Category Archives: Blog

Prospective

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week 2
 
M 01-Sep    No Classes — Labor Day

    * Con­tinue post­ing ideas for group focus/issues
     
    — ini­tial list: here (needs update!)

GUG
 

 
 
W 03-Sep    Dis­cuss: artist state­ment (genre/form)

    * Bring/share mod­els (exam­ples of artist state­ment)
    — post below or on your blog
     

 

Due (Wed. 10pm): Blog entry — artist state­ment draft

    Notes:

  • Sug­gest 250 words min­i­mum / 500 words max­i­mum
    — try writ­ing 250– and 25-word versions?

  • This is a first-draft, to revise and develop through­out the term
    — purpose/context: of your choos­ing (e.g. a class, imag­ined sub­mis­sion, per­sonal website)

  • Can be set to Pro­tected; just share Post pass­word with GH by email
     
  • * Class-generated list of cri­te­ria & con­ven­tions below
    — remem­ber, need not cover all aspects!

 
 

    Between Wed-Fri: Con­tinue post­ing ideas for group focus/issues

 
 

F 05-Sep    Read: Droit­cour, “Why I Hate Post-Internet Art” (2014) blog entry

    » Activity/focus: Final­ize groups (by interest/focus) + setup sites (?)
    → objec­tive (time-permitting): begin draft­ing group-site “cura­tory vision”
     
    * Fol­low­ing class: Begin net­work curat­ing (post­ing to group site)

 
 
 
 

Focal

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Fri­day Class Activities

 

1. In-class writing:
  • Reflec­tion: role of technology/media related to art for you as stu­dent (study­ing) and pro­ducer
    — fast­write: post on your blog (entry can be draft/saved and pri­vate if preferred)

 
 

2. Ideas for Group-Curating Topics/Focus
  • Dis­cuss in class and post ideas pro­posed in com­ments here
    (ini­tial list, to add/modify over weekend)

 
 
 



    PBS Dig­i­tal Stu­dios: “The Art of Data Visu­al­iza­tion” video (2013)

      — note: see video descrip­tion for links to exam­ples shown

 
 

Blog Setup

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For class:

 

    We will setup our blogs Wednes­day 27-Sept
    feel free to cre­ate, mod­ify, and update yours as soon as you’d like — instruc­tions below.

 

Once you cre­ate your blog, please post your link in a com­ment below.
*This is impor­tant so I have your URL! (to update the blogroll ASAP, as well)

    Note if you’d pre­fer your blog to be pri­vate,
    fol­low these instruc­tions — be sure to give me (and class­mates?) access

 

In your first entry (a “post,” not a com­ment), briefly intro­duce your­self: flex­i­ble para­me­ters for this, but please include your major and grade level, as well as any other writ­ing courses you’ve taken; your cur­rent art classes (and any extra-curricular work/projects/interests);
your idea (“work­ing def­i­n­i­tion”) of your art field/medium in the 21st cen­tury,
given impact of tech­nol­ogy (dig­i­tal media, net­work­ing, con­sumer elec­tron­ics, apps, etc);
plus, any other inter­est­ing infor­ma­tion or media you’d like to share
(e.g. maybe an exam­ple of net­work art for your medium/field?
or a favorite image or video, meme from past or present? favorite or most-used “social media” platform?)

 

 

 Reg­is­ter @ WordPress
WP Sup­port site

 
 

Tech­ni­cal Instruc­tions for Blog Setup:

Click → Con­tinue read­ing →

Prelude

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Wel­come, Writ­ing in the Visual Arts students!

 

This is our course site, which I will update reg­u­larly (blog func­tion); be sure to check frequently—especially for posts supplementing/amending our class sched­ule.

 

There sev­eral ways to stay up-to-date with class using this blog (our course website):

    book­mark the main page; sub­scribe to the RSS feed (reader required); view course con­tent on your mobile or tablet (site opti­mized for lat­est mobile/touchscreen plat­forms); Sub­scribe (via your Word­Press account)

 

» Look­ing ahead (com­ing soon):

  • Overview and detailed expla­na­tion about blog­ging indi­vid­u­ally (var­i­ous tasks & ben­e­fits) and for group work.
     
  • Con­tin­u­ing brief overview from class, instruc­tions for group work and research, con­cern­ing visual cul­ture across dig­i­tal media plat­forms — with sug­ges­tions / guid­ance for groups by topic.

 

» Most imme­di­ately, closely review
the syl­labus and sched­ule of class ses­sions, read­ings, and assignments.