Joellyn Rock
Assistant Professor
Department of Art & Design
University of Minnesota Duluth
office: Voss Kovach 25C
phone: 218.726.8042
email: jrock2@d.umn.edu
www.d.umn.edu/~jrock2


FALL 2017 Office Hours :
TBA
+ by Appointment


FALL 2017 Syllabus

Digital Methods in Art Education
ART 3814 - sec 001     
3 PM - 6:50 PM TUES / partially online
335 AB Anderson Hall


Digital Methods in Art Education introduces students to theoretical and practical experiences with emerging visual technologies. Art projects will use the computer as a creative tool and incorporate digital media in their process and delivery format. Projects may include digital photography, mixed media, illustration, animation, digital video and sound editing. This course provides a forum for the creation and testing of digital art instructional resources for children and youth. Participants will be required to develop lesson plans and make visits to educational sites as volunteer instructors. Digital Methods assignments will integrate contemporary pedagogical theories of visual culture and current standards for media arts literacy in art education.


Media arts is the study and practice of human communication through photography, film or video, audio, computer or digital arts, and interactive media. Students exploring this category of art creatively structure the elements of space, time, light, motion, color and sound to express their perspectives, feeling and ideas. They learn to critically interpret and evaluate media within aesthetic, cultural and historical contexts...
~
Perpich Center for Arts Education

Media Arts Introduction Jeremy Hollien

Media Arts Literacy

Minnesota Media Arts Standards

AEM Arts Exchange Newsletter


Digital Methods in Art Ed Projects:

Project 1: Digital Collage :
Introduction to digital imaging and Photoshop as a creative tool. Experiment with mixing media, combining digital photography, digital illustration, and scanned artwork. Discussion of appropriation, copyright, and image sampling in contemporary art. Understanding remix techniques and digital compositing skills.

Project 2: Moving Images :
Introduction to animation techniques, learn to use photoshop as simple tool for creating digital flipbooks and quicktime movies. Experiment with digital cameras, ipads and software for stop-motion animation projects. Research a specific animation process and create a hands-on demo for the class. Develop a lesson plan for elementary art students.

Project 3: Time-based Media:
Continue investigation of space, time, light, motion, color and sound elements in digital media. Experiment with new tools and techniques. Test chromakey video and post-production effects. Intro to basics of video editing. Expand knowledge of sound editing, audio sampling and remixing techniques. Recombine visual artwork, video files, and sound files in video editing software to create experimental remix works.

Project 4: Digital Workshop for Youth:
This group project uses time-based media, animation techniques, digital tools and sequential imagery to tell a story. The media arts elements of space, time, light, motion, color and sound may be integrated to generate a unique digital narrative spun from a well-known tale. Develop a lesson plan for intermediate art students and present it in our youth workshop setting. Assist students throughout project.

Project 5: Media Arts Lesson: Using select digital tools and focus of your choice, create an engaging media arts project for your target audience. Conduct hands-on lesson with special group, either at a local school or community center. Evaluation of preparation and communication at each stage of lesson planning and presentation.

Final: Digital Methods Project Portfolio / Reflective Writing / Online Resources:
Each student will be required create a digital portfolio of resources (weblog or wordpress site or other digital container) to share topics from media arts research, examples, readings, lesson plans, creative projects and reflections. This online resource will be graded as your final portfolio in Art3814.

Required Supplies:

sketchbook
drawing tools
blank index cards
animation materials
SDHC memory card for camera (Get Class 10 SDHC cards ...4GB, 8GB,16 GB).
flash drive for backup
backup CD / DVD disks
recommended: digital headphones

Need to check out special equipment or get some extra help with your video edit? Visit the Multimedia Hub in Library 260


Software / Lynda.com training:
Each student will track their time on software training tutorials over the semester. UMD users will log in using their University Internet ID and password in order to access training videos available on lynda.umn.edu.


VideoBlocks Access to a suite of video clips, audio clips, and graphics is now available to students, faculty, and staff through VideoBlocks for Education. Log in at UMD / VideoBlocks
http://education.videoblocks.com/umn2/


Software + Cameras:
The Multimedia Hub and campus computer labs have various video editing options. Our ABAH 335 classroom offers access to desktop imacs with: Final Cut Pro X , iMovie, and Premiere. If you prefer to work on your own laptop, you may work in another software. Please check for compatability with cameras available. Art Ed ipads can be used, but there are also many cameras for checkout in the Multimedia Hub.

Digital Art / Texts:
suggested reading


Inter/Actions/Inter/Sections: Art Education in a Digital Visual Culture by Robert W. Sweeny. Paperback

Digital Arts: An Introduction to New Media (Berg New Media Series) by Cat Hope. Paperback

Paul, Christiane. Digital Art (World of Art). New York: Thames & Hudson, 2003.
ISBN: 0500203679

The Digital Filmmaking Handbook, 5th Edition by Sonja Schenk (Author), Ben Long (Author) Paperback: Publisher: Cengage Learning PTR; (July 3, 2014) http://www.thedigitalfilmmakinghandbook.com

Online Resources :

Digital Methods in Art Ed CLASS BLOG

Digital Art + Culture > B L O G

Visual Narratives > Film BLOG

Interactive Media > BLOG

Art Junction blog

Art Ed 2.0

Voicethread

andDESIGN

iStopMotion

Inanimate Alice

WE TELL STORIES

Fairy Tales

VIZLAB / MMAD Lab

UMD MediaHUB

Department of Art & Design


Art&Design > EVENTS

MEDIA ARTS CLUB > FACEBOOK

PROVE > Gallery

Duluth Art Institute > DAI

MN Artists Org > Opportunities


SPECIAL DATES:

Fall 2017 Art 3814 Assignment Schedule PDF

Project Lulu / Arts Express workshops: 10am-3pm Saturdays Sept 30, October 7 at DAI Lincoln Park

Project Lulu in MMADlab: Tuesdays October 10, Oct 17

Digital Art Workshop for Youth: Tuesdays in November in our classroom and MMADlab

Art Educators of MN
AEM Fall Conference 2017
November 3-4, 2017 in St. Cloud MN


Art 3814 Evaluation / Grading:
5 main topic projects for the semester. Rubrics will be used to evaluate project steps and multiple points, including lesson plans, research, discussions, blogging, AND critiques of rough and final work.

Equally important is engaged participation in this collaborative learning lab. As art educators, this turnaround teaching is as crucial as the art-making you do in this course. Emerging media is a great leveler. We are all learning. We are all teaching!

Your final portfolio should be a complete record of the semester's work. Please plan to also submit your final portfolio with all projects and lesson plans on
google drive. SAVE all your work!


Art 3814 Student Learning Outcomes:


•Students will be able to demonstrate skill and innovation with digital art tools and experimental time-based processes.

•Students will be able to demonstrate competency in gathering resources and planning lessons for K-12 media arts.

•Students will gain hands-on experience and confidence teaching and creating digital media art projects.

 

Art Pedagogy / Theoretical and practical knowledge of art ed curriculum (SLO #2)

Measure: Lesson Plans (DIR -8)

Measure: Digital Blogs (DIR -12)

Media Knowledge / Use of digital technology for teaching and creating (SLO #3)

Measure: Lesson Plans (DIR -8)

Measure: Digital Blogs (DIR -12)

Teacher as researcher and comunicator (SLO #7)

Measure: Lesson Plans (DIR -8)

Measure: Digital Blogs (DIR -12)

 

 

SEE STANDARDS OF EFFECTIVE PRACTICE (SEP) at bottom of syllabus




Statement on participation
by students with disabilities:

If you have any special needs which will hinder your ability to meet the basic requirements of the class, please inform the instructor the first week of class. All University policies apply to this class with regards to respect and fairness to all no matter, race, creed, religion, sexual preference, gender, beliefs, and physical disability. It is University policy to provide, on a flexible and individualized basis, accommodations to students with disabilities that may affect their ability to participate in course activities or to meet course requirements.

 

Fall 2017 Events:

UMD FOOD & FARM FEST Sept 17

UMD Art&Design
VISUAL CULTURE LECTURE SERIES
6pm Tuesdays in Montague Hall 70

Duluth Area Exhibits

Duluth Art Institute

Tweed Museum of Art




Student Conduct Code
http://www.d.umn.edu/assl/conduct/code/

"The instructor will enforce and students are expected to follow the University's Student Conduct Code. Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or student learning, is prohibited. Disruptive behavior includes inappropriate use of technology in the classroom. Examples include ringing cell phones, text-messaging, watching videos, playing computer games, doing email, or surfing the Internet on your computer instead of note-taking or other instructor-sanctioned activities."


Student Academic Integrity Policy
http://www.d.umn.edu/assl/conduct/integrity

"Academic dishonesty tarnishes UMD's reputation and discredits the accomplishments of students. UMD is committed to providing students every possible opportunity to grow in mind and spirit. This pledge can only be redeemed in an environment of trust, honesty, and fairness. As a result, academic dishonesty is regarded as a serious offense by all members of the academic community. In keeping with this ideal, this course will adhere to UMD's Student Academic Integrity Policy. This policy sanctions students engaging in academic dishonesty with penalties up to and including expulsion from the university for repeat offenders."

Standard of Effective Practice (SEP) Standard Number Standard Description Topics / Assessments
Standard 3: Diverse Learners Subp. 4. A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must: 3H demonstrate knowledge and understanding of concepts related to technology and student learning. Topics: Introduction to current digital tools, software, and techniques for creative media arts projects, development of media arts lesson plans for use in digital art workshop and diverse K-12 classroom settings. Assessment: Digital portfolio presentation of creative projects and reflective writing on use of digital media in art education classroom
Standard 4: Instructional Strategies Subp. 5. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. The teacher must: 4R identify and apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. Topic: Develop media arts lesson plans adaptable to diverse needs and learning environments. Practice working with youth from diverse abilities in a digital workshop open to children from community. Assessment: Final portfolio shares reflective writing on workshop experience and a range of lesson plans adaptable to accommodate shifts in classroom demographics, class size, technology budget, and differing access to digital tools.
Standard 4: Instructional Strategies Subp. 5. A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. The teacher must: 5K use educational technology to broaden student knowledge about technology, to deliver instruction to students at different levels and paces, and to stimulate advanced levels of learning Topics: Research and test digital tools for creative projects in visual art and time-based media. Engage in critical dialogue on digital art issues such as appropriation, image compositing, and remixing. Create art projects and lesson plans using digital techniques adaptable to a range of demographics and classroom settings. Assessment: Final portfolios include research and presentations on current trends in digital culture, media art practice, and art education methods.
Standard 6: Communication
Subp. 7. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must:
7D know effective verbal, nonverbal, and media communication techniques; Topics: Use creative communication tools for presentation slideshows, video editing, and digital storytelling. Assessment: digital presentations, project demonstrations, lesson plans, workshop teaching, final portfolio.
Standard 6: Communication
Subp. 7. A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. The teacher must:
7K use a variety of media
and educational technology to enrich learning opportunities.
Topics include: use of computer as a creative tool for media arts projects, digital imaging techniques, use of digital cameras, basics of video editing, experimental time-based media and animation techniques, use of current hardware and software applications for digital media arts. Assessment: Digital portfolio presentation of creative projects and reflective writing on use of digital media in art education classroom
Standard 7: Planning and Instruction Subp. 8. A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals. The teacher must: 8H plan for the management of
technology resources within the context of learning activities and develop strategies to manage student learning in a technology-integrated environment.
Topics: Discuss critical and practical issues raised by digital culture and emerging technologies, such as copyright, social media, and privacy. Create lesson plans adaptable to a range of K-12 classroom settings. Assessment: Final portfolios include research and presentations on current trends in digital culture, media art practice, and art education methods.
Standard 8: Assessment Subp. 9. A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student. The teacher must: 9N use technology resources
to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
Topics and assessment to include: rubrics, electronic gradebook, reflective writing, digital portfolios.
Standard 9: Reflective & Professional Development Subp. 10. A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. The teacher must: 10M understand the role of
continuous development in technology knowledge and skills representative of technology applications for education.
Topics: Develop skills and confidence using creative digital tools and emerging technologies in the art education classroom. Engage in critical dialogue about current trends in digital culture and media arts.  Assessment: Reflective writing, final portfolio.
Standard 10: Subp. 11. A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must: 11M understand the social, ethical,
legal, and human issues surrounding the use of information and technology in prekindergarten through grade 12 schools and apply that understanding in practice.
Topics: Consider social and ethical issues raised by emerging technology, such as identity, privacy and personal safety. Assessment: Final portfolios include reflective writing on critical issues in digital culture, media art practice, and art education methods.