Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Artwork Ideas Experimental Exploration Of Assigned Materials
Over the last few weeks, we have been making stuff through a loose and experimental exploration of assigned materials and self-driven processes. Now you can relate better to how and why other makers make stuff; intent, decisions, the amount of time and labor that it takes, etc.
Artists attend in-person talks at galleries, museums, and universities, watch videos, swap studio visits, and visit exhibitions to be in conversation with each other. Making art can feel like a solo pursuit until you realize the enormity of creative networks and their potential to initiate conversations and change ways of thinking and being.
1) Listen to Liz Larner in this 14-minute video by Art21. Share something specific that you thought about either during or after watching this. It can be about yourself, our class, a classmate’s piece, Liz, or art in general… any thought or thoughts that arose. (1 pt)
2) Now, visit the link below and choose another artist video to watch. Share the name of the artist and a link, and tell us what you got out of it. (1 pt)
https://art21.org/artists/filter/medium/sculpture/ (Links to an external site.)
(2 points total)
ART 104 City College of Chicago Mise en scène Analysis Worksheet
https://drive.google.com/file/d/1Ypdyuk14PEOQUPqol…
https://drive.google.com/file/d/1jPkdtONQRvqiclatx…
https://drive.google.com/file/d/1bUs6dYaDTy_lGG67k0N8QiqjoAhkDvEq/view
https://brightspace.ccc.edu/d2l/le/content/192659/viewContent/5506185/View
Select one of the still shots from Gone With the Wind to analyze for mise-en-scène: Example 1 or Example 2.
Identify the example you will discuss: _____(type the element here or highlight/circle it below)______
Write your responses in the columns on page 2 to analyze the mise-en-scène.Column 1: Describe the mise-en-scène of your selected image.For each part of mise-en-scène, write a short answer that describes it as you see in in your selected screen shot. (e.g. “The three-point lighting illuminates only the foreground,” “The costumes are matching black and white plaid,” “All figures are in the background, clustered on screen left.,” etc.).
Do not add meaning or explanation to this column — use Column 2 for that.
Column 2: Interpret the mise-en-scène of your selected imageWrite a brief interpretation of what you see. Remember, there are different levels of meaning.
Make specific claims about the shot (e.g. “The physical separation of these characters suggests their social distance,” “The location between the cars implies they are trapped,” “The light is bright and even, because it’s outdoors and midday,” etc.).
For each element, your interpretations of meaning do not need to relate to each other, but you may find that they frequently overlap.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Artwork Ideas Experimental Exploration Of Assigned Materials |
Artwork Ideas Experimental Exploration Of Assigned Materials