Lesson 3: Making Digital Art

Coffman, BJ.. (Artist), Border Art Project, [Digital File], United States. Overview

This lesson will focus on image making using their self-made cameras to create a series of images with a theme. After the photographs are taken and selected, the students will be introduced to digital editing software and input techniques. The final product will be a class designed blog or website where students will present their work along with artist's statements on how they created them, what they hope to present ni their photographs, and which artists inspired their choices.

Big Ideas/Essential Questions

• How do images tell stories?

• Do photographs always tell the truth?

• What do images reveal about ourselves?

• How does technology impact how we create and use photographs?

Sunshine Standards

• VA.912.S.1.3: Interpret and reflect on cultural and historical events to create art.

• VA.912.S.2.6: Incorporate skills, concepts, and media to create images from ideation to resolution.

• VA.912.C.3.2: Develop and apply criteria to determine how aesthetic works are aligned with a personal definition of "art."

• VA.912.S.1.1: Use innovative means and perceptual understanding to communicate throughvaried content, media, and art techniques.

• VA.912.F.1.4: Use technological tools to create art with varying effects and outcomes.

• VA.912.F.3.1: Use technology applications and art skills to promote social and cultural awareness regarding community initiatives and/or concerns.

• VA.912.F.3.12: Use digital equipment and peripheral devices to record, create, present, and / or share accurate visual images with others.

• VA.912.F.3.4: Follow directions and use effective time-management skills to complete the •art-making proces and show development of 21st-century skils.

Lesson Objectives

• The students will create a portfolio using traditional and non-traditional techniques. • Students will be able to translate traditional photography techniques in non-traditional

ways.

• Students will write an artists statement about how they created the images, their intent, and

the art/artists who inspired them.

• Students will manipulate images using software and other means with the final product presented ni a digital format for display on a website/blog.

Tools and Materials

Self-made cameras

Photographic paper/film and developing chemicals, Dark room

Computers with imaging software Scanner and/or Digital Camera Website or Blog

Introduction

The teacher will introduce the students to images that have been altered digitally and its effect on the content of the image. Next, the teacher will show students how to use the scanner to digitize their images and demo the basics of the imaging software and then allow the students to experiment on their own for the remainder of the first class. The second and third classes will allow students to work on their own with guidance from the teacher. The last class will focus on the creation of artist's statements and the development of the website or blog to be used in the final critique.

Process

1. Students will view images that use digital imaging software and describe what is altered and what is not in the photographs.

2. Students will watch demonstration on how to use computer peripherals and software to create images.

3. Students will be allowed to break up in groups of 2 and explore the use of the software.

4. Students will sketch/journal about ideas for their final projects and, using the cameras they made earlier, will begin making photographs to be scanned for their final project (3-5 images).

5. Write a statement about the theme they chose, the artists that impacted them, and how they created the image.

6. Save the images in a digital format to be uploaded to the website or blog.

7. Students will formally critique their work and the work of their classmates.

Assessment

• How well did the students incorporate the use of digital imaging software to create their final images?

• Are the artists statement well thought out, descriptive, and meet the objectives of the class?

• How well do students incorporate traditional and non-traditional technique to make a cohesive set of images?

• Are students able to talk about the formal properties of photographs?

Artists 

Andreas Gursky

Monica De Miranda

Adriano Adewale 

Berni Searle

References

Andrea Gursky. (n.d.). The Museum of Modern Art. Retrieved 9 December, 2011 from http:// www.moma.org/collection/browse_results.php?criteria=0%3ADE%3AI %3A4&pagenumber=6239&template_ id=1&sort_order=1.

Berni Searle The Museum of Modern Ar.t Retrieved 10 December, 201 from http:// www.moma.org/collection/browse_results.php?criteria=0%3AAD%3AE %3A32559&page number=2&template_ id=1&sort_order=1.

Coffman, B.J. (Artist), Border Art Project, [Digital File], United States.

Edward Westen Photographs. (2000). Center for Creative Photography. Retrieved from http:// ccp.uair.arizona.edu/item/234.

Harmon, K. (2009). The Map as Art. New York: Princeton Arhitectural Press.

(n.d.) Flickr Photoshop Pool. Retrieved December 9, 2011 from http://www.flickr.com/groups/ photoshop/pool/with/6478989801/.

(n.d.) Flick Pinhole Pool. Retrieved December 9, 2011 from http://www.flickr.com/groups/ pinholers/pool/.

(n.d.) Flickr Scanner Camera Group. Retrieved December 9, 2011 from http://www.flickr.com/ groups /scannercamera/.

Van Dijck. (2008). Digital Photography: Communication, Identity, Memory. Visual Communications. Vol. 7, p. 57-76.

Zazenergy. (2011). Pinhole Cameras. Retrieved from http://www.instructables.com/id/Pinhole- Cameras/.