Student Photomanipulation in the Neo Dada Style
Given the task to create works of art in the expressive, pop art, deconstructive & simplistic Dada-esque style of Jasper Johns, students tried some photomanipulative attributes of PhotoshopTM for the first time.
Here are their well-crafted tutorials that document some of their techniques. Enjoy them!
Part I of I
- Screencasts detailing techniques for layering brush effects and patterns.
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Mario in Pop Art Land
Sources used for this project coming soon.
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Pop Art Brush Pattern Poster
Sources used for this project were found at the following locations:
http://www.abercrombie.com
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Graffiti Iconography
Sources used for this project were found at the following locations:
http://www.romaniangraffiti.ro/graffiti_gallery/album/usa/
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Light Concert
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Sources used for this project were found at the following locations:
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Drums Poster
Sources coming soon
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Warhol Style Poster
Sources used for this project were found at the following locations:
http://www.abercrombie.com
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Fast Food Layers
Sources used for this project were found at the following locations:
http://thestockmasters.com/stock_mastery_Mar-2007_Week2.asp
http://news.bbc.co.uk/1/hi/world/south_asia/650913.stm
http://www.freefoto.com/preview/09-24-7?ffid=09-24-7
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Hockney's & Richter's influences on Digital Photo Manipulation and Imagery
Sources used for this project were found at the following locations:
http://www.poster.de/Richter-Gerhard/Richter-Gerhard-Tisch-1982-9909670.html
http://www.gerhard-richter.com/art/detail.php?paintID=6148
http://www.davidhockney.com/art.shtml
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Some of these works were created using materials that are copywritten by established artists. By posting these works here, the artists seek no material gain or distribution, they are here merely for educational purposes. The techniques and screen casts are published here with permission from students who created them.
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| CATEGORY | EXCEEDS (90-100) | MEETS (80-90) | PARTIALLY MEETS (70-80) | DOES NOT MEET (60-70) | SCORE |
| SUBJECT | The student used 3 or more sources of inspiration from past and/or present pop culture & included them in a lucid, visually coherent manner. | The student used 2 or more sources of inspiration from past and/or present pop culture & included them in a lucid, visually coherent manner. | The student used 1 or more sources of inspiration from past and/or present pop culture & included them in a semi-lucid manner. | The student used 1 source or less of inspiration from past and/or present pop culture & included them in manner that is incoherent. | |
| CRAFTSMANSHIP | Student has expertly applied the decoration and preplanning to allelements of the graphic's composition. Overall, the work is completed in a logical, sequential manner.Stray marks are non-existent and file is saved as a jpg. | Student has some work to do on applying some of the decoration and preplanning to all elements of the graphic's composition. Mostly, the work is completed in a logical, sequential manner.Stray marks are non-existent and file is saved as a jpg. | Student needs to work on applying some of the decoration and preplanning to certain elements of the graphic's composition. Stray marks are non-existent and/or file is not saved as a jpg. | Student needs to work on applying detailed decoration and preplanning to the application and combination of elements of the graphic. Stray marks are existent and/or file is not saved as a jpg. | |
| CREATIVE PROCESS | Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's originality, curiosity, imagination, flexibility come through. | Student has taken the technique being studied and has used source material as a starting place. The student's originality, curiosity, imagination, flexibility come through in parts of the image. | Student has copied some direct technique from the source material. There is little evidence of originality, curiosity, imagination, but the student has done the assignment. | Student has not made much attempt to meet the requirements of the assignment. | |
| FORM | Student applies 5 or more design principles (such as the rule of thirds, space and depth, balance, direction, emphasis and center of interest, & unity) with specific attention to detail. | Student applies 3 or more design principles (such as the rule of thirds, space and depth, balance, direction, emphasis and center of interest, & unity) with fair skill. | Student tries to apply 3 or more design principles (such as the rule of thirds, space and depth, balance, direction, emphasis and center of interest, & unity) with fair skill but the overall result is not pleasing. | The student does not appear to be able to apply most design principles to his/her own work. | |
| TIME/EFFORT | Class time was used wisely. Much time and effort went into the planning and design of the digital image. It is clear the student worked at home researching the task as well as at school. | Class time was used wisely. Some time and effort went into the planning and design of the digital image. Student could have put in more time and effort at home. | Class time was not always used wisely in the planning and design of the digital image, but student did do some additional work at home. | Class time was not used wisely in the planning and design of the digital image. The student put in no additional effort. | |
| SCREENCAST | Screencast is clear and concise. Student has great control and is able to experiment a little. Link for fellow classmates to watch the movie detailing techniques explored is posted to Moodle forum. | Screencast is clear and somewhat detailed.Student has great control and is able to experiment a little. Link for fellow classmates to watch the movie detailing techniques explored is posted to Moodle forum. | Screencast is somewhat difficult to follow. Student has little control over the screencast & link for fellow classmates to watch the movie detailing techniques explored is not posted to Moodle forum. | Screencast is unclear or non-existent. Link for fellow classmates to watch the movie detailing techniques explored is not posted to Moodle forum. | |
| MIDTERM PRESENTATION | Student can describe in detail, at any point during the presentation, his/her process & how s/he envisions the final product. Very focused and goal-oriented.5 Elements of Art/Principles of Design are mentioned. | Student can, with moderate detail, describe at any point during the presentation, his/her process & how s/he envisions the final product. Focused with some planning.4 Elements of Art/Principles of Design are mentioned. | Student can, in little detail, describe at any point during the presentation, his/her process & how s/he envisions the final product. Has set a goal, but let's things evolve in somewhat random manner.2-3 Elements of Art/Principles of Design are mentioned. | Student has thought very little about the project. Is present but is not invested in the product.1-2 Elements of Art/Principles of Design are mentioned. | |
| EXTRA CREDIT | | | | | |
Date Created: December 10, 2007
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Favorite Artists of the Twentieth Century
David Hockney http://www.davidhockney.com/index.php
Gerhard Richter http://www.gerhard-richter.com/home/index.php
Peter Max www.petermax.com/
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