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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 STANDARDSThe 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 learningareas using available technologies, e.g., food and fashion.

LEARNING COMPETENCIESThe 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 theiradaptation by Philippine artists.

4. realizes that technology is an effective and vibrant tool for empowering a personto express his/her ideas, goals, and advocacies, which elicits immediate action.

5. determines the role or function of artworks by evaluating their utilization andcombination 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., theuse of graphic software like Photoshop, InDesign, etc.).

11. evaluates works of art in terms of artistic concepts and ideas using criteriaappropriate for the style or form.

12. mounts an exhibit of completed technology-based artworks.

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

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying without written permission from the DepEd Central Office.

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Quarter II: TECHNOLOGY-BASED ART

INTRODUCTION

echnology has literally taken over every aspect of life in the 21st century, and thecreative 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, toits 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 wholearray of paints, inks, and natural pigments applied to paper, canvas, fabric, stuccowalls and ceilings. Today’s computer artists employ the ever-expanding powers ofimage manipulation programs and applications to create their works which can appearin an entire range of media—whether as a physical output or a virtual experience.

Computer/Digital Arts

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 notnecessarily artists, but engineers and scientists who had access to and experience withthe hardware needed. It was they who began to recognize the potential of artisticexpression through the application of scientific and mathematical principles.

In fact, even in the sample works we present here, you will note a strong scientific ormathematical look and feel to the creations of many digital artists. Geometric formsand repeating patterns appear frequently. More traditional subjects like human beings,landscapes, animals, and still life elements are simply incorporated as part of thoseforms 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 ofelectronic and mechanical devices, rather than the artist’s own hand, to produce theimages and effects. Within a few years, however, there was a general acceptance ofdigital art as an exciting and thought-provoking form of modern art. Exhibits ofcomputer art became highly popular and critically acclaimed, as digital artists orcomputer art masters or “superstars” came to the fore in Europe, Russia, and theUnited States.

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A sampling of their works can be seen here.

Frieder Nake Georg NeesPolygon Drawings, 1965 Schrotter (“Gravel”), c. 1965

Vera Molnar Ronald Davis(Des) Ordres, 1974 Mountain and Staurolyte, 1997Plotter drawing Computer-generated 3D art


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Manfred Mohr, 1999 Olga Kisseleva, 2012

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 modernlife, such as the environment and climate change. Others even explore thephilosophical relationship between science and technology and the arts.


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The Philippine Scene

n our country, Filipino artists were likewise influenced by the technology trend inart. However, this was more in the commercial sphere. From the 1960s to the

1990s, their computer-generated works were primarily geared towards illustrating forinternational comic books. In fact, Filipino illustrators earned quite a reputation fortheir talents and were highly in demand in this field. They eventually became equallysought after as animators for some of the major film production companies in theUnited States, as well as animated television series produced in different countries.(See a more detailed presentation on Filipino comics illustrators and animators inQuarter III.)

Eventually, however, the concept of computer-generated works as a means of seriousartistic expression gained ground among the younger generation of local artists.Today, even the more established names in the field—artists and critics alike—havecome to accept and recognize digital works as fine art. To view works by Philippineartists employing digital art techniques, you may visit the websites of the moreprogressive 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/

CityscapeAntonio Gorordo, c 2010-2012Digital art

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There are also institutions offering training courses on the digital arts, such as theFirst 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 inthe fields of advertising, animation design, multimedia communication, and webdevelopment. (More on these topics in Quarter III.)

Digital Art in the Hands of Everyone

Computer technology has by now invadedevery aspect of modern life. It was, there-fore, inevitable that it would develop intoforms and devices that could be massproduced, mass distributed, and thereforewidely accessible to everyone. In otherwords, anyone with a computer device—from a desktop PC to a laptop, to a tabletor android phone—can now capture andedit images and videos; create, manipulate,

and share works of art; and even compose music. You can be—and probably alreadyare—a digital artist in your own right.

Summary

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

WHAT TO KNOW

1. Briefly describe how technology made—and continues to make—digital artpossible.

2. Was digital art readily accepted and recognized as “true art” when it emergedin the 1960s? What was the reason for this?

3. What devices can now be used to create digital art? Do you own one suchdevice?

4. Name one or two computer programs that can enable you to create an originalillustration from scratch.


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WHAT TO PROCESS

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

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

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

3. Store the finished illustration or image in a device that contains an imageediting 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

The stored illustration or image will be manipulated using any of these editingprograms, 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 GrieManfred Mohr Olga KisselevaRonald Davis John LandsdownJoseph Nechvatal Perry WelmanMatthias Broegel Jean-Pierre Hebert


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2. Select one artwork each by the artists that you have chosen. Give thebasic details of each (title of work, name of artist, technique used, yearcreated). Briefly explain how the following principles of art areincorporated or expressed in these particular works:a. Rhythm, Movementb. Balancec. Emphasisd. Harmony, Unity, and Varietye. Proportion

B. Questions

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

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

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

4. As a young citizen of the Philippines and of the world, how do youfeel about the pervasiveness of digital technology ina. 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 theabove areas?

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

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


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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 nowprepare 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 yourgroup members’ names, the date, and the technique used.

Mobile Phone Art / Computer-generated Images

Mobile Phone Art

he mobile phone that you constantly hold has evolved from a merecommunication 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 andvideos that you can manipulate with a myriad special effects, both visual as well assound and music. They could also be school projects or reports that require you tocombine 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, andcombination of both called “phablets.” The tasks that traditional photo editors used to

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perform manually—cropping, retouching, airbrushing—are now just a few of themany editing effects done for you with split-second ease at the click of a mouse, akeyboard command, or a few taps and drags of your finger on a touch screen.

You are probably already familiar with the following image manipulation programsand 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 isavailable

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

Many more such programs and applications are constantly being developed with evenmore new, exciting, and fun features and capabilities.

Each of these has an extensive array of special features you can use to modify yourimages. Among these are: frames, borders, and banners; filters, cropping in differentshapes, 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 ofan image; creating a photo montage with music. Some programs even make itpossible to have any photo simulate a work of art in a whole range of media—fromoil to watercolor to pen and ink to charcoal to oil pastels to a Warhol poster to aJapanese woodblock print.


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

Original image Modified to ‘pencil sketch’ effectin gray scale, plus rounded corners

Photos and image manipulation by Tawid Publications


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Mirror Photo – multiple mirror images

Original image Modified with color retainedon selected portions



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Original image Modified to a completely different color

Original image Modified to a multi-image collage in different tints



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Computer Generated Images

f you want to create original images from scratch, you may make your ownillustrations 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 accessto these larger and more complex devices.

There are scaled-down versions of such programs specifically developed for use onsmaller, handheld units like your personal tablet or android phone. These enable youto 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 costof 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

WHAT TO KNOW

1. What is mobile phone art?2. What technology has made this possible?3. What is the raw material or starting point for creating an artwork on a

cellphone?4. How is this initial material then transformed into an original piece of art?5. Name some programs and/or applications that can be used to create art on a

mobile phone?6. Aside from using mobile phone software, what is another means of creating

art from scratch using computer technology?

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7. What is the raw material or starting point for creating an artwork on acomputer?

8. How do you transform a digital image into a work of art using a computer?9. 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 camerab. 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 fortransforming it into an example of cellular phone art or computer-generatedart.

[Note: Refer to any applicable modules of Technology Livelihood Education(TLE) for detailed instructions on what programs to use, and how to usethem.]

3. Using any of the applications installed in your available device(s),experiment with different effects and features to modify your saved image orillustration. You may try some of the following effects, as well as othersoffered 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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4. Save the most unique, striking, or remarkable modified images to be printedout later for inclusion in the culminating Exhibit on Computer/Digital Art.

WHAT TO UNDERSTAND

1. Mobile phone art is a technology-based art form. Support this statementwith your own brief explanation.

2. Do you consider the products of such mobile phone applications as true art?Why or why not?

3. Did you feel like an artist while capturing and modifying your mobile phoneimage? Describe the experience.

4. In the case of rendering and modifying an original computer illustration, doyou consider this as true art? Why or why not?

5. Describe your experience, if you used this technique to create a computer-generated artwork.

WHAT TO PERFORM

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

Having learned the concept and techniques of mobile phone art and computer-generated images, you can now prepare your artworks for the culminating exhibit atthe end of the quarter.

All the finished artworks need to be labelled with original titles, your name or yourgroup members’ names, the date, and the technique used.

Digital Photography

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 mobilephone, android device, or tablet.

Prior to the development of digital photography, cameras were essentially sealedboxes that would allow a split-second entry of light to strike a section of light-sensitive film inside it. The result was that whatever was in front of the camera at theprecise instant that the light entered it would be imprinted on that exposed section of

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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 ofdigital photography. Today’s users have the option of a “point-and-shoot” type ofdigital 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 someleeway for slight adjustments. It offers image enhancement features like adjustingcolor and brightness imbalances, as well as sharpening or blurring the image. It mayeven offer unique effects like “fish eye” or filters that allow pre-setting of the phototo be taken with a colored tint or a special texture. Plus, it allows the user toimmediately review the photos taken without waiting for a complex developingprocess—and to delete any unsatisfactory images while storing the good ones forfuture needs.

A second option is the digital single lens reflex (DSLR) camera. This also providesthe 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 thecamera settings to create the desired final image with the preferred visual effects.

Many professional photographers remain loyal to the traditional (i.e., non-digital)single lens reflex camera which still uses film. They believe that film photographyhas an authenticity and genuineness to its images that is lost in the artificial andautomatic manipulations of digital photography. There is no denying, however, theease and convenience that digital photography offers to the millions of amateurphotographers out there. Without needing years of training and experience, we arenow 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 basicguidelines for capturing a good quality photographic image:

1. Choose a good location. An interesting location can sometimes make thedifference between a good and a great photo.

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


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3. Natural light in the outdoors or near a window is usually the most flatteringor effective for any kind of subject. Ideally, the best light for photos iswithin 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-litand most of the details would be lost in shadow.

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

6. If you intend to take a candid shot, position yourself where you can capturethe 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 orclose-up shots that focus on details of the subject. You can then choose fromamong all these for the best photo or photos.

WHAT TO KNOW

1. What is digital photography?2. Briefly describe the basic technology behind the earliest cameras.3. In place of the previous light-sensitive film, how are today’s digital images

captured and stored?4. What are the two main types of digital photography in use today?5. Why is one of them called point-and-shoot photography?6. What does the acronym DSLR stand for?7. 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 boxblack paint (if box is colored or printed)Note: To save time, the boxes may be painted completely blackbeforehand.small piece of sheet metal (approximately 3” x 3”)large needleX-acto knifesandpaperlight-sensitive photo paper


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tapescissors

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 placewith more tape.

e. Bring the box, its lid, the light-sensitive photo paper, and the tapeinto a totally dark closet or small room.

f. Carefully unwrap the light-sensitive photo paper. Tape the paper onthe inner side of the box opposite the pinhole.

g. Put the lid on the box and seal its edges securely with tape on allsides to ensure that no light can seep in.[Reference:http://www.instructables.com/id/How-To-Make-A-Pinhole-Camera/]

3. Once the pinhole cameras are ready, each group will go outdoors andlook for a subject for their respective photos. Note: Be sure to choose atotally 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 yourarea where the exposed paper will be developed into photographs.


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Taking Point-and-Shoot or DSLR Photos [Session 6]

Note: The objective of this activity is for you to become familiar with the processof using the cameras. There will be separate group projects in Quarter III tocreate photographs for the culminating exhibit on Technology-based Arts.

1. For how to use a digital point-and-shoot camera, refer to online tutorialssimilar to this:http://www.digitalcamerareview.com/default.asp?newsID=5464&news=how+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-use-your-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 beingable to capture images using it?

2. What do you see as the advantages of digital photography as compared tothe earlier film-type photography?

3. What do you think of the view that film photography is more artistic thandigital photography? Support your opinion.

4. If you have experienced both regular digital photography and DSLRphotography, which one did you find more useful to you? More doable?More interesting? Explain your answers.

5. What do you think of the way digital technology has made qualityphotography accessible to everyone, including young people like you?

WHAT TO PERFORM

Preparing for the Quarter II “Exhibit of Technology-Based Arts”

Having learned the concept and techniques of digital photography, you can nowprepare your artworks for the culminating exhibit at the end of the quarter.

1. Label the photos taken with the pinhole cameras with original titles, yourgroup members’ names, the date, and the technique used.[Note: In the final exhibit for Arts Grade 10, these will be an interestingcontrast to the digital photos to be taken in Quarter III.]

2. Your Arts teacher will store the photos for inclusion in the exhibit at the end ofthe quarter.


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Video Games / Digital Painting / Imaging Videos

Video Games

or today’s younger generation that grew up in adigital world, even entertainment now comes

courtesy of computer devices. A major component ofsuch entertainment is in the form of video games ofevery conceivable genre, subject matter, and skilllevel.

These range from educational games and mindtwisters, to building and construction games, to onesthat 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 realisticgraphics, motion, sound, and other special effects.

Similar to image creation and manipulation, it is now possible for video game fans tobecome video game creators themselves. Online tutorials and guides are available onsites like e-how, Instructables, and You Tube. Plus there are available programs thatcan be downloaded and used immediately, with no need for prior knowledge oncoding or web development.

Examples of such programs are:

Twine - http://twinery.org/ Stencyl - https://www.udemy.com/create-your-first-computer-game-with-

stencyl/ 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 androidphone. Digital painting still makes use of traditional painting mediums such as acrylicpaint, 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 softwarethat drives a type of robot device (such as a plotter) or an office machine (such as aprinter) that takes the place of the artist’s hand.

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Digital painting also refers to a technique using a graphics software program to createan artwork that is totally virtual. The canvas, brushes, paints, and other tools are allvirtual, existing only within the computer. And the finished work is also stored invirtual format, to be shared through cyber space.

Ctrl+Paint is an example of an online resource for teaching yourself digital paintingfor free, via simple videos and mini tutorials.

Video Technology / Imaging Videos

Social media purposes - Another tremendously powerful and innovative field thatdigital technology has revolutionized is that of creating and presenting videos. Theexplosion of social media in recent decades has provided a new platform for videomaterials targeting the “netizens” of today. Not only are there online advertisements

that continuously bombard theusers’ computer screens andmobile phone displays. But thereare also millions of personallyproduced videos that areconstantly uploaded to onlineplatforms like You Tube—frommusic, dance, and stageperformances to tutorials of allkinds to recipes to documentariesto news clips to marriageproposals.

Again, the digital technology to capture and edit such videos is contained right inyour 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 dependingon the particular video application you have installed in your device.

Medical/scientific purposes – Another extremely valuable use of today’s videotechnology is that of imaging videos in the fields of medicine and science. You maybe familiar with Magnetic Resonance Imaging (MRI), Computerized Tomography(CT scans), and the like which are used to create and record visual images of apatient’s internal anatomy in order to diagnose and treat diseases and injuries. Thereare also ultrasound tests or sonograms, which translate sound waves bouncing offphysical objects into images that can be studied—whether a baby developing in thewomb (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 deepin the ocean.


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WHAT TO KNOW

1. How has computer technology contributed to the development of videogames?

2. Name some of the most popular types of video games today.3. On what kinds of devices can such games be played?4. Can a young person like you create your own video game? If yes, how?5. What is digital painting?6. Briefly describe the two different types of digital painting presented.7. Briefly explain today’s video technology.8. How do you use video technology personally? For school purposes?9. How is it used in modern life?10. What valuable purposes do “imaging videos” serve in the fields of medicine

and science?

WHAT TO PROCESS

Group Projects: Video Games / Digital Painting

1. Your Arts teacher will divide the class into groups of five to six studentseach.

2. Half of the groups will be assigned to create their own video games (usingany simple software that they have available or can download from theinternet for free); and the other half of the groups will be assigned to createworks 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 usethem.]

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

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

WHAT TO UNDERSTAND

1. Compare your experience in creating your own simple video game with thatof your classmates creating a digital painting; or vice-versa.

2. Do you think that video games can be considered a form of modern art?Why or why not?


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3. Is digital painting as “artistic” as the traditional modes of painting? Supportyour opinion.

4. Is there a value to imaging videos apart from the entertainment or evendocumentation purposes of regular videos? Give some examples.

5. Discuss how this shows that technology can serve aesthetic and practical—even vital—purposes in today’s world.

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 oryour group members’ names, the date, and the technique used.

2. Your Arts teacher will store the finished artworks for inclusion in the exhibit atthe end of the quarter.[Note: For the video games and digital paintings created in Session 7, someform of device with a display capability will need to be prepared prior to theculminating exhibit. This could be a desktop computer or a laptop/tabletconnected to a large monitor, if available within the school or loaned from astudent’s family.]

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-basedArts” presenting the following categories:

1. Mobile Phone Art2. Computer-generated Images3. Digital Photography (Pinhole Camera, Point-and-Shoot, DSLR)4. Video Games5. 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 representativeartworks each for the above categories.


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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 ____________________________________________________

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 tovisit the exhibit. Be prepared to explain the works and how these present thecharacteristics of different forms of technology-based art.


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ARTS Quarter II

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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 Very Good Good FairPoor

Selection of artworks to exhibit(theme and message)

Completeness of exhibit

Presentation(display, mounting, andlabelling of works)

Assignment of tasks

Cooperation among students

Response of exhibit visitors
