Arts Gr10 Tg - Qtr 2 (10 Apr 2015)

Quarter II: TECHNOLOGY-BASED ART

CONTENT STANDARDS The learner demonstrates understanding of… 1. new technologi technologies es that allow allow new express expressions ions in the the arts using using art art elements elements and processes. PERFORMANCE STANDARDS The learner… 1. creates creates a tech-based tech-based artwor artwork k (video (video clips clips and and printed printed media media such such as posters, posters, menus, brochures, etc.) relating to a selected topic from the different learning areas using available technologies, e.g., food an d fashion. LEARNING COMPETENCIES The learner… 1. identifies identifies art element elementss in the technology-ba technology-based sed production production arts. 2. identifies identifies distinct distinct characteri characteristics stics of arts during the 21st 21st century in terms terms of: - produc productio tion n - functional functionality ity / range of audience audience reach. 3. identi identifie fiess artwor artworks ks produce produced d by technolog technology y from from other other countri countries es and their their adaptation by Philippine artists. 4. realizes realizes that technol technology ogy is an effectiv effectivee and vibrant vibrant tool for for empowering empowering a person to express his/her ideas, goals, and advocacies, which elicits immediate action . 5. determines determines the the role or functio function n of artworks artworks by evaluatin evaluating g their utilization utilization and and combination of art elements and principles. 6. uses artwork artworkss to derive the traditio traditions/hi ns/history story of of a community community (e.g., (e.g., landscapes, landscapes, images of people at work and play, portrait studies, etc.). 7. compar compares es the chara characte cteris ristic ticss of artwor artworks ks in the 21st 21st century century.. 8. creates creates artworks artworks that that can be locally locally assembl assembled ed with local local material materials, s, guided guided by 21st century techniques. techniques. 9. describes describes the influen influence ce of technology technology in the the 21st century century on the evoluti evolution on of various forms of art. 10. applies different media techniques and processes processes to communicate ideas, experiences, and stories showing the characteristics of 21st century art (e.g., the use of graphic software like Photoshop, InDesign, etc.). 11. evaluates works of art in terms of artistic artistic concepts and ideas using criteria appropriate for the style or form. 12. mounts an exhibit of completed technology-based artworks. artworks.

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From the Depart Department ment of Educatio Education n curriculum curriculum for for ARTS Grade Grade 10 (2014)

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All rights reserved. reserved. No part of this material may 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.

ARTS Teacher’s Guide

Quarter II – II – Se Sess ssio ions ns 1 and and 2 COMPUTER / DIGITAL ART: COMPUTER-GENERATED ARTWORKS

I.

II. II.

SUBJECT MATTER A.

Topic:

Computer / Digital Arts definition and description of computer/digital arts • exampl examples es of comput computerer-gen genera erated ted artwo artworks rks by forei foreign gn • and Philippine artists

B.

Materials:

Samp Sample less of comp comput uter er-g -gen ener erat ated ed art artwo work rkss in eve every ryda day y life life (e.g., posters, book/magazine covers, brochures, advertisements, etc.)

C.

R e f e r enc e :

Arts Grade 10 Learner’s Materials Pages 232-239

PREPRE-AS ASSE SESS SSME MENT NT [Ses [Sessi sion on 1]

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Conduct the the following following survey survey to to assess assess what the students students know or or have experienced concerning computer / digital arts: 1. 2. 3.

4. 5. 6. 7. 8.

What What for forms ms of of art art are are you you famil familia iarr with with?? (e.g (e.g., ., pain painti ting ng,, sketc sketchi hing ng,, sculpture, silk-screen) Have Have you you heard heard of compute computerr art? art? If yes, yes, can can you you give give some some examp examples les?? [Showing the sample posters, book/magazine book/magazine covers, covers, etc.] etc.] Would you be able to identify these samples as traditional art or computer art? Explain how. Can you you give give a brie brieff defin definiti ition on of of what what comp compute uterr art art is? is? Do you you have any exper experien ience ce with with using using the the comput computer? er? If If yes, yes, what what device(s) have you used? What What compu compute terr sof softw twar aree do do you you use? use? For For what what purp purpos oses es do you you use use thes these? e? Have Have you ever ever tried tried crea creating ting art with with a compu computer ter?? If so, so, what what did did you you create create and how did you create it?

III. ORIENTA ORIENTATION TION ON QUART QUARTER ER II CULM CULMINAT INATING ING EXHIBIT EXHIBIT General instructions: 1. Explain Explain to the student studentss that that the the culmina culminating ting activity activity for for Quarter Quarter II will be an Exhibit of Technology-Bas Technology-Based ed Arts. Arts. 118

All rights reserved. reserved. No part of this material may 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.

Quarter II: Technology-based Art

2.

3.

Brief them that the various artworks that they will create in all the sessions of Quarter II will be labelled for proper curating and will be turned over to you for safekeeping, to be retrieved for mounting in the final exhibit. Explain that, due to time constraints with just eight class sessions for Art in one quarter, they must be prepared to complete the artworks and/or do other required tasks for the exhibit outside of class hours.

[Note to the teacher: If time is too limited, the culminating exhibits for BOTH Quarters II and III can be presented AT THE END OF QUARTER III instead – since the forms of art presented in the two quarters are related.]

IV. ACTIVITIES A. PRESENTATION OF THE TOPIC

1. Have the class turn to pages 232-236 of the Arts Grade 10 Learner’s Materials, and look over the examples of digital art presented. 2. Ask them what their general impression of these artworks is, and have them explain their opinions. 3. Ask them what common characteristic(s) they notice in these works, and to point out these characteristics to support their observation.

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B.

WHAT TO KNOW

Have the class answer the What to Know questions on page 236 of the Arts Grade 10 Learner’s Materials: 1. 2. 3. 4.

Briefly describe how technology made — and continues to make — digital art possible. Was digital art readily accepted and recognized as “true art” when it emerged in the 1960s? Why or why not? What devices can now be used to create digital art? Do you own one such device? Name one or two computer programs that can enable you to create an original illustration from scratch.

C. WHAT TO PROCESS [Session 2]

Have the students do the following What to Process activity on pa ge 237 of the Arts Grade 10 Learner’s Materials.

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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.


Digital Image Creation

1.

If you have access to a computer drawing program, such as Adobe Illustrator or its less complex counterparts, create an original artwork that will be incorporated into a group project for the culminating exhibit for Quarter II.

2.

If a drawing program is not available, capture an image instead using a digital camera, a DSLR camera, a tablet, o r an android/mobile phone.

3.

Store the finished illustration or image in a device that contains an image editing 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 Express • Corel PaintShop Pro X5 •

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4. The stored illustration or image will be manipulated using any of these editing programs, in a later session on Computer Generated Images (see page 240 of the Arts Grade 10 Learner’s Materials).

D.

WHAT TO UNDERSTAND

Have the class answer the What to Understand questions on pages 237238 of the Arts Grade 10 Learner’s Materials: 1. Research online for the works of any two of the following digital artists who were at the forefront of this field in the early 1960s: James Faure Walker Geroge Grie Manfred Mohr Olga Kisseleva Ronald Davis John Landsdown Joseph Nechvatal Perry Welman Matthias Broegel Jean-Pierre Hebert 120



Select one artwork each by the artists that you have chosen. Give the basic details of each (title of work, name of artist, technique used, year created). Briefly explain how the following principles of art are incorporated or expressed in these particular works: Rhythm, Movement • Balance • Emphasis • Harmony, Unity, and Variety • Proportion • 2. Then write a brief personal reaction that you have to the works you chose — whether positive or negative. Explain your opinion. 3. Was there a difference in how Filipino artists first ventured into the world of digital art? If yes, explain briefly. 4. Research online for three Filipino artists using digital techniques for their works. Compare and contrast their works with the examples of digital art by foreign artists in the Arts Grade 10 Learner’s Materials. 5. As a young citizen of the Philippines and of the world, how do you feel about the pervasiveness of digital technology in a) art (digital illustration, digital photography, digital videos)? b) media? c) entertainment / gaming? d) education? e) communication?

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6. How do you personally make use of digital technology in each of the above areas? 7. Specifically in the area of art (digital illustration, photography, videos), what “artworks” are you able to create with the help of the available technology? Cite at least 5 examples. 8. Do you find yourself exposed to or involved in using digital devices and applications in most aspects of your life? What are the benefits? What are the risks or dangers?

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E. WHAT TO PERFORM Preparing for the Culminating “Exhibit of Technology-Based Art”

Having presented the concept and techniques of computer/digital art, guide the students in planning how to prepare their artworks for the culminating exhibit at the end of the quarter. 1. All the finished artworks will have to be labelled with original titles, the student’s name or the group members’ names, the date, and the technique used. 2. As the Arts teacher, you will store the finished artworks for inclusion in the exhibit at the end of the quarter.

V.

GENERALIZATION Computer/digital arts make use of electronic and mechanical devices, rather than the artist’s own hand, to produce the desired images and effects. Thus, these are definitely a technology-based art form. As a result, there is a strong scientific or mathematical look and feel to the creations of many digital artists — with geometric forms and repeating patterns appearing frequently. While such works were not initially viewed as a true art form, they have since been widely accepted and have become a major art genre on their own.

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VI.

SUMMATIVE TEST

Use the following quiz items to assess the students’ grasp of the topics discussed: 1. What is computer or digital art? 2. When did it start to develop? 3. From what non-artistic profession did the early computer “artists” come from? 4. Name three distinct characteristics of computer/digital art? 5. What was the initial reaction of the public to this new type of art? 6. What were some signs of the eventual acceptance of computer art as true art? 7. Did this form of modern art reach the Philippines? 8. What is the status of computer art in the modern art scene today?

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Quarter II – Sessions 3 and 4 MOBILE PHONE ART / COMPUTER-GENERATED IMAGES

I.

SUBJECT MATTER A.

Topic:

Mobile Phone Art / Computer-generated Images Creating art using image manipulation programs on • mobile or android phones Creating art using image capture and manipulation • programs on computers, laptops, and tablets

B.

Materials:

Sample images (teacher-made and/or student-made) created using mobile phones and/or computers, laptops, or tablets Any available android phones, laptops, or tablets

C.

II.

Reference:


PRE-ASSESSMENT [Session 3]

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Conduct the following survey to assess what the students know or have experienced concerning mobile phone art and computer-generated images: 1. 2. 3. 4. 5.

Do you own a personal mobile phone or android phone? If so, does it have a camera for capturing images? Have you experienced taking photos with your mobile phone? If so, what types of photos do you usually take? Have you tried to modify those images in some way? What program(s) or application(s) did you use? Have you created original artworks from scratch on a computer, laptop, or tablet? If so, what kind of artworks were these? What program(s) did you use to create them?

III. ACTIVITIES A. PRESENTATION OF THE TOPIC

1. 2.

Have the class turn to pages 241-243 of the Arts Grade 10 Learner’s Materials, and look over the examples of cellular phone art presented. Ask them if any of these images and their modified versions are similar to ones they have made themselves. 123



3.

4. 5.

B.

Ask what other image modifications and effects, aside from those shown, they have done themselves. Have them relate their experiences using different applications for these. Have them also go over the section on computer-generated images, page 244 in the Arts Grade 10 Learner’s Materials. Ask them what computer programs are used to create such images.

WHAT TO KNOW

Have the class answer the What to Know questions on pages 244-245 of the Arts Grade 10 Learner’s Materials: 1. 2. 3. 4. 5. 6. 7. 8. 9.

What is mobile phone art? What technology has made this possible? What is the raw material or starting point for creating an artwork on a mobile phone? How is this initial material then transformed into an original piece of art? Name some programs and/or applications that can be used to create art on a mobile phone? Aside from using mobile phone software, what is another means of creating art from scratch using computer technology? What is the raw material or starting point for creating an artwork on a computer? How is this initial material then transformed into an original piece of art using a computer? Name some computer programs that are designed for this purpose?

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C. WHAT TO PROCESS [Session 4] Creating Mobile Art / Computer-generated Art

Have the students do the following What to Process activity on page 244 of the Arts Grade 10 Learner’s Materials. 1.

Depending on the devices available to you, you may either: a. Capture an image using your mobile phone camera b. 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 for transforming it into an example of mobile phone art or computergenerated art.

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[Note to the teacher: Recommend to the students to refer to any applicable modules of Technology Livelihood Education (TLE) for detailed instructions on what programs to use, and how to use them.]

3.

Using any of the applications installed in your available device(s), experiment with different effects and features to modify your saved image or illustration. You may try some of the following effects, as well as others offered 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 printed out later for inclusion in the culminating Exhibit on Technology-based Art.

D.

WHAT TO UNDERSTAND

Have the class answer the What to Understand questions on page 246 of the Arts Grade 10 Learner’s Materials: 1. Mobile phone art is a technology-based art form. Support this statement with 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 phone image? Describe the experience. 4. In the case of rendering and modifying an original computer illustration, do you consider this as true art? Why or why not?

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

E.

WHAT TO PERFORM Preparing for the Culminating “Exhibit of Technology-Based Art”

Having presented the concept and techniques of mobile phone art and computer-generated images, guide the students in planning how to prepare their artworks for the culminating exhibit at the end of the quarter. 1. All the finished artworks will have to be labelled with original titles, the student’s name or the group members’ names, the date, and the technique used. 2. As the Arts teacher, you will store the finished artworks for inclusion in the exhibit at the end of the quarter.

IV. GENERALIZATION Mobile phone art is a form of modern art that emerged due to the available technology on mobile phones with built-in cameras that could capture and store images. This further evolved dramatically with the development of android phones that can now use image editing applications to modify and manipulate the captured images right on the phone unit itself.

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Meanwhile, computer-generated images are those that are created from scratch using drawing or illustration software on desktop computers, laptops, and tablets. These can then be modified and manipulated as well, using image editing programs for these devices.

V.

SUMMATIVE TEST

Use the following quiz items to assess the students’ grasp of the topics discussed: 1. 2. 3. 4. 5. 6. 7.

What is mobile phone art? How did technology allow this form of art to develop? What type of device(s) can be used to create mobile phone art? Name three applications that can modify and manipulate images into a piece of art. Who can create this new type of art? What are computer-generated images? How do these differ from mobile phone art?

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8. 9. 10.

What types of device(s) can be used to create computer-generated images? Name two programs that allow the user to render an illustration from scratch. How can these illustrations be modified to create works of computergenerated art?

Quarter II – Sessions 5 and 6 DIGITAL PHOTOGRAPHY: DSLR and Point-and-Shoot

I.

SUBJECT MATTER A.

Topic:

Digital Photography DSLR photography • Point-and-shoot photography •

B.

Materials:

DSLR camera (if available) Point-and-shoot digital camera (if available)

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For pinhole camera: shoebox or similar lidded box, black paint if box is colored or printed, small piece of sheet metal, large needle, X-acto knife, sandpaper, light-sensitive photo paper, tape (1 set of these materials for each group to be formed)

C.

II.

Reference:


PRE-ASSESSMENT [Session 5]

Conduct the following survey to assess what the students know or have experienced concerning digital photography: 1. How do you take pictures for your own personal use and enjoyment? 2. What device(s) do you use – your mobile phone, digital camera, or tablet? 3. If you use a digital camera, is it the type that does all the image adjustments for you automatically? 4. Do you know what a DSLR camera is? 5. Have you ever tried using such a camera? 6. If yes, how did it differ from using a regular digital camera?

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7. Have you taken photographs for purposes other than for just personal use and enjoyment? If so, what were these for?


1.

2. 3. 4.

Have the class turn to pages 246-248 of the Arts Grade 10 Learner’s Materials, and read the explanation of the very simple technology of early photography. Announce that they will be doing a simulation of that early form of camera to better understand the principles behind it. Have them then read the description of the two basic types of digital photography available today: point-and-shoot and DSLR. If available, show to the class actual examples of a digital camera and a DSLR camera. Discuss the differences and similarities of the two.

B. WHAT TO KNOW

Have the class answer the What to Know questions on page 248 of the Arts Grade 10 Learner’s Materials: 1. 2. 3. 4. 5. 6. 7.

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What is digital photography? Briefly describe the basic technology behind the earliest cameras. In place of the previous light-sensitive film, how are today’s digital images captured and stored? What are the two main types of digital photography in use today? Why is one of them called point-and-shoot photography? What does the acronym DSLR stand for? Briefly cite two or three differences between these forms of digital photography.

C. WHAT TO PROCESS

Have the students do the following What to Process activities on pages 248 250 of the Arts Grade 10 Learner’s Materials. Creating a “Pinhole Camera”

1. 2.

Divide the class into groups of 5 to 6 students each. Have them prepare the materials listed for this project.

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Note: To save time, the boxes should be painted completely black beforehand.

3.

4.

Instruct them to follow the step-by-step procedure given in the Arts Grade 10 Learner’s Materials. [Reference: http://www.instructables.com/id/How-To-Make-A-Pinhole-Camera/] Once the pinhole cameras are ready, have each group “take a photo” or two using these devices they have created.

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

1.

2.

3.

4.

Using any cameras available to the class members, have them follow the instructions given in the Arts Grade 10 Learner’s Materials for taking either point-and-shoot or DSLR photos. The exposure to photography in Quarter II is more for the students to become familiar with the process of using the cameras, and understanding the underlying technology. There will be separate group projects in Quarter III allowing the students to take photos with an assigned or chosen theme, as potential artworks for the culminating exhibit on Technology-based A rts. For this session of Quarter II, let the students experiment and discuss among themselves about the different photography techniques they are experiencing.

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WHAT TO UNDERSTAND

Have the class answer the What to Understand questions on page 250 of the Arts Grade 10 Learner’s Materials: 1. 2. 3. 4.

5.

What was the experience like creating your own pinhole camera and being able to capture images using it? What do you see as the advantages of digital photography as compared to the earlier film-type photography? What do you think of the view that film photography is more “artistic” than digital photography? Support your opinion. If you have experienced both regular digital photography and DSLR photography, which one did you find more useful to you? More doable? More interesting? Explain your answers. What do you think of the way digital technology has made quality photography accessible to everyone – including young people like you?

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E.

WHAT TO PERFORM Preparing for the Culminating “Exhibit of Technology-Based Arts”

Having presented the concept and techniques of digital photography, guide the students in planning how to prepare their artworks for the culminating exhibit at the end of the quarter. 1.

All the finished artworks will have to be labelled with original titles, the student’s name or the group members’ names, the date, and the technique used. [Note: For Sessions 5 and 6, the artworks to be prepared will be the photos taken using the “pinhole cameras” made by the students. In the final exhibit, these will make an interesting contrast to the digital photos they will take in Quarter III.]

2. As the Arts teacher, you will store the finished artworks for inclusion in the exhibit at the end of the quarter.

IV. GENERALIZATION

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Digital photography is a technology-based art that evolved from the earlier type of photography that made use of the action of light on light-sensitive film as manipulated by a user of a camera. In contrast, digital photography makes use of devices that automatically set and adjust the needed elements (shutter opening, shutter speed, flash lighting, zoom in/out, etc.) to ensure a good quality image. It then stores these images on a storage device built into the camera for future retrieval and modification, if desired.

The two basic types of digital photography are point-and-shoot and DSLR. Point-and-shoot means that the camera pre-sets the needed elements so that the user can literally just click away. The DSLR type enables the photographer to still make his/her own judgments on how to set the device’s features to achieve the desired image results. V.

SUMMATIVE TEST

Use the following quiz items to assess the students’ grasp of the topics discussed: 1. What is digital photography? 2. How does it differ from the traditional film-type of photography? 3. Briefly describe the elements of a pinhole camera.

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4. 5. 6. 7. 8. 9. 10.

What was the basic technology that allowed such a simple device to take photos? Cite one or two technological developments that made digital photography possible. What are the two basic types of digital photography? Briefly describe point-and-shoot photography. Briefly describe DSLR photography? What elements of photo-taking are pre-set by a point-and-shoot camera? Without film, how do digital cameras capture and store images?

Quarter II – Session 7 VIDEO GAMES / DIGITAL PAINTING / IMAGING VIDEOS

I.

SUBJECT MATTER A.

Topic:

Video Games / Digital Painting / Imaging Videos

B.

Materials:

Computer, laptop, or tablet (if available) Software installed in the above devices for creating video games and/or digital painting

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C.

II.

Reference:


PRE-ASSESSMENT

Conduct the following survey to assess what the students know or have experienced concerning video games / digital painting / imaging videos: 1. Do you play video games? 2. What device(s) do you play them on? Your mobile phone? A tablet? A laptop? A desktop computer? 3. What particular games do you like to play? 4. What features make you choose a particular game over others? 5. Is the visual appearance of the game important to you? Why or why not? 6. Have you experienced creating your own simple video games? 7. Have you taken videos of yourself and your friends/family? If so, what device do you use for this? 8. Do you use any video editing software? If so, what kind? 9. Have your tried digital painting? If so, what software do you use? 10. Briefly explain what imaging videos are? In what areas of modern life are these used? Have you experienced any of these yourself? 131




1.

2.

Have the class turn to pages 251-252 of the Arts Grade 10 Learner’s Materials, and read the sections on: video games, digital painting, and imaging videos. Lead the students in a short discussion on how these different forms of digital imaging are used in daily life.

B. WHAT TO KNOW

Have the class answer the What to Know questions on page 253 of the Arts Grade 10 Learner’s Materials: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

C.

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

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WHAT TO PROCESS

Have the students do the following What to Process activities on page 2 53 of the Arts Grade 10 Learner’s Materials. Group Projects: Video Games / Digital Painting

1.

Divide the class into groups of 5-6 students each.

2.

Assign half of the groups to create their own video games (using any simple software that they have available or can download from the internet for free); and the other half of the groups to create works of digital painting.

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D.

3.

Instruct them to follow the procedure given in the Learner’s Materials. (Note: Due to time constraints, they will need to work on these group projects outside of class hours.)

4.

They will then save their finished video games or digital paintings in a storage device that you will hold for safekeeping until the culminating exhibit on Technology-based Arts.

WHAT TO UNDERSTAND

Have the class answer the What to Understand questions on pages 253-254 of the Arts Grade 10 Learner’s Materials: 1. 2. 3. 4.

Compare your experience in creating your own simple video game with that of your classmates creating a digital painting; or vice-versa. Do you think that video games can be considered a form of modern art? Why or why not? Is digital painting as “artistic” as the traditional modes of painting? Support your opinion. Is there a value to imaging videos apart from the entertainment or even documentation purposes of regular videos? Give some examples. Discuss how this shows that technology can serve aesthetic and practical — even vital —purposes in today’s world.

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E.

WHAT TO PERFORM Preparing for the Culminating “Exhibit of Technology-Based Arts”

Having presented the concept and techniques of creating video games and doing digital painting, guide the students in planning how to prepare their artworks for the culminating exhibit at the end of the quarter. 1.

All the finished artworks will have to be labelled with original titles, the student’s name or the group members’ names, the date, and the technique used. [Note: For the video games and digital paintings created in Session 7, some form of device with a display capability will need to be prepared prior to the culminating exhibit. This could be a desktop computer or a laptop/tablet connected to a large monitor, if available within the school or loaned from a student’s family.]

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2. As the Arts teacher, you will store the finished artworks for inclusion in the exhibit at the end of the quarter.

IV. GENERALIZATION Video games, digital painting, and video imaging are advanced applications of the digital technology available today for a wide range of purposes. Video games are not only played and enjoyed by countless gamers all over the world, they can also be developed by amateurs on a personal device using available software. They now also involve extremely complex and realistic graphics and animation techniques that may be considered a form of modern art. Digital painting makes use of virtual tools on a computer to simulate the canvas, brushes, paints, etc. used in traditional painting. The result is a work of modern art created by “robot devices” controlled by a computer, or else entirely virtual on an electronic device. Video imaging is the application of video technology to serve not only entertainment purposes, but even scientific, educational, and medical needs. We see this in the form of CT scans, magnetic resonance imaging (MRI), and even the ultrasound used to diagnose diseases and injuries – and to monitor a baby’s development in the womb.

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V.

SUMMATIVE TEST

Use the following quiz items to assess the students’ grasp of the topics discussed: 1. 2. 3. 4. 5. 6.

What are some highly popular video games today? How are such games a modern form of art? Name one or two programs for creating your own video games. What tools of traditional painting exist virtually in digital painting? Is there a form of digital painting that still makes use of actual paints and actual surfaces to apply the paints to? Describe it briefly. Name two or three practical purposes served by imaging videos.

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Quarter II – Session 8 CULMINATING ACTIVITY: EXHIBIT OF TECHNOLOGY-BASED ARTS

The last session for Quarter II will be devoted to staging “An Exhibit of Technology-based Arts” presenting the following categories: 1. 2. 3. 4. 5.

Mobile Phone Art Computer-generated Images Digital Photography (Pinhole Camera, Point-and-Shoot, DSLR) Video Games Digital Painting

The students will select from among their own works created within Quarter II, as well as source photos, magazine or calendar cutouts, Internet images, etc. of at least two to three representative artworks each for the above categories.

Curating the Exhibit Each artwork will be accompanied by a card briefly describing the work as follows:

For student-made artworks:

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_________________________________________________

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 _____________________________________

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Have the class members invite the school Administration, other faculty members, and their schoolmates to visit the exhibit. Help them prepare to explain the works and how these present the characteristics of different forms of technology-based art.

Critiquing the Exhibit

As a form of self-evaluation, guide the students in rating the culminating exhibit using the format below:

“An Exhibit of Technology-based Arts” Evaluation Form

Criteria

Very Good

Good

Fair

Poor

Selection of artworks to exhibit (theme and message)

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Completeness of exhibit

Presentation (display, mounting, and labelling of works) Assignment of tasks

Cooperation among students Response of exhibit visitors

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Arts Gr10 Tg - Qtr 2 (10 Apr 2015)

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