Incorporating Media in the Classroom

Although I am not the most proficient or comfortable with media arts, I do recognize that as the generations become more and more media-driven, the incorporation of technology and digital mediums into an art classroom is key.  Ideally, I would have a separate class for media arts, providing a place for students who are not well-versed with physical mediums to still have the chance to make art that they are proud of.  This separate class would require a computer lab, cameras, tripods, and access to software such as Photoshop and iMovie.  Access to Photoshop is expensive and could be forgone, however, it is such a diverse tool, which not only allows for photo editing, but also digital painting.  A student who may not be able to physically paint or draw very well may be able to create fantastic digital drawings and paintings using the digital software.

I would begin with a photography lesson, to get the students acquainted with the cameras and the techniques for taking quality pictures.  This project would include a review of the elements and principles of design and compositional strategies, which the students would record on a worksheet to have with them while taking pictures.  Here is an example of a similar worksheet, completed by a student from Spring Valley High School under the instruction of Josh Keiper:

Once the students have completed their photography project, I would move on to teach stop-motion using the cameras and iMovie.  At this point, the students would have a good understanding of composition, lighting, and focus, which are all vital when arranging scenes for a stop-motion.  The students would be tasked with creating a stop-motion movie involving toys in situations that are different from their original purpose.  I would demonstrate how to use the tripod and arrange scenes before sending the students out to photograph.  Once they have a good set of images, I would demonstrate how to use iMovie to sequence and edit the order and speed of the images, insert transitions, and incorporate music.  As an example, I would show my stop-motion video created in Dr. Ivashkevich's class:

The next project would be more open to the students' creativity:  using Photoshop to create a personal collage and a surreal self portrait.  I would begin by teaching the basic tools of Photoshop, and having the students complete a fruit face activity to get acquainted with the basic function of the tools.

Then, the students would photograph objects, and places, that are important to them and have a partner photograph them, or use a tripod and timer; no "selfies" are to be used in this project.  The collage would be the first of the two projects, allowing the students to still work out the functioning of the tools and layering techniques to create an appealing composition of images.  After completing their collage and having it approved, they would then create their surreal self portrait, which can include whatever tools and techniques they wish to use.  This gives students a chance to explore the capabilities of the software while creating an image of themselves that they would like to display.  These are my examples, created during the Adventures in Photography summer program at the University of South Carolina in the summer before my junior year of high school:

These projects are obviously introductory-level media arts projects, teaching the basic skills needed to progress in the creation of digital art.  I would love to be able to learn more about other software and techniques that I could teach students to allow them to grow and develop in this area of visual arts.