Beruflich Dokumente
Kultur Dokumente
CONTENT STANDARDS
The learner demonstrates understanding of
1. new technologies that allow new expressions in the arts using art elements and
processes.
PERFORMANCE STANDARDS
The learner
1. creates a tech-based artwork (video clips and printed media such as posters,
menus, brochures, etc.) relating to a selected topic from the different learning
areas using available technologies, e.g., food and fashion.
LEARNING COMPETENCIES
The learner
1. identifies art elements in the technology-based production arts.
2. identifies distinct characteristics of arts during the 21st century in terms of:
- production
- functionality / range of audience reach.
3. identifies artworks produced by technology from other countries and their
adaptation by Philippine artists.
4. realizes that technology is an effective and vibrant tool for empowering a person
to express his/her ideas, goals, and advocacies, which elicits immediate action.
5. determines the role or function of artworks by evaluating their utilization and
combination of art elements and principles.
6. uses artworks to derive the traditions/history of a community (e.g., landscapes,
images of people at work and play, portrait studies, etc.).
7. compares the characteristics of artworks in the 21st century.
8. creates artworks that can be locally assembled with local materials, guided by
21st century techniques.
9. describes the influence of technology in the 21st century on the evolution of
various forms of art.
10. applies different media techniques and 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 concepts and ideas using criteria
appropriate for the style or form.
12. mounts an exhibit of completed technology-based artworks.
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ARTS Quarter II
echnology has literally taken over every aspect of life in the 21st century, and the
creative and visual arts have not been spared. In fact, for the younger generations,
art as you know it is defined by technologyfrom its creation, to its manipulation, to
its reproduction, and even to its distribution.
Technology-based art is essentially computer-generated and/or manipulated.
Through the centuries, visual artists used actual brushes and palettes, and a whole
array of paints, inks, and natural pigments applied to paper, canvas, fabric, stucco
walls and ceilings. Todays computer artists employ the ever-expanding powers of
image manipulation programs and applications to create their works which can appear
in an entire range of mediawhether as a physical output or a virtual experience.
Computer/Digital Arts
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C
Origin and Early Stages
omputer art or digital art first came on the scene in the early 1960s.
Understandably, this was due to the technology that was constantly developing
and that became available at that time. Thus, the early experimenters were not
necessarily artists, but engineers and scientists who had access to and experience with
the hardware needed. It was they who began to recognize the potential of artistic
expression through the application of scientific and mathematical principles.
In fact, even in the sample works we present here, you will note a strong scientific or
mathematical look and feel to the creations of many digital artists. Geometric forms
and repeating patterns appear frequently. More traditional subjects like human beings,
landscapes, animals, and still life elements are simply incorporated as part of those
forms and patternsrather than as the main focus.
Also understandable was the initial reaction of the public to computer-generated art.
There were questions as to whether it was, in fact, true art since it made use of
electronic and mechanical devices, rather than the artists own hand, to produce the
images and effects. Within a few years, however, there was a general acceptance of
digital art as an exciting and thought-provoking form of modern art. Exhibits of
computer art became highly popular and critically acclaimed, as digital artists or
computer art masters or superstars came to the fore in Europe, Russia, and the
United States.
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Technology-based Art
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Frieder Nake
Polygon Drawings, 1965
Vera Molnar
(Des) Ordres, 1974
Plotter drawing
Georg Nees
Schrotter (Gravel), c. 1965
Ronald Davis
Mountain and Staurolyte, 1997
Computer-generated 3D art
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ARTS Quarter II
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Jean-Pierre Hebert, 2007
Some digital artists have even used their works to express their views on political,
social, and cultural issues; as well as to advocate causes that are critical to modern
life, such as the environment and climate change. Others even explore the
philosophical relationship between science and technology and the arts.
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Technology-based Art
n our country, Filipino artists were likewise influenced by the technology trend in
art. However, this was more in the commercial sphere. From the 1960s to the
1990s, their computer-generated works were primarily geared towards illustrating for
international comic books. In fact, Filipino illustrators earned quite a reputation for
their talents and were highly in demand in this field. They eventually became equally
sought after as animators for some of the major film production companies in the
United States, as well as animated television series produced in different countries.
(See a more detailed presentation on Filipino comics illustrators and animators in
Quarter III.)
Eventually, however, the concept of computer-generated works as a means of serious
artistic expression gained ground among the younger generation of local artists.
Today, even the more established names in the fieldartists and critics alikehave
come to accept and recognize digital works as fine art. To view works by Philippine
artists employing digital art techniques, you may visit the websites of the more
progressive museums and art organizations. Among these are:
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Cityscape
Antonio Gorordo, c 2010-2012
Digital art
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ARTS Quarter II
There are also institutions offering training courses on the digital arts, such as the
First Academy of Computer Arts, the Philippine Center for Creative Imaging (PCCI),
as well as the Technical Education and Skills Development Authority (TESDA)
through scholarships given by the Animation Council of the Philippines (ACPI).
Courses such as these open up an array of career opportunities for young Filipinos in
the fields of advertising, animation design, multimedia communication, and web
development. (More on these topics in Quarter III.)
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Summary
Computer/digital arts make use of electronic and mechanical devices, rather than
the artists own hand, to produce the desired images and effects. Thus, these are
definitely technology-based art forms. In recent decades, personal gadgets such as
laptops, tablets, and android phones have incorporated the artistic capabilities of the
large-scale computers. So it is now possible for anyone to be a digital artist.
WHAT TO KNOW
1.
2.
3.
4.
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Technology-based Art
WHAT TO PROCESS
Digital Image Creation [Session 2]
Note: Pre-requisite for this activity is exposure to/experience with Computer
Illustration under Technology Livelihood Education (TLE).
1.
2.
3.
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The stored illustration or image will be manipulated using any of these editing
programs, during a later session of Quarter II on Computer Generated Images
(see page 240).
WHAT TO UNDERSTAND
A.
Research Activity
1.
Research online for the works of any two of these digital artists:
James Faure Walker
Geroge Grie
Manfred Mohr
Olga Kisseleva
Ronald Davis
John Landsdown
Joseph Nechvatal
Perry Welman
Matthias Broegel
Jean-Pierre Hebert
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ARTS Quarter II
2.
B.
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:
a. Rhythm, Movement
b. Balance
c. Emphasis
d. Harmony, Unity, and Variety
e. Proportion
Questions
1.
2.
Was there a difference in how Filipino artists first ventured into the
world of digital art? If yes, explain briefly.
3.
Research online for three Filipino artists using digital techniques for
their works. Compare and contrast their works with the examples of
digital art by the foreign artists presented above.
4.
5.
6.
7.
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Technology-based Art
WHAT TO PERFORM
Preparing for the Quarter II Exhibit of Technology-Based Art
Having learned the concept and techniques of computer/digital art, you can now
prepare your artworks for the culminating exhibit at the end of the quarter.
All the finished artworks should be labelled with original titles, your name or your
group members names, the date, and the technique used.
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Mobile Phone Art
he mobile phone that you constantly hold has evolved from a mere
communication tool, into a creative device that allows you to generate original
works of art for an entire range of purposes. These could be personal photographs and
videos that you can manipulate with a myriad special effects, both visual as well as
sound and music. They could also be school projects or reports that require you to
combine images, incorporate text, even include simple animation.
And the wonder of it all is that you can do all these right on your own mobile devices,
particularly the new-generation models known as android tablets, phones, and
combination of both called phablets. The tasks that traditional photo editors used to
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ARTS Quarter II
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Many more such programs and applications are constantly being developed with even
more new, exciting, and fun features and capabilities.
Each of these has an extensive array of special features you can use to modify your
images. Among these are: frames, borders, and banners; filters, cropping in different
shapes, automatic collage or color change, stickers, text bubbles; effects such as warp,
skew, tunnel, fish eye, and negative; adding spot color to only certain elements of
an image; creating a photo montage with music. Some programs even make it
possible to have any photo simulate a work of art in a whole range of mediafrom
oil to watercolor to pen and ink to charcoal to oil pastels to a Warhol poster to a
Japanese woodblock print.
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Technology-based Art
Original image
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Original image
241
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ARTS Quarter II
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Mirror Photo multiple mirror images
Original image
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Technology-based Art
Original image
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Original image
243
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ARTS Quarter II
f you want to create original images from scratch, you may make your own
illustrations using specialized programs for image generation and manipulation.
Examples of these would be Adobe Illustrator and Corel Draw. These are, however,
designed to run on desktop computers and laptops, so you would need to have access
to these larger and more complex devices.
There are scaled-down versions of such programs specifically developed for use on
smaller, handheld units like your personal tablet or android phone. These enable you
to perform virtually all of the tasks that a program like Illustrator performs but,
almost literally, in the palm of your hand. Many of these come at a fraction of the cost
of the more complex programs or, in some cases, even for free.
Among such programs are:
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WHAT TO KNOW
1.
2.
3.
4.
5.
6.
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Technology-based Art
7.
8.
9.
WHAT TO PROCESS
Creating Mobile Phone Art / Computer-generated Art [Session 4]
1.
2.
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3.
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ARTS Quarter II
4.
WHAT TO UNDERSTAND
1.
2.
3.
4.
5.
WHAT TO PERFORM
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Preparing for the Quarter II Exhibit of Technology-Based Art
Having learned the concept and techniques of mobile phone art and computergenerated images, you can now prepare your artworks for the culminating exhibit at
the end of the quarter.
All the finished artworks need to be labelled with original titles, your name or your
group members names, the date, and the technique used.
Digital Photography
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Technology-based Art
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Many professional photographers remain loyal to the traditional (i.e., non-digital)
single lens reflex camera which still uses film. They believe that film photography
has an authenticity and genuineness to its images that is lost in the artificial and
automatic manipulations of digital photography. There is no denying, however, the
ease and convenience that digital photography offers to the millions of amateur
photographers out there. Without needing years of training and experience, we are
now able to capture images with professional-quality results.
2.
Check that the available background is relatively simple and not too
cluttered, so that the focus will be on your chosen subject.
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ARTS Quarter II
3.
Natural light in the outdoors or near a window is usually the most flattering
or effective for any kind of subject. Ideally, the best light for photos is
within the first hour after sunrise and the last hour before sunset.
4.
Avoid taking shots facing the light, as this would make your subject back-lit
and most of the details would be lost in shadow.
5.
If you intend to take a posed shot, position your subject where you want in
relation to the location, background, and source of light.
6.
If you intend to take a candid shot, position yourself where you can capture
the most interesting, amusing, touching, or engaging moment or expression.
7.
WHAT TO KNOW
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1.
2.
3.
4.
5.
6.
7.
WHAT TO PROCESS
Creating a Pinhole Camera [Session 5]
Materials:
shoebox or similar lidded box
black paint (if box is colored or printed)
Note: To save time, the boxes may be painted completely black
beforehand.
small piece of sheet metal (approximately 3 x 3)
large needle
X-acto knife
sandpaper
light-sensitive photo paper
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Technology-based Art
tape
scissors
Procedure:
1. Your teacher will divide the class into groups of 5-6 students each.
2. Each group will do the following procedure:
a. Use the needle to punch a tiny hole in the piece of sheet metal.
Smoothen the edges of the hole with sandpaper.
b. Cut a small square opening in one side of the box, using the X-acto
knife.
c. Tape the piece of sheet metal over this opening on the inside of the
box. Completely seal all edges of the sheet metal with tape.
d. On the outer side of the opening, make a flap out of scrap
cardboard to cover the pinhole in the sheet metal. Secure it in place
with more tape.
e. Bring the box, its lid, the light-sensitive photo paper, and the tape
into a totally dark closet or small room.
f. Carefully unwrap the light-sensitive photo paper. Tape the paper on
the inner side of the box opposite the pinhole.
g. Put the lid on the box and seal its edges securely with tape on all
sides to ensure that no light can seep in.
[Reference:
http://www.instructables.com/id/How-To-Make-A-Pinhole-Camera/]
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3. Once the pinhole cameras are ready, each group will go outdoors and
look for a subject for their respective photos. Note: Be sure to choose a
totally still or static subject.
4. Follow the procedure below for taking a photograph with your camera:
a. Position the camera on a stable surface, with the covered pinhole
facing in the direction of your chosen subject.
b. Without moving or shaking the box, carefully loosen the tape
holding the cardboard flap over the pinhole.
c. Tape the flap in the open position for approximately 15 minutes,
and leave the box totally still for the entire duration.
d. When the time is up, carefully close the flap and tape it shut once
more.
5. Keeping your pinhole cameras fully sealed, bring them to a shop in your
area where the exposed paper will be developed into photographs.
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ARTS Quarter II
WHAT TO UNDERSTAND
1.
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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2.
3.
4.
5.
WHAT TO PERFORM
Preparing for the Quarter II Exhibit of Technology-Based Arts
Having learned the concept and techniques of digital photography, you can now
prepare your artworks for the culminating exhibit at the end of the quarter.
1.
2.
Label the photos taken with the pinhole cameras with original titles, your
group members names, the date, and the technique used.
[Note: In the final exhibit for Arts Grade 10, these will be an interesting
contrast to the digital photos to be taken in Quarter III.]
Your Arts teacher will store the photos for inclusion in the exhibit at the end of
the quarter.
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Technology-based Art
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Examples of such programs are:
Twine - http://twinery.org/
Stencyl - https://www.udemy.com/create-your-first-computer-game-withstencyl/
GameMaker - https://www.yoyogames.com/learn
Digital Painting
Digital painting is a method of creating an artwork using a computer. This is,
however, different from the image generating devices and programs discussed above,
which create, modify, store, and share images entirely on a laptop, tablet, or android
phone. Digital painting still makes use of traditional painting mediums such as acrylic
paint, oils, ink, and watercolor and also applies the pigment to traditional surfaces,
such as canvas, paper, polyester etc. But it does so by employing computer software
that drives a type of robot device (such as a plotter) or an office machine (such as a
printer) that takes the place of the artists hand.
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ARTS Quarter II
Digital painting also refers to a technique using a graphics software program to create
an artwork that is totally virtual. The canvas, brushes, paints, and other tools are all
virtual, existing only within the computer. And the finished work is also stored in
virtual format, to be shared through cyber space.
Ctrl+Paint is an example of an online resource for teaching yourself digital painting
for free, via simple videos and mini tutorials.
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Again, the digital technology to capture and edit such videos is contained right in
your tablets and android phones. And just as with the still images discussed above,
the raw video clips can be enhanced and modified with a myriad of effects depending
on the particular video application you have installed in your device.
Medical/scientific purposes Another extremely valuable use of todays video
technology is that of imaging videos in the fields of medicine and science. You may
be familiar with Magnetic Resonance Imaging (MRI), Computerized Tomography
(CT scans), and the like which are used to create and record visual images of a
patients internal anatomy in order to diagnose and treat diseases and injuries. There
are also ultrasound tests or sonograms, which translate sound waves bouncing off
physical objects into images that can be studiedwhether a baby developing in the
womb (in 2D, 3D, and 4D options), growths or malformations inside the body,
structural flaws in buildings, as well as objects in outer space, underground, and deep
in the ocean.
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Technology-based Art
WHAT TO KNOW
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
WHAT TO PROCESS
Group Projects: Video Games / Digital Painting
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1.
Your Arts teacher will divide the class into groups of five to six students
each.
2.
Half of the groups will be assigned 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 will be assigned to create
works of digital painting.
[Note: Refer to any applicable modules of Technology Livelihood Education
(TLE) for detailed instructions on what programs to use, and how to use
them.]
3.
Due to time constraints, you will need to work on these group projects
outside of class hours.
4.
Save your finished video games or digital paintings in a storage device that
your Arts teacher will hold for safekeeping until the culminating exhibit on
Technology-based Arts.
WHAT TO UNDERSTAND
1.
2.
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?
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ARTS Quarter II
3.
4.
5.
WHAT TO PERFORM
Preparing for the Quarter II Exhibit of Technology-Based Arts
Prepare your artworks for the culminating exhibit at the end of the quarter.
1.
All the finished artworks should be labelled with original titles, your name or
your group members names, the date, and the technique used.
Your Arts teacher will store the finished artworks for inclusion in the exhibit at
the end of the quarter.
[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
students family.]
2.
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FOR SESSION 8
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.
You will be assigned to select from among your own works, 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.
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Technology-based Art
_________________________________________________
Artist/s
_________________________________________________
_______________________________
_________________________________________________
Artist ____________________________________________________
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Artistic style and medium used
_______________________________
________________________________________________________
________________________________________________________
Link between the work and the context in which it was created
________________________________________________________
________________________________________________________
Invite the school Administration, other faculty members, and your schoolmates to
visit the exhibit. Be prepared to explain the works and how these present the
characteristics of different forms of technology-based art.
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ARTS Quarter II
Criteria
Poor
Very Good
Good
Fair
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Presentation
(display, mounting, and
labelling of works)
Assignment of tasks
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