ computer screens and mobile phone displays. But there are also millions of personally produced videos that are constantly uploaded to online platforms like You Tube—from music, dance, and stage performances to tutorials of all kinds to recipes to documentaries to news clips to marriage proposals.

DEPED COPY Again, the digital technology to capture and edit such videos is contained right in your tablets and android phones. And just as with the still images discussed above, the raw video clips can be enhanced and modified with a myriad of effects depending on the particular video application you have installed in your device. Medical/scientific purposes – Another extremely valuable use of today’s video technology is that of imaging videos in the fields of medicine and science. You may be familiar with Magnetic Resonance Imaging (MRI), Computerized Tomography (CT scans), and the like which are used to create and record visual images of a patient’s internal anatomy in order to diagnose and treat diseases and injuries. There are also ultrasound tests or sonograms, which translate sound waves bouncing off physical objects into images that can be studied—whether a baby developing in the womb (in 2D, 3D, and 4D options), growths or malformations inside the body, structural flaws in buildings, as well as objects in outer space, underground, and deep in the ocean.

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Technology-based Art

WHAT TO KNOW 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

How has computer technology contributed to the development of video games? Name some of the most popular types of video games today. On what kinds of devices can such games be played? Can a young person like you create your own video game? If yes, how? What is digital painting? Briefly describe the two different types of digital painting presented. Briefly explain today’s video technology. How do you use video technology personally? For school purposes? How is it used in modern life? What valuable purposes do “imaging videos” serve in the fields of medicine and science?

WHAT TO PROCESS Group Projects: Video Games / Digital Painting

DEPED COPY 1.

Your Arts teacher will divide the class into groups of five to six students each.

2.

Half of the groups will be assigned to create their own video games (using any simple software that they have available or can download from the internet for free); and the other half of the groups will be assigned to create works of digital painting. [Note: Refer to any applicable modules of Technology Livelihood Education (TLE) for detailed instructions on what programs to use, and how to use them.]

3.

Due to time constraints, you will need to work on these group projects outside of class hours.

4.

Save your finished video games or digital paintings in a storage device that your Arts teacher will hold for safekeeping until the culminating exhibit on Technology-based Arts.

WHAT TO UNDERSTAND 1. 2.

Compare your experience in creating your own simple video game with that of your classmates creating a digital painting; or vice-versa. Do you think that video games can be considered a form of modern art? Why or why not? 253

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ARTS  Quarter II

3.

Is digital painting as “artistic” as the traditional modes of painting? Support your opinion. Is there a value to imaging videos apart from the entertainment or even documentation purposes of regular videos? Give some examples. Discuss how this shows that technology can serve aesthetic and practical— even vital—purposes in today’s world.

4. 5.

WHAT TO PERFORM Preparing for the Quarter II “Exhibit of Technology-Based Arts” Prepare your artworks for the culminating exhibit at the end of the quarter. 1.

All the finished artworks should be labelled with original titles, your name or your group members’ names, the date, and the technique used. Your Arts teacher will store the finished artworks for inclusion in the exhibit at the end of the quarter. [Note: For the video games and digital paintings created in Session 7, some form of device with a display capability will need to be prepared prior to the culminating exhibit. This could be a desktop computer or a laptop/tablet connected to a large monitor, if available within the school or loaned from a student’s family.]

2.

DEPED COPY FOR SESSION 8

CULMINATING ACTIVITY FOR QUARTER II: “AN EXHIBIT OF TECHNOLOGY-BASED ARTS”

The last session for Quarter II will be devoted to staging “An Exhibit of Technology-based Arts” presenting the following categories: 1. 2. 3. 4. 5.

Mobile Phone Art Computer-generated Images Digital Photography (Pinhole Camera, Point-and-Shoot, DSLR) Video Games Digital Painting

You will be assigned to select from among your own works, as well as source photos, magazine or calendar cutouts, Internet images, etc. of at least two to three representative artworks each for the above categories.

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Technology-based Art

Curating the Exhibit Each artwork will be accompanied by a card briefly describing the work as follows:

For student-made artworks: Title

_________________________________________________

Artist/s

_________________________________________________

Artistic style and medium used

_______________________________

Date of creation ___________________________________________

For reproductions or images of known artworks: Title

_________________________________________________

Artist ____________________________________________________

DEPED COPY Artistic style and medium used

_______________________________

Year or period of creation _____________________________________ Prevailing historical events at that time

________________________________________________________ ________________________________________________________ Link between the work and the context in which it was created

________________________________________________________ ________________________________________________________

Invite the school Administration, other faculty members, and your schoolmates to visit the exhibit. Be prepared to explain the works and how these present the characteristics of different forms of technology-based art.

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ARTS  Quarter II

Critiquing the Exhibit As a form of self-evaluation, rate the culminating exhibit using the format below:

“An Exhibit of Technology-based Arts” Evaluation Form

Criteria Poor

Very Good

Good

Fair

Selection of artworks to exhibit (theme and message) Completeness of exhibit

DEPED COPY Presentation (display, mounting, and labelling of works) Assignment of tasks

Cooperation among students Response of exhibit visitors

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