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2013

CIAE Leadership Institute Resource Packet

Rachel Shockley Website and Information http://www.rachelshockley.com/training.html

ACTion:(Bringing(Socially(Relevant(Topics(to(Life(in(the(Classroom(Workshop(Created(by:(

Gillian(McNally(Associate(Professor,(UNC([email protected](

(Supplies:)Fracking(info(sheet,(fracking(story,(computer(set(up(with(video(ready,(((Check)In:)

• Go(around(circle,(say(name,(what(you(do,(and(something(that(concerns(you(about(your(community((local,(state,(global)(

)Arms/Line/Circle)

! Ensemble(walks(around(the(space(! At(any(point,(someone(can(take(a(strong(stance(and(freeze(in(a(

place(that(indicates(that(they(are(making(a(group(circle.((As(fast(as(possible,(the(ensemble(must(make(a(group(circle.((At(any(point,(any(member(of(the(ensemble(can(break(the(circle(and(the(group(resumes(walking(silently(around(the(space.(

! Additions:((Same(rules)((NArms:(at(any(point,(an(ensemble(member(can(raise(their(arms,(all(join(in.(Anyone(can(lower(their(arms,(all(join(in.(

! Line:(At(any(point,(an(ensemble(member(can(stand(at(the(front(of(the(room,(everyone(must(immediately(get(in(line(behind(them.((Anyone(can(break(the(line.(

(Enemy/Defender:)

• Walk(around(the(space(• Silently,(without(letting(people(know,(choose(an(enemy(and(a(defender(• Keep(your(defender(between(you(and(your(enemy(• Bump(up:(you(owe(your(enemy(some(money,(they(are(a(colleague(that(you(

have(had(a(severe(disagreement(with,(your(enemy(is(someone(who(publicly(tried(to(make(you(look(bad(

• How(does(this(game(resemble(political(arguments(in(your(community?(Do(we(have(to(be(enemy/defenders?(Why(or(why(not?(

(Create)a)Space:)

• Group(chooses(a(location(in(nature((rocky(mountain(national(park)(• One(by(one,(they(create(a(scene(making(an(image(of(what(they(are(and(how(

they(relate(to(the(other(objects(((I(am(the(large(tree(in(the(forest,(swaying(in(the(wind,(I(am(the(river(sneaking(by(the(tree(etc…)(

• Apply(this(exercise(to(fracking.((Watch(video(and(read(article.((In(small(groups,(make(a(similar(create(a(space(about(the(fracking(issue.(

• http://www.energyfromshale.org/hydraulicNfracturing/howNhydraulicNfracturingNworks((video)(

• article:(http://www.energyanswered.org/questions/howNdoesNhydraulicNfracturingNwork(

• (Read)Text:((2(hour(workshop)(http://www.southernstudies.org/2012/06/northNcarolinaNgetsNaNtexasNsizedNwarningNonNfracking.html(NChoose(character(from(story((Monologue)Work:)

• Make(a(pro/con(list(of(fracking(• Choose(one(reason,(create(character(based(on(this:(name,(age,(occupation,(

family(• Create(a(story(from(this(character’s(point(of(view(• Share(stories(• Audience(asks(openNended(questions(for(more(information((not(details)(• Share(in(small(groups(

(Wrap)Up:)

• Go(over(strategies(• How(would(you(use(this(in(your(teaching?(• A(moment(you(remember(from(our(experience(today(

((

TWONHOUR(WORKSHOP(Role)Drama(

• Gillian(in(role(as(head(of(town(council(of(Springfield,(NC,(a(town(considering(fracking(

• Town(has(experienced(strong(economic(downturn,(but(sits(on(rich(shale(• What(to(decide:(should(we(allow(fracking(in(our(community?(

(Creative)Writing)

• Imagine(it(is(right(after(the(meeting,(write(a(letter(to(the(editor(arguing(for(your(point(of(view(with(fracking.((What(do(you(want(done(and(why?((What(new(arguments(can(you(speak(to(as(a(result(of(the(meeting?(

)Tableau)Work(

• In(small(groups,(make(a(tableau(of(the(results(of(fracking(to(this(community((one(group(gets(fracking,(one(does(not).(

• Images:(6(months(later,(1(year(later,(10(years(later((Wrap)Up:)

• Go(over(strategies(• How(would(you(use(this(in(your(teaching?(• A(moment(you(remember(from(our(experience(today)

((

Inspiring Student

Art Making

Through Literature

Created by Sarabeth Berk, [email protected]

Overview and purpose

Learning objectives Learning outcomesStudents will...

-- Practice visualization, visual communication, and

using imagination.

-- Become inspired by literature and use it to pro-

voke prior knowledge and personal interests.

-- Translate language into visual imagery.

��&ROODERUDWH�WR�JHQHUDWH�LGHDV�DQG�UHźHFWLRQV�-- Synthesize a concept along with personal inten-

WLRQV�LQWR�D�ŹQDO�DUWZRUN�XVLQJ�DUWLVWLF�PHGLD�

Students will be able to....

1) Collaboratively visualize and draw an image from a

literary quote.

2) Discuss the visual characteristics of language.

3) Choose a meaningful quote from literature.

��5HźHFW�RQ�WKH�REMHFWLYH�DQG�PHWDSKRULFDO�PHDQLQJV�RI�a quote from literature, and reduce it into a theme.

5) Sketch ideas inspired by their chosen quote.

6) Gather inspiration, feedback, and reference imagery.

7) Draw thumbnails to determine a composition.

8) Create a piece of artwork inspired by a quote from

literature.

9) Write an artist statement to explain their artistic intention.

6RPH�VWXGHQWV�VWUXJJOH�WR�FRPH�XS�ZLWK�DQ�LGHD�IRU�DQ�DUW�SURMHFW�RU�LQ�GHFLGLQJ�ZKDW�WR�PDNH��,Q�RUGHU�WR�LQVSLUH�student art making, literature is used as a key component of the instructional process outlined in this packet. The

psychologist Lev Vygotsky posed that language forms thought and thought forms language. So, for students to

create art with rich, meaningful ideas, and purposeful intention, they need prompts to inspire their thinking. This packet

outlines how to use quotations from literature to engage the imagination and prior knowledge of students. This way,

students receive scaffolded support while developing a strong sense of what they want to create and, more impor-

tantly, why. As an interactive guide, this packet demonstrates how literature can be a gateway to art making as well

as how to identify quotes that serve as successful entry-points.

Colorado Academic Standards in Visual Arts (Grades 9--12)

Research ReferencesEisner, E. (1981). The role of the arts in cognition and curriculum. Phi Delta Kappan, 63(1), 48-52.

Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA:

Jossey-Bass.

Vygotsky, L.S. (1986). Thought and language��&DPEULGJH��0$��0,7�3UHVV�Berk, Inspiring Student Art Making, 2013, p. 1

VA09-G.R.HS-S.1-GLE.1 VA09-G.R.HS-S.2-GLE.1 VA09-G.R.HS-S.3-GLE.1 VA09-G.R.HS-S.4-GLE.1



Essential Questions1) How can literature inspire art making?

��:KDW�PHQWDO�LPDJHV�GR�,�SHUFHLYH�IURP�ZRUGV"��+RZ�DUH�GLIIHUHQW�NLQGV�RI�PHDQLQJ�H[SUHVVHG�E\�XVLQJ�V\PEROV�REMHFWLYHO\�RU�PHWDSKRULFDOO\"4) How can a theme drive the conceptual content of my artwork?

5) What is the intention of my creation?

6) How do people “read” visual imagery?

1. Let’s VISUALIZE together.Write a quote from literature here:

�,W�FDQ�EH�\RXU�RZQ�FKRLFH��RU�RQH�IURP�WKH�IROORZLQJ�SDJH��

Respond to the quote through imagery. DRAW HERE. Pass your paper to a new partner every 30 seconds.

Berk, Inspiring Student Art Making, 2013, p. 2

Literary Quote Choices

“It is only with the heart that one can see rightly. What is essential is invisible to the eye.”----!e Little Prince by Antoine de Saint Exupery

“You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose.” ---- Dr. Seuss, Oh! !e Places You’ll Go

“If you live to be a hundred, I want to live to be a hundred minus one day so I never have to live without you.” ---- A.A. Milne, Winnie-the-Pooh

“Real isn’t how you are made,” said the Skin Horse. “It’s a thing that happens to you. When a child loves you for a long, long time, not just to play with, but REALLY loves you, then you become Real.” ---- Margery Williams, !e Velveteen Rabbit

“A little nonsense now and then, is cherished by the wisest men.” ----Roald Dahl, Charlie and the Great Glass Elevator

“If I win, I’m a prodigy. If I lose then I’m mad. !at’s the way history is written.”----Artemis Fowl in Artemis Fowl, Eoin Colfer.

“I don’t go looking for trouble. Trouble usually "nds me.”----Harry Potter, Harry Potter and the Prisoner of Azkaban, J. K. Rowling

“But it’s no use to go back to yesterday, because I was a di#erent person then.” ---– Alice’s Adventures in Wonderland by Lewis Carroll

“I stopped believing there was a power of good and a power of evil that were outside us. And I came to believe that good and evil are names for what people do, not for what they are.” ----– His Dark Materials by Philip Pullman

“Where you tend a rose, my lad, a thistle cannot grow.”----Frances Hodgson Burnett, !e Secret Garden

RESOURCEShttp://bookinitat50.blogspot.com/2012/10/famous-quotes-from-childrens-books.htmlhttp://bigbookcase.wordpress.com/2011/10/20/top-10-favourite-book-quotes-from-childrens-and-teens-"ction/http://www.redbookmag.com/kids-family/advice/classic-childrens-books-quotes#slide-14



2. Compare: Visualizing Language

Characteristics that make a

quote challenging to draw

Characteristics that make a

quote easy to draw

3(5621$/�127(6��2%6(59$7,216�


3. Choose a quote that resonates with you.Write your quote from literature here:

4. What does your quote mean?5HźHFW�DQG�ZULWH�VRPH�QRWHV�RU�LGHDV�DERXW�WKH�PHDQLQJ�RI�\RXU�TXRWH�DQG�ZKDW�LW�PDNHV�\RX�WKLQN�DERXW��8VH�źXLG�DQG�źH[LEOH�WKRXJKW��KRZ�PDQ\�GLIIHUHQW�SRVVLELOLWLHV�FDQ�\RX�LPDJLQH"

5. Make a test sketch.Draw a quick sketch of how you envision your chosen quote.



6. Analyze your quote.What is your quote REALLY about?

Return to your written quote.

Place a CIRCLE DURXQG�WKH�VXEMHFW�V��DQG�D SQUARE DURXQG�ZKDW�WKH�VXEMHFW�LV�GRLQJ�RU�WR�ZKDW�WKH�VXEMHFW�LV�

being compared.

,Q�D�IHZ�ZRUGV��ZKDW�LV�WKH�PDLQ�WKHPH�RU�LGHD�H[SUHVVHG�LQ�\RXU�TXRWH"

Main theme=

7. Gather inspiration.Turn to a partner, or in a small group, and discuss your MAIN THEME. What images or ideas come to mind?

Take notes or sketch ideas.

“It is only with the heart that one can see rightly. What is essential is invisible to the eye.”EXAMPLE:

(One possible theme might be: intuition and instinct perceive what truly matters.)

8. Thumbnails.Create at least three thumbnail sketches of visual compositions that express your ideas in relation to the main theme

of your quote. Rotate the paper for landscape or portrait orientation. Thumbnails should be quick studies that con-

sider the following: a sense of light and shadows, focal point, various perspectives, foreground/background, balance,

rule of thirds, and perhaps color.


(NOTE: Sketches should NOT be a DIRECT representation of your quote. !e quote is an inspiration for the intention of your art.)

9. Reflect, gather feedback.Show your compositions to a teacher or colleague.

Which composition is the strongest, why?

How clearly is your idea communicated? Can they understand what you drew and why?

What can you do to strengthen your composition or evolve your idea even further?

0DNH�DGMXVWPHQWV��GUDZ�PRUH�WKXPEQDLOV��RU�EHJLQ�UHŹQLQJ�\RXU�EHVW�LGHD�LQWR�D�GHWDLOHG�VNHWFK�

10. Detailed sketch to final artwork.

11. Artist statement.What does your artwork mean? What was your intention or foundational concept?

Artist statements:

1. Capture the viewer ’s interest in your art.

2. Tell the viewer things they may or may not notice about your artwork.

3. Act as an informational aid.

4. Are descriptive but concise, more about the concept than the process.

5. Tell the meaning about the artwork and why.

6. 8VH�ŹUVW�SHUVRQ�SRLQW�RI�YLHZ��ő,Œ�DQG�őP\Œ�7. Are not biographies about the artist.

8. ([SUHVV�ZK\�WKH�DUWZRUN�LV�VLJQLŹFDQW�WR�WKH�DUWLVW�LQ�D�VSHFLŹF�ZD\��QRW�D�VHULHV�RI�JHQHUDOL]DWLRQV�

,Q�WKH�VSDFH�EHORZ��EHJLQ�GUDIWLQJ�\RXU�DUWLVW�VWDWHPHQW�


Sarabeth Berk6DUDEHWK�%HUN�LV�DQ�DUWLVW�HGXFDWRU�UHVHDUFKHU�FXUUHQWO\�SXUVXLQJ�KHU�3K'�LQ�&XUULFXOXP�DQG�,QVWUXFWLRQ�DW�the University of Denver and is coordinating a program for freshman college students in creativity and

HQWUHSUHQHXUVKLS��6KH�DWWHQGHG�WKH�6FKRRO�RI�WKH�$UW�,QVWLWXWH�RI�&KLFDJR�DQG�5KRGH�,VODQG�6FKRRO�RI�Design where she earned her Masters in Teaching Art & Design education. Since 2006, she has been

WHDFKLQJ�DUW��VXSHUYLVLQJ�FKLOGUHQŎV�ZRUNVKRSV��DQG�FUHDWLQJ�DUWV�LQWHJUDWHG�SURMHFWV�IRU�N��+HU�UHVHDUFK�interests include creative identity and how to develop the innovative capacities of students.

(0$,/��VEEHUN#KRWPDLO�FRP:(%6,7(��ZZZ�LQVSLUHGE\EODQN�FRP

Visual Arts Connections At-A-Glance

1. Observe & Learn to Comprehend • 1. Artists and

viewers identify art in daily life

2. Envision & Critique to Reflect • 1. Works of art can

represent people, places, and things

3. Invent & Discover to Create • 1. Create works of

art based on personal relevance

4. Relate & Connect to Transfer • 1. Artists have an

important role in communities

VISUAL ARTS

Unifying Theme

Surrounded by art

MATH Quantifying

LA Accessing &

responding to the world of information

SCI There are identifiable

characteristics and patterns in nature

SS Connections to the

world MUSIC

Self-awareness

Preschool

Interdisciplinary Unifying Themes


1. Observe & Learn to Comprehend •1. Artists and viewers

recognize characteristics and expressive features within works of art

•2. Personal feelings are described in and through works of art

2. Envision & Critique to Reflect •1. Identify that art

represents and tells the stories of people, places, or things

•2. Artists interpret connections to the stories told in and by works of art

3. Invent & Discover to Create •1. Create two- and three-

dimensional works of art based on personal relevance

4. Relate & Connect to Transfer •1. Artists and viewers

contribute and connect to their communities

VISUAL ARTS

Unifying Theme

Personal stories

MATH Representing quantity

LA Building foundations and

making personal connections

SCI Objects and organisms can be described and organized based on

properties

SS Life in different locations

MUSIC Personal Response

Kindergarten



1. Observe & Learn to Comprehend •1. Works of art express

feelings •2. Art represents and

renders the stories of people, places, or things

2. Envision & Critique to Reflect •1. Visual arts provide

opportunities to respond to personal works of art and the art of others

3. Invent & Discover to Create •1. Create art to

communicate ideas, feelings, or emotions

4. Relate & Connect to Transfer •1. Visual arts relate

experiences to self, family and friends

VISUAL ARTS

Unifying Theme

World stories

MATH Composing and decomposing

LA Describing and

expanding foundations

SCI Objects and organisms in

the natural world have observable properties

and characteristics

SS Civic ideals and cultural

patterns

MUSIC Awareness of self and

others

Grade 1



1. Observe & Learn to Comprehend •1. Artists make choices that

communicate ideas in works of art

•2. Characteristics & expressive features of art & design are used to identify and discuss works of art

2. Envision & Critique to Reflect •1. Visual arts use various

literacies to convey intended meaning

3. Invent & Discover to Create •1. Use familiar symbols to

identify and demonstrate characteristics & expressive features of art & design

4. Relate & Connect to Transfer •1. Visual arts respond to

human experience by relating art to the community

VISUAL ARTS

Unifying Theme

Reflection of experiences

MATH Unitizing

LA Seeking information and exploring ideas

SCI There are cause and effect relationships throughout nature

SS Choices and

decision-making

MUSIC Roles and

responsibilities

Grade 2



1. Observe & Learn to Comprehend •1. The identification of

characteristics and expressive features in works of art and design help to determine the artistic intent

•2. Art has intent and purpose

2. Envision & Critique to Reflect •1. Artists, viewers, and patrons

use the language of art to respond to their own art and the art of others

•2. Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design

3. Invent & Discover to Create •1. Use basic media to express

ideas through the art-making process

•2. Demonstrate basic studio skills

4. Relate & Connect to Transfer •1. Works of art connect

individual ideas to make meaning

•2. Historical and cultural ideas are evident in works of art

VISUAL ARTS

Unifying Theme

Purposeful art making

MATH Reasoning

multiplicatively

LA Going beyond what is

known

SCI There are identifiable cycles & patterns in

nature

SS Regions &

Perspectives (the lenses of social

studies)

MUSIC Making connections

Grade 3



1. Observe & Learn to Comprehend • 1. Artists & viewers determine

artistic intent by comparing & contrasting the characteristics & expressive features of art & design

• 2. Works of art articulate & express points of view

• 3. Artists, viewers and patrons respond to works of art using inference and empathy

2. Envision & Critique to Reflect • 1. The critique process informs

judgments about artistic and aesthetic merits in works of art

• 2. The processes and philosophies of art & design inform interpretations in works of art

3. Invent & Discover to Create • 1. Use media to express &

communicate ideas about an issue of personal interest

• 2. Materials & processes can be used in traditional, unique, and inventive ways

4. Relate & Connect to Transfer • 1. Viewers & patrons make

personal meaning and infer artistic intent

• 2. Historical time periods & cultural settings are interpreted in works of art

VISUAL ARTS

Unifying Theme

Meaning in art

MATH Representing equivalence

LA Explaining &

interpreting ideas and information

SCI Interactions exist

within and between living & nonliving

systems

SS Colorado: Choices and

Opportunities

MUSIC Communicating with others through music

Grade 4



1. Observe & Learn to Comprehend •1. Visual arts connect multiple

characteristics of art •2. Visual arts communicate the

human experience •3. Visual arts learning involves

analyzing the formal & sensory qualities of art

2. Envision & Critique to Reflect •1. Evaluative criteria is used

when responding to works of art

•2. Specific methods of planning support the development of intended meaning

3. Invent & Discover to Create •1. Use artistic media and

expression to communicate personal and objective points of view

•2. Create art using technological media

•3. Apply an understanding of art processes & creative thinking to plan & create art

4. Relate & Connect to Transfer •1. Artists, viewers, & patrons

assign intended meaning to works of art

•2. Artists, viewers, & patrons respond to art from familiar & unfamiliar cultures

VISUAL ARTS

Unifying Theme

Personal intent

MATH Partioning quantities

LA Knowledge required to analyze & present

information

SCI Within living &

nonliving systems there are structures, forms, & processes

SS Foundations of

national identity

MUSIC Collaborating with

others

Grade 5



1. Observe & Learn to Comprehend • 1. The characteristics & expressive

features of art & design are used in unique ways to respond to two- and three-dimensional art

• 2. Art created across time & cultures can exhibit stylistic differences & commonalities

• 3. Specific art vocabulary is used to describe, analyze, & interpret works of art

2. Envision & Critique to Reflect • 1. Visual symbols & metaphors can

be used to create visual expression • 2. Key concepts, issues, & themes

connect the visual arts to other disciplines such as the humanities, sciences, mathematics, social studies, & technology

3. Invent & Discover to Create • 1. Plan the creation of a work of art • 2. Explore various media, materials,

& techniques used to create works of art

• 3. Utilize current, available technology to refine ideas in works of art

4. Relate & Connect to Transfer • 1. Critical thinking in the arts

transfers to multiple lifelong endeavors

• 2. Visual arts impact community, cultural traditions & events

• 3. Eco-art is a contemporary response to environmental issues

VISUAL ARTS

Unifying Theme

Communicating ideas

MATH Variability

LA Knowledge required to

analyze & synthesize information

SCI The universe is governed

by physical principles that apply to living &

nonliving things

SS Connections &

interactions in the Western hemisphere

MUSIC Musical accountability

Grade 6



1. Observe & Learn to Comprehend • 1. The characteristics & expressive

features of art & design are used in analyzing & synthesizing the meaning in works of art

• 2. Understanding works of art involves knowledge of historical & cultural styles, genre, & artists over time

• 3. Knowledge of art vocabulary is important when critically analyzing works of art

2. Envision & Critique to Reflect • 1. Visual literacy skills are used to create

meaning from a variety of information • 2. Concepts, issues, & themes in the visual

arts can be used to communicate ideas in various other disciplines

3. Invent & Discover to Create • 1. Achieve the ability to plan, anticipate

outcomes, & demonstrate craftsmanship in creating a work of art

• 2. Restructure & apply the technical skills & processes required to achieve desired results in producing works of art

• 3. Use various media, materials, & tools to express specific meaning in works of art

• 4. Utilize current, available technology as a primary medium to create original works of art

4. Relate & Connect to Transfer • 1. Critical thinking in the arts transfers to

multiple uses in life • 2. The visual arts community messages its

cultural traditions & events • 3. Art & design strategies can solve

environmental problems

VISUAL ARTS

Unifying Theme Making

connections

MATH Reasoning

proportionally

LA Transfer knowledge to

improve an outcome

SCI Everything in the

universe changes & evolves according to

natural laws

SS Understanding the

Eastern hemisphere through points of view

MUSIC Roles in a musical

setting

Grade 7



1. Observe & Learn to Comprehend • 1. Conceptual art theories explain

how works of art are created • 2. The history of art, world cultures,

& artistic styles influence contemporary art concerns

• 3. Art criticsm strategies are used to analyze, interpret, & make informed judgments about works of art

2. Envision & Critique to Reflect • 1. Visual literacy skills help to

establish personal meaning & artistic intent in works of art

• 2. Key concepts, issues, & themes in the visual arts can solve problems using real-world applications

3. Invent & Discover to Create • 1. Achieve artistic purpose to

communicate intent • 2. Demonstrate technical proficency

& craftsmanship when planning • 3. Utilize current & available

technology to refine an idea, and create original & imaginative works of art

4. Relate & Connect to Transfer • 1. Visual arts are valuable for a

variety of art and non-art related lifelong endeavors

• 2. Cultural traditions & events impact visual arts within a community

• 3. Visual arts provide an opportunity to explore sustainable environments, design & architecture

VISUAL ARTS

Unifying Theme

Extending ideas

MATH Modeling linear

relationships

LA Evaluate & organize a

variety of information & multiple perspectives to

reach the desired outcome

SCI Investigating energy, matter & change in

natural systems

SS National identity changes

over time

MUSIC Accountable to self and

others

Grade 8



1. Observe & Learn to Comprehend • 1. Visual art has inherent

characteristics & expressive features

• 2. Historical & cultural context are found in visual art

• 3. Art & design have purpose and function

2. Envision & Critique to Reflect • 1. Reflective strategies are used to

understand the creative process • 2. A personal philosophy of art is

accomplished through use of sophisticated language and studio art processes

• 3. Interpretation is a means for understanding & evaluating works of art

3. Invent & Discover to Create • 1. Demonstrate competency in

traditional & new art media, and apply appropriate & available technology for the expression of ideas

• 2. Assess & produce art with various materials & methods

• 3. Make judgments from visual messages

4. Relate & Connect to Transfer • 1. The work of art scholars impacts

how art is viewed today • 2. Communication through

advanced visual methods is a necessary skill in everyday life

• 3. Art is a lifelong endeavor

VISUAL ARTS

Unifying Theme Lifelong

connections

LA (11th GRADE) Awareness and analysis of

audiences to determine appropriate delivery

LA (12th GRADE) Critical decision making

LA (9th GRADE) Approach learning

strategically and use information to reflect &

respond effectively LA (10th GRADE)

Awareness of relevancy

GENERAL SCI Science is the process of

understanding the natural world through the analysis of

data & evidence

WORLD HISTORY Interaction of ideas over time in order to understand how

people view, construct, & interpret history

MUSIC Lifelong learning &

involvement

High School


BRIAN CORRIGAN & JUSTIN GITLIN

CREATIVE PLACEMAKING:

BUILDING COMMUNITY

THROUGH ART & CULTURE06.12.2013

BRIAN CORRIGAN

OH HECK YEAH

3:55

1:16

JUSTIN GITLIN

MODE SET

creative codingUSING COMPUTATION TO ARRIVE AT INTERESTING NEW

EXPERIENCES THAT MAY NOT HAVE EXISTED YESTERDAYTWEAK REALITY TO MAKE IT MORE FUN OR UNDERSTANDABLEINTELLIGENTLY AND CREATIVELY DESIGN OUR FUTURE

what is creative coding?ART MEETS TECHNOLOGY

All coding is creativeMultidisciplinary

InteractivityVideo & Imagery(Realtime) DataSculpture & ArchitectureDanceMusicProduct designRobotics

creative codingCOMMON USES

Video games

Web sites & apps

Generative design

Advertising

3D printing

Art

benga - i will never change

2:01

unnamed sound sculpture

4:56

quayola - forms

2:00

meet your creator

7:25

bellco theater

1:08

paranorman mobile

2:12

cacheflowe live

7:22

toolsENVIRONMENTS

Processing

Cinder

OpenFrameworks

JavaScript

toolsPROTOCOLSHTTPWebSocketsOSCMIDI

toolsHARDWARE

Arduino

Sparkfun

Kinect

Leap Motion

toolsSOFTWARE

CV

Open source building blocks

educationSCHOOLS

MIT Media LabPrincetonDU's DMS programBDW @ CU

CONFERENCESEyeoResonateTransmediale

thank you.

BRIAN CORRIGAN & JUSTIN GITLIN

CREATIVE PLACEMAKING:

BUILDING COMMUNITY

THROUGH ART & CULTURE06.12.2013

BRIAN CORRIGAN

OH HECK YEAH

3:55

1:16

JUSTIN GITLIN

MODE SET

creative codingUSING COMPUTATION TO ARRIVE AT INTERESTING NEW

EXPERIENCES THAT MAY NOT HAVE EXISTED YESTERDAYTWEAK REALITY TO MAKE IT MORE FUN OR UNDERSTANDABLEINTELLIGENTLY AND CREATIVELY DESIGN OUR FUTURE

what is creative coding?ART MEETS TECHNOLOGY

All coding is creativeMultidisciplinary

InteractivityVideo & Imagery(Realtime) DataSculpture & ArchitectureDanceMusicProduct designRobotics

creative codingCOMMON USES

Video games

Web sites & apps

Generative design

Advertising

3D printing

Art

benga - i will never change

2:01

unnamed sound sculpture

4:56

quayola - forms

2:00

meet your creator

7:25

bellco theater

1:08

paranorman mobile

2:12

cacheflowe live

7:22

toolsENVIRONMENTS

Processing

Cinder

OpenFrameworks

JavaScript

toolsPROTOCOLSHTTPWebSocketsOSCMIDI

toolsHARDWARE

Arduino

Sparkfun

Kinect

Leap Motion

toolsSOFTWARE

CV

Open source building blocks

educationSCHOOLS

MIT Media LabPrincetonDU's DMS programBDW @ CU

CONFERENCESEyeoResonateTransmediale

thank you.

Date post:	19-Apr-2020
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