{"id":911,"date":"2019-01-03T19:00:44","date_gmt":"2019-01-04T02:00:44","guid":{"rendered":"https:\/\/blogs.ubc.ca\/visa110\/?p=911"},"modified":"2019-01-03T20:55:06","modified_gmt":"2019-01-04T03:55:06","slug":"c-week-4","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/visa110\/c-week-4\/","title":{"rendered":"C-Week 4"},"content":{"rendered":"<h2>January 29-31 \u201cDigital Photography and Truth\u201d<\/h2>\n<h3><strong>Outcomes<\/strong><\/h3>\n<ul>\n<li><strong>Technically execute<\/strong> a work of digital art, and apply<strong> formal decisions<\/strong> that communicate ideas visually.<\/li>\n<li>Identify personal inspirations and interests as a way to see their own artistic <strong>agency <\/strong>as self-reflective practitioners.<\/li>\n<li>Enact a <strong>critical<\/strong> outlook as visual readers, recognizing how meaning is cultivated and perpetuated through representation.<\/li>\n<li>Produce <strong>ethical<\/strong>, informed, multi-dimensional, work that is situated in contemporary concerns.<\/li>\n<\/ul>\n<hr \/>\n<h3><strong>Lecture<\/strong><\/h3>\n<p><strong>Activity:<\/strong>\u00a0 <strong>Critiquing work\u00a0\u00a0<\/strong><em>**TA\u2019s please be sure to attend this lecture because I will be holding a class-wide workshop on critiquing.<\/em><\/p>\n<p>I will have sample projects for the students to critique, and will be holding a lecture-wide critique on the work, in order to help them see how a work is \u2018read\u2019 and what they will be going through in critiques, and how to go through the actions of critique.\u00a0 During the lecture, we should \u2018travel\u2019 around the room to help the students with their critique.<\/p>\n<hr \/>\n<h3><strong>Lab<\/strong><\/h3>\n<p><strong>Artist Workshop (45 minutes)<\/strong><\/p>\n<p>Please come up with ways to discuss issues of manipulation and trickery with your class.\u00a0 You can have them dissect work from lecture or links below, or other ways you can uncover this idea towards helping them think about manipulation in a more critical way.\u00a0\u00a0Can we trust an image?\u00a0 You may want to ask how truth and manipulation might be used for issues of their disciplinary\/overall interests.<\/p>\n<p>Artist Ideas:<\/p>\n<ul>\n<li>Hiraki Sawa<\/li>\n<li>Chris Jordan<\/li>\n<li>Janieta Eyre<\/li>\n<li>Tian Taiquan<\/li>\n<li>Jieming Hu<\/li>\n<\/ul>\n<p style=\"text-align: center;\"><span style=\"color: #666699;\"><em>Take a break<\/em><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Peer Conversations on Drafts of Trickery (45 minutes)<\/strong><\/p>\n<p>Divide students into groups (probably aligned to the number of monitors in the room, no more than 5 in a group). Have students show drafts of their work and take turns giving and getting feedback on one another&#8217;s work.\u00a0 Some possible questions for them to consider, or at the end of the class you can have them nominate work from the group that they wish to share with the entire class that might respond to these suggested questions:<\/p>\n<ul>\n<li><em>Is this work to be taken seriously or as a joke?\u00a0 What does this mean to the subject matter and how an audience receives it?<\/em><\/li>\n<li><em>Did any work bring out anything that may have been unintentional?\u00a0 How did the artist respond to it?\u00a0 Might the artist make changes because of this -or not?<\/em><\/li>\n<li><em>Are there any works that defy expectation?\u00a0 Something you have never seen before that is a unique and original approach?<\/em><\/li>\n<li><em>Does it remind you of something or have specific references?\u00a0 How do these references inform the work?<\/em><\/li>\n<li><em>Does the work give a full and complex understanding of\u00a0 the subject?\u00a0Is the idea sophisticated?\u00a0 Do the works negotiate the complication or do they reduce it to shallow conventions?\u00a0<\/em><\/li>\n<li><em>Are there any images that do well to test conventions of representational systems?\u00a0<\/em><\/li>\n<li><em>What thoughts or ideas might be missing, overlooked, purposely ignored or deleted, taken for granted, or broken down to normalized\/general\/common conventions?\u00a0<\/em><\/li>\n<li>Which work complicated the idea of &#8216;truth&#8217; and used the behaviours of looking and trusting as a part of the act of manipulation?<\/li>\n<li><em>Did any of the works use the medium specificity of the computer and photoshop to bring attention to the medium as being the message?<br \/>\n(For example, I once had a student &#8216;clean&#8217; their room using photoshop, so it looked like a neat and tidy room, but there were small evidences that the cleanliness was all a manipulation, so they used their performance of making the image and the tool of photoshop as part of the subject matter of their cluttered being)<\/em><\/li>\n<\/ul>\n<p>Feel free to add your own questions, especially in conversation with what the students bring in!\u00a0 Have students discuss the following prompts as a large group or in smaller groups, record participation as a part of their lab grade.\u00a0 If a student does not bring in their draft then there will be deductions, however not as severely as if they did not come at all.<\/p>\n<p>If the students are up for a challenge, higher learning levels would have them discuss how the works function in the world. Have them dissect how the images are working to relay meaning and a bigger picture of what this meaning suggests to ideologies that occur in representation.\u00a0 To do this, the following activity is useful. You can give students \u201cscales\u201d or &#8220;bridges&#8221;\u00a0 of binaries to rate the effect of the images and discuss why they might read that way.\u00a0 I\u2019ve provided some scale ideas here, but please feel free to add more of your own in class or as a post\/comment below.\u00a0 Everyone will have binaries to share as we all think of things in very different ways, and our students might also inspire new scales in their generalizations or conventions.\u00a0 Do take some time to talk about the benefits\/challenges of each side, or how they may limit space for an audience, why this is good or bad for each particular case on each particular end.<\/p>\n<p style=\"text-align: center;\">Trite or Clich\u00e9\u00a0 \u2014\u2014 Authentic\/Particular<br \/>\nScared &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8211; Brave<br \/>\nSubjective &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;- Objective<br \/>\nRepresentational \u2014\u2014&#8212;&#8212;&#8211;\u2014\u2013 Abstract<br \/>\nDidactic \u2014\u2014\u2014\u2014\u2014&#8212;&#8212;-\u2014\u2014 Ambiguous<br \/>\nPersonal \u2014\u2014\u2014\u2014\u2014\u2014&#8212;&#8212;-\u2014- Universal<br \/>\nCynical &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8211;Idealistic<br \/>\nBreak Down (Deconstruct) &#8212; Build Up (Construct)<br \/>\nApolitical &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;- Political<br \/>\nCulture \u2014\u2014\u2014\u2014&#8212;&#8212;&#8212;&#8211;\u2014\u2014\u2014\u2014 Nature<br \/>\nViolent &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8211; Passive<br \/>\nAutobiographical &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;-Detached<br \/>\nPoetry &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;-Thought<br \/>\nTopical\/Timely &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;- Timeless<br \/>\nRetinal \u2014\u2014\u2014\u2014\u2014&#8212;&#8212;&#8212;-\u2014\u2014\u2014 Cerebral<br \/>\nConventional \u2014\u2014\u2014\u2014\u2014 Creative\/Unique<br \/>\nGenerous &#8212;&#8212;&#8212;&#8211; Mean or Ungenerous<br \/>\nUgly &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212; Beautiful<br \/>\nTranscend &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;-Actualize<br \/>\nAction &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212; Knowledge<br \/>\nDisturbing &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8211; Pleasurable<br \/>\nAbstract &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;Representational<br \/>\nSpiritual &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;Scientific<\/p>\n<ul>\n<li style=\"text-align: left;\">Discuss if there were images that led to <strong>different ways of reading the images function in the world<\/strong>\u00a0and why, and might want to talk about the place of the viewer in reading images, and what they bring, perhaps something about their background, gender, age, culture, etc\u2026 might have different references that see the images in a different way.\u00a0 For ones that always led to the same interpretation, why did you think it worked out that way and what did that mean for the reception and codes of the image?\u00a0 Where does that leave the viewer? (passive vs. active)<\/li>\n<li style=\"text-align: left;\">Lead on to ideas of how <strong>images create meaning<\/strong> through messages that lead to powerful ideas, we absorb the ideas and internalize them as images speak to a very innate part of us. Perhaps this is manipulative, to direct our desires to purchase produces or to believe certain things? Images can create codes that we then believe to be true, how does the creation of representations influence certain ideas as the norm, and others as not the norm?\u00a0 As well, if it keeps coming up you might want to dissect what <em>beauty<\/em>\u00a0means and to who, to what effect, is it surface or depth, and why beauty might actually be manipulative. Have your students practice being critical viewers.<\/li>\n<li><strong>Further Resources<\/strong><br \/>\n<em>Some media literacy sites that might help:<\/em><\/p>\n<ul>\n<li><a href=\"http:\/\/frankwbaker.com\/isb\">Seeing is Believing<\/a><\/li>\n<li><a href=\"http:\/\/mediasmarts.ca\/body-image\/body-image-photo-manipulation\">Body Image &#8211; Photo Manipulation<\/a><\/li>\n<li><a href=\"http:\/\/www.medialit.org\/reading-room\/re-touching-reality-can-pictures-lie\">Retouching Reality<\/a><\/li>\n<li><a href=\"http:\/\/www.medialit.org\/reading-room\/camera-always-lies\">The Camera Always Lies<\/a><\/li>\n<li><a href=\"http:\/\/www.tandfonline.com\/doi\/full\/10.1080\/15213269.2016.1257392\">Direct Effect<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<hr \/>\n<h2><strong>Homework Reminders<\/strong><\/h2>\n<ul>\n<li>Online peer critiques open after lecture, and stay open till <strong>11:59pm on February 1<\/strong>, remind them that there are no extensions on ComPAIR and that students need their critiques back in a timely manner to be able to make improvements!<\/li>\n<li>Projects are due for in-class critique<strong> February 5-14<\/strong> (10 critiques a class for 2 weeks)<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>January 29-31 \u201cDigital Photography and Truth\u201d Outcomes Technically execute a work of digital art, and apply formal decisions that communicate ideas visually. Identify personal inspirations and interests as a way to see their own artistic agency as self-reflective practitioners. Enact a critical outlook as visual readers, recognizing how meaning is cultivated and perpetuated through representation. [&hellip;]<\/p>\n","protected":false},"author":17601,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-911","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/posts\/911","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/users\/17601"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/comments?post=911"}],"version-history":[{"count":5,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/posts\/911\/revisions"}],"predecessor-version":[{"id":936,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/posts\/911\/revisions\/936"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/media?parent=911"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/categories?post=911"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/visa110\/wp-json\/wp\/v2\/tags?post=911"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}