#readingresponse4

[radioactivepaperclipsinthevoid]

Overview of Performance Art and Readings 4

Reading 1: Roselee Goldberg "Performance: A Hidden History"

- I love that the author of this work immediately states performance art as a “reinforcement of the analysis of formal art notions”. Very often in Art History, we are shown as strict story of this is where art began, this is what was acceptable and showcased in salons, etc. etc. etc. However, performance art as a medium challenges our ideas that art is more than painting, drawing, or pottery. Art is inherently something human and we should experience it more than a visual setting such as a museum.

Reading 2: Coco Fusco "The Other History of Intercultural Performance"

- Wow what a chunk of reading. 21 pages was originally very daunting. Man was I wrong; the history and discussion of “othering” throughout really hooked me. This reading really focused on the symbolism that can be found within performance as well as the context of these performances. When doing a performance art piece, you’re not only sharing your artwork but also asking your audience questions about what they’re viewing in your work either intentionally or not. It was interesting to look at performance art outside of what we discussed in 20th/21st Century Art, and look to the metaphors and “Why's” instead.

[mixedmediaanimation]

Reading Response #4

Francis Glebas in Directing a Story how a script is a verbal plan for a story and a storyboard is a visual representation of a story in pictures. The first panel establishes the setting, the panel that follows creates conflict, and in the third panel, there is a resolution. A storyboard is much like a newspaper comic, and Glebas compares them to the perfect example of a storyboard. Storyboards for animation depict the acting and emotional of the characters much more than live action. Cinematography and blocking for animation are made both the choice of the director instead of a cinematographer. The pitching process is much more involved in animation in comparison to live action. You have to sell not only the storyboard but the dialogue and acting as well. It is fascinating how Glebas' approach to pitching is doing everything that he can the wrong way. That way he can get the most constructive feedback from his audience. Glebas also states that in your storyboard that you should tell your story simply and with passion. It is important to keep it dramatic and with some tension. For Glebas, a storyboard is telling a story through juxtaposed images. I felt really defeated after the first assignment, but I realized through Glebas’ comments about a story through juxtaposition, that was a real advantage to the comedy style of our Not So Sleeping Beauty project. Glebas' discussion of how to technically storyboard a scene his graph of the timeline of narrative opened my eyes to a formula I can utilize them for the next project.  

[dominiquemobilelearning-blog]

Week 4 Response

Ipod in Education: The Potential for Teaching and Learning By: Shelley Pasnik

This article gave the reader numerous strategies on how to best integrate technology into education. I personally have never used an iPod in any of my lessons but not that I see all of the possibilities I am excited to integrate the use of it in my lessons and classroom. The section titled “Independent Learning” that starts on page 6 really captured my attention. As an educator I think it is important to remember “students must learn to learn.” I think this is often over looked in middle school and high school. During these grades students are never taught how to learn on their own everything is feed to them by the teacher. When students begin college and their professors expect them to be able to learn independently I think some students are overwhelmed. I think it is a great skill to learn in earlier years and will benefit students throughout their life not just in the classroom. As a math teacher, students always ask the question “Why do we have homework?” and “What is the point of homework?” These questions were answered in this same section of the article by the quote “A skill may be taught at school but it is at home that that skill is fortified.”

Use of Mobile Technology for Teacher Training By: Jocelyn Wishart

While reading the article on using Mobile Technologies for Teacher Training I kept wondering if people still use PDAs (Personal Digital Assistants). When the Palm first came out PDAs were popular but I think there popularity has died down. Today I think most people use their mobile devices to complete this task because it is available on multiple applications. I think it is more convenient for people to have everything including the functions of the PDA all on one device. I do think educators integrate different technological devices into their classroom and everyday lives

Designing Mobile Communication Tools: A Framework to Enhance Motivation in Online Learning Environment

One thing this article made me realize was that my students grew up in a world where technology controls everything. Technology makes everything at our students finger tips and this is what they are accustom to. I think technology does make student more engaged and eager to learn using those device but I think it is just because students are often bored of traditional teaching methods because they are simply “not fun.” I really thought it was interesting that the article discussed Moodle, an e-Learning program because we use Moodle here at Adelphi.