Group items tagged

I enjoy the concept of this site. It is a fun way for visitors to be creative and add their own interpretation of how they can twist and change this idea of creating a sign for this lost frog. It could be used as a great introduction project or as examples of how a simple concept can be turned into so many different perspectives and images. I like how some people created their own images, while other remixed popular media images to fit the overall goal of the site!

I like the concept of this site too. When I look at all of the frogs placed in different contexts, it makes me want to join in. Knobel and Lankshear (2008) claim that the appeal of a site like this is "to express solidarity and affinity." Perhaps one would be a sense of belonging by contributing to a project like this. The main image on the index page of this site looks like it was drawn by a child. Do you think that this site was put up by a youngster? Another question for the group - As a teacher/facillitator would you incporporate a project like this in your art classroom or educational context? Does participating in a project like this have any real educational benefit for the student? What might a student learn from creating and contributing? Is this Web 2.0 pedagogy? P.S. Don't miss Ashley's Frog on our remix Google doc!

I like this site too. Haven't found out how to participate, but would love to. I actually think this is like a Net art project. Don't really think this is put up by a child. I think Participating in this project would allow students to be involved in a collaboration, but also allows their imagination and creativity. Also understanding meaning changes in different context. An interesting way to learn visual culture.

This is type of remixing is new to me. People take common characters, books, animation, cartoons, etc. and create their own stories or twist on characters that already created. This can actually be used inside and outside of the art classroom, for creative writing classes; also adding a visual component to this type of remix could be useful in an art classroom. It takes popular culture and allows for the creator to take charge of the story line and character. It remixes text or visuals into text. I do think this could be taken a step further by allowing images to be included. I would like to see some of the comics and cartoon remixes in a visual!

The Japanese Dojinshi is a type of remixing like this. Most Dojinshi also include images. I think this is a way to not only understand the story differently, but also to be empowered in thinking creatively. Using the characters people already familiar with is also a way to challenge common understand or take on some specific plots or characters. I have seen some creation that disturbs the original so much that makes me think more or simply hate it.

I agree with Ashley, I think this is a great site to use as a creative writing componet to the artmaking process, and I am a little bummed that it doesn't offer any visual imagery options.

What do you think of this statement?

It's an oversimplification in my opinion. Video and other media prove quite effective if used properly. Language instruction is particularly enhanced with some forms of media. however, i become suspiscious when learning becomes edutainment and the faculty member dips in and out of entertainment. of course, I'm learning about this as much as we all are.

Lindsay, my first publication was about chairs. I have been collecting images of chairs in various context for almost 20 years. Keifer-Boyd, K. (1992). Deep-seated culture: Understanding sitting. Journal of Social Theory in Art Education, 12, 73-99.

Really that's Crazy. There is something about them that fascinates me. I had an assignment in a 3D art class to make a chair. I'll post a picture of it. The only guideline was that our professor had to be supported by it. Mine was Spaghetti and Meatballs!

I revisit chairs in my first chapter on mindsets in Engaging Visual Culture, my co-authored book with Jane Maitland-Gholon published by Davis Publications in 2007. One time I had 600 freshman engineer students draw chairs and then 300 out one side of the auditorium and 300 out the other side to join together by organizing themselves according to their chair drawings.There was more to it but that's how I started with a presentation on creativity.

Many games are designed for player to take on certain identites to role play. However, does these identites really engage people is another question. Sometimes it might be because there are not many choices.

Those who are familiar with playing video games what are the range of roles and who would be most likely to identify with those roles? Since I have sons it may be that they and their friends play games that do not have roles I identify with or desire to try out but its more than gender, it is also age, and difference in interests.

This thinking came up when i was playing the games in G4C. I questioned why do I want to be a refugee or other identities? When students are introduced to differnt games, do they really want to take the identities the game designed to play? From my experience, fantasy identity is most popular. The popularization of these games, such of World of Warcrafts, can explain this. Even avatars people who created in SL are fantasies. ideal self is a fantasy.

what are the potential and limiation of avatar creation in art education?

Both of these-anonymity as well as the possibility of causing a stereotype, prejudice, and preferential treatment depending on avatars' appearances-could be main limitations of avatar creation in the SL.

The ideas of empowerment and participation (descriptors from our week 1 definitions of Web 2.0) make it possible for a user like this one to post a tutorial on a site like worth1000. In this case the user is offering a how-to that uses the color and texture of a raspberry as the shape of a frog. In my opinion, this is more surrealism or juxtaposition than remix because the two images together do not offer a critique, refer to, or change the meaning of the original. I see remix practice as being a form of creative resistance for than a fun formalist excericise.

This site is hilarious. It is text-based, but so visual. Creative.

This sticky note process is so layered. If a person is a linear thinker Web 2.0 Pedagogy may look like craziness, but for those who see the world as complex and layered this form of communication is exceptional and colloboratively created. It reminds me of "Where's Waldo" as I search for the yellow speak bubbles.

Simple and clear definition

This can be a great way to bring in current political issues into the art classroom. It can allow students to study original propaganda posters from a historical stand point, while being critical and allowing them to remix and voice their own opinions and thoughts.

This type of remix really "talks back" to a dominant message that is being encoded in visual culture. I like the idea of remix as creative resistance. David Darts writes about this. He calls is Culture Jamming.

Yeah MEM I've read that David Darts article, it was really insightful. I do really like the idea of this propaganda remix, and it can be combined with the photoshopping that was talked about in the articel as well.

I agree. I also think these images in this site to make students' thought ciriticized. this site is helpful for students to study visual culture with their own opinion.

I love that we can endlessly pursue something new in our classrooms as well as daily life.

I read the instructions to "mark up" the lesson plan as an invitation to write notes throughout the text. At first, I was not sure how to do this because it seemed that the marks I was making were blending into the rest of the document (and would have created a very nonlinear document, but also not accessible document). I then decided to change the font color to blue and highlight passages that I was marking. Because I could not tell which marks past collaborators made, I was wondering what this addition to the process might mean -- and if I was making the best choice. One thing I have noticed about critique and exchange in on-line environments is that I rarely know the person with whom I am collaborating. This is a very different process for me. I makes me more aware of how the comment might come across, how my tone might be interpreted, and makes me concerned that the collaboration could have a negative impact on the author. Because I value critiques that are generative, I am not sure how to resolve this. I think collaborating on lesson plans through a wiki could be a wonderful tool for teachers who have had personal introductions and established some trust with each other. I don't have any concerns about people changing suggestions I make on another person's work. In fact, I like that. Perhaps because it removes some of the responsibiltiy of how my words could affect another =). When it is my own work -- well, not every piece needs a collaboration, and not every stage of a work is ready for a collaboration. It can actually be liberating to let go of the control of a piece ... perhaps the complicated part is how we value other's remarks. Do we think everyone has something worthwhile to say about every topic? What happens when ideas we do not value show up on the ideas we've initiated?

The use of wiki for Story Cube lesson plan is creative idea. The idea of art teachers (pre-service, in-service) and art educators cooperate for making into the planning of lessons is amazing. I believe that there is a big possibility for the use of wiki. However, I feel a little bit complicated to participate in the lesson plan. When I visited wiki lately, I feel difficult to change the lesson plan because I am not sure to remove or change another person's work.

Hi all, I added my reflections about the facilitation to the comments section of the blog. Thanks so much for participating last week, it really opened my eyes and helped me to use wikis', blogs, and second life in a better way. Hopefully we'll incorporate this, or a version of this, assignment into one of the studio classes in Photography. Thanks, Rob