Glaveanu Summary

Darrin Gailey

Digital Creativity

1/16/14

Prof. Chen

Glaveanu, “Paradigms in the study of creativity: Introducing the perspective of cultural psychology”

1.The world is in a constant state of evolution, and as it changes so do the views of the creativity. Three stages exist within the study of creativity The He­Paradigm developed around the idea of a single ‘genius.’ This ‘genius’ was overflowing with creativity. The I­paradigm states that all individuals possess creativity. The We­paradigm, is when creativity flows through group interaction and cooperation. It is, however, hampered by external motivation.

2.         -He-paradigm: This stage is of the creator as being genius. Creativity, according to this theory, is also inherited, and is traditionally thought of to be a male trait. The creator is gifted, and few are chosen.

-I-paradigm: The genius is replaced with a “common” or “normal” person, but there is still a focus on the individual. Theory that creativity is in every person and it is through practice that a person can better their skills.

-We-paradigm: This paradigm sought to put the social back into theories of creativity in a universal and regular fashion. Creativity comes to fruition in social settings, allowing for collaboration and the sharing of ideas. The major fault of this theory, though, is the idea of external motivation.

-Cultural psychology of creativity: T a study of how cultural traditions and social practices regulate and transform the human mind.

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4. Glaveanu does a great job of connecting creativity and social interaction by referencing the work of Winnicott. Glaveanu gives several example, but the example of the He-paradigm on page 80is the most interesting. The ‘being’ influenced by God and originating in Ancient Greek and Roman culture. I was able to connect my knowledge in art history to the paradigms, especially the He-paradigm. Another interesting aspect was that as artists are inspired by their society, using symbols to relay messages is a great way for contexts to be construed.

5. I agree with the author’s viewpoint. We are humans, we draw from what we know. The This then helps with understanding and confirming creativity. I find it interesting the change in paradigms. I do agree though with the individual stance. Creativity is defined by everyone.

MIlbrandt Summary

Darrin Gailey

Summary:  Creativity:  What Are We Talking About?

Milbrandt and Milbrandt

1.)The article advocates that the term creativity has been loosely defined, in our culture. The purpose of this article is to define creativity and identify creative processes. The Domain-Changing theory, personal expression, search for meaning, and problem-solving are all explored to determine a more comprehensive definition of creativity.

2.)       -  Creativity: the ability to think beyond conventional ideas, rules, patterns, relationships, and to create meaningful new ideas and forms

            -  Domain­altering theory: relies on the opinions of experts to determine if the efforts to 
change the field are successful. Creativity is developmentally and socially valuable.

-  Self­Expression and Meaning Making theory: people are able to construct and express personal meaning through art, which allows the 
people to identify with themselves. Creativity can be a means of a way of learning and developing a clearer understanding about something.

            - Creative Problem Solving Theory: uses a prompt that allows multiple interpretations, none of which may be wrong but are more or less successful based on a set of aesthetic properties.

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4.) A good example that the author uses to stress the lack of creativity has been given recent years are the issues left behind because of the No Child Left Behind act. The No Child Left Behind act rides on a lack of creativity because there can only be one answer. Things don’t work that way in life. The result of this, are people who have issues being creative thinkers and problem solvers. 

5.) I agree that creativity is a broad term which includes many themes. Domain change, self-expression, and critical thinking aid in creating independent individuals who empathize, use knowledge, and engage with their environments socially.

            a.) Are any of these theories limited in who they can be used on?

            b.) Can creativity be defined?

Bullying PSA

Kelsey Best

Darrin Gailey

Josh Ladwig (SP?)

                                               Artist Statement: iMovie Project

Though our generation is considerably more tolerant of differences than the generations past, bullying is an on-going problem in society. Bullying can range from physical assault to emotional abuse and any act of malice in between.  In the making of our documentary-style PSA, we hoped to spread awareness about bullying through interviews and statistical analysis. Six people who have experienced the effects of bullying shared their stories and opinions with us, allowing us to gain a better perspective on this sensitive issue.

We worked to break down some lengthy interviews in order to find similarities in content. Specific questions were asked to prompt the discussions and we organized the movie accordingly. We began each interview by asking the participant to define “bullying”. We followed by asking questions such as “have you ever been bullied?”, “have you ever witnessed someone else being bullied?” and “how do you deal with bullying?” The answers were diverse but also shared certain similarities, such specific stories and instances of witnessing bulling.

Our questions stemmed from the making of our concept map, which also influenced our storyboard. The concept map started with the idea of “bullying”, then lead to the four different areas for analysis: the experience of being bullied, the experience of witnessing bullying, kids who bully others as well as the definition of bullying. This began the catalyst from which we organized our ideas into a storyboard.

Our collaborative efforts were cohesive throughout. We all found participants for interviewing and we worked in unison to put together the movie. Separately, we worked to edit the footage so as to be time efficient. This meant cutting out unimportant speech between the interviewers and interviewees and highlighting profound statements given.

            We felt that the Wonders Cabinet was an appropriate setting for this endeavor because it is an intellectual space designed for analysis, which supports the documentary style in which we filmed. It was also a quiet space in which we would not be interrupted. However, we also wanted to work with the schedules of our participants, which meant, in one instance, meeting in a classroom space instead. We feel that this similarly worked to support the intellectual nature of our analysis of bullying. The angles of the camera worked to create visual interest and  contrast as opposed to a static viewing.

We feel that we were successful in our attempt to raise awareness by means of digital media. This allowed us to reach a wider audience through digital means of creativity. Films are a popular form of art that most people partake in and are therefore an appropriate venue for this project. In this increasingly visual and digital age, we can deliver messages that entertain as well as inform through mediums such as this. We also wanted to include music that would create empathy in the audience. This is shown in the somewhat down-trodden music that accompanies the beginning, followed by the up-lifting music at the end.

The Artmaking Strategies of Kasia Ozga

ART 335: EXTRA BONUS ASSIGNMENT

THE ARTMAKING STRATEGIES

Your Name(s)	Darrin Gailey
Artist	Kasia Ozga http://kasiaozga.com
Key Artwork	Communal Umbrella, Start Here, Paraguas Colectivos, 525,949,000 Minute Sculpture
BIG IDEA/CONCEPT What is the work about?	Community/Public Public Art    -Site and social specific
BOUNDARIES/MEDIA	Sculpture Mixed media
SUBJECT MATTER	Relationships to public spaces, public issues Sculptures reveal and conceal
VISUAL FORM	Sculpture Performance Found
KNOWLEDGE	Public Art-Historical: in space- landmarks: in time-monuments
ARTMAKING PROBLEM	Audience Physical place, where? Context
TECHNICAL STRATEGIES	Pose Drawing Photos Plaster work Size Layers Recycled materials
CONCEPTUAL STRATEGIES	Social realism. Contradiction between form, context, etc… Sculpture as an ongoing process. Creates relationships between the body, public space, and historical time.
YOUR 3 QUESTIONS:	Is there any one thing that has driven you sculptural work? Is there a difference that you can see between how people view your work in Europe      and here in the United States? Does public art carry controversy innately? Is dialogue an important part of public art?

The Deer and Fox, A Fable Jaclyn Kwiatkowski and Darrin Gailey

A fable is a story that teaches a lesson, usually using animals as characters.The Deer and the Fox is a fable created by Darrin Gailey and Jaclyn Kwiatkowski to highlight the use of animation in conjunction with stories that have morals. They do so by using Adobe Flash for animation, as well as Soundtrack Pro for music. In order to create the animation, much preparation work was done; which includes constructing the animals in Color Aid paper, and then scanning them into the computer where they were copied and pasted into Photoshop to be cut into a PNG file. Digital storytelling is an effective way to get ideas across, especially morals to children. They believe that digital stories, like the fable, are a thought provoking and exciting way to bring not only a lesson, but the idea of animation to younger audiences.

In order to create The Deer and the Fox, it was necessary to create a basic idea of the fable. First, a mind map, which was used initially to express the different ways in which stories are thought of and viewed. From there they used the concepts from the mind map to choose the fable and the way they wished to express their story. They decided on creating characters first, they used animals to portray certain personalities for instance, the deer as being self centered, the fox as being cunning but prone to trouble, the wolf as being pretentious and self absorbed, and the chipmunk as being kind and understanding. From here they created an outline for their story; the deer who is self absorbed in his small problems does not want to listen to any advice given and when the time comes to help a friend in need, he decides to mope about not being the center of attention until his friend, the chipmunk, talks some sense into him. The moral of the fable is that one should be aware of others, and not just think of oneself. They feel this story has a great deal of connectedness to children, because sometimes it is hard for them to think of others before themselves. They used animals because they feel that they are more interesting, but to give them a human- like quality they have them standing on their hind legs. The next steps they took to complete the story was by using Adobe Flash Animation.

To be able to complete their story they needed to create the characters. This was done by hand using Color Aid paper. They choose to use the color aid paper and to scan them into the computer as images this gave them a “story book”, child friendly feel though a more visceral media. After scanning in the images, they pulled them into Photoshop where the magnetic tool was used to cut them out and save them as PNG files, this created cut-out paper aesthetic. Before the images were imported to Flash, the story was separated into two halves, Jaclyn decided to animate the title page and beginning while Darrin, the end and credits page. From here they each used the PNG files imported to Flash to construct the characters. Because the images were scanned in, every body part was a separate image, which allowed for movement of the characters and expressing more human like emotions. Darrin and Jaclyn used the same background, which they found on the internet, to keep the animation concise. The background was a simple forest scene that was cartoon-like, with the cut out paper characters, it gives a more interesting feel. The animation was created using twelve frames per second, many scenes, and movie clips to animate characters as “walking” or “crying”. They used knowledge on frames, keyframes, blank keyframes, classic tweens, and AIFF music files to create an animation that is fluid and understandable. To create an overall mood for the animation, Soundtrack Pro was used to cut specific clips from Fleet Foxes to be saved as a mono AIFF file. The clips that were used help express feelings of sadness, angst, anger, and a sense of completion within the animation. Overall, Flash animation and Soundtrack Pro were effective in providing tools needed to create The Deer and the Fox

Digital storytelling is excellent way in which stories can be brought to various audiences. To be able to create a digital story two things must come together, those being a story and animation. The Fox and the Deer is an original fable which uses digital storytelling as it main medium. This medium allows for the moral of the fable to get across to younger audiences as it is able to capture attention though movement and sound. Through skills in Adobe Photoshop and flash, as well as Soundtrack Pro, the fable was able to carry a story-book feel while being still being a product of digital storytelling.

Biblography

http://abzhakim.blogspot.com/2012/08/kids-book-background.html

Fleet Foxes: Meadow Larks

Fleet Foxes: White Winter Hymnal

Fleet Foxes: Heard Them Stirring

Fleet Foxes: Blue Ridge Mountains

Fleet Foxes: Sun It Rises