Im excited to share this blog post with you today (and beyond as it will be updated and archived). As you all know, I’m a big fan of the CUNY Academic Commons. There are more reasons than I can mention at the moment, but I wanted to take this opportunity to emphasize the idea of how essential and easy it is to create a portfolio on the platform. I know, the word “portfolio” itself has several internal triggers. We almost always associate it with “work” or a “job” and it is time to purge, bypass and rethink this. That part is OUR responsibility. Lets not forget the word “FUN” as a part of this process because it can be the driving force behind actually creating something that you are both proud of and eager to put out into the world- (our community here and beyond).
The portfolio site is designed as a visual tutorial that gives both suggestions and instructions, it will help you get started. Think of your visit to the site as inspiration on what some of the potentials can be. It is intended to be the fuel that sparks your ideas into action. I’m also here to help, so feel free to reach out. The example website can be applied to a professional faculty portfolio, a collaborative group project, a specific event or accomplishment. This can also easily be the template for your students, and student work, including helping students create their own variations.
Looking for useful tools, apps & tutorials to get your submission started?CLICK HERE!
Looking for examples of “what” has been submitted previously? Explore here!
The NET-ART Submission Guidelines:
Submissions may be generated by CUNY faculty, students of all levels, alumni & community members. CUNY classes/courses may also submit collaborative proposals as a group. CUNY faculty & students may also collaborate with others from outside of CUNY as well.
All submitted works will be featured and published as individual blog posts as well as added to existing galleries on the NET-ART website.
Depending on the submission’s proposal, relevant and in context, various submissions will be published and exhibited as an individual page created specifically for the project.
All submissions should be described in written detail with a clear vision, context and meaning. Supporting images and links should be provided as well.
Authors of the submissions and their collaborators must be willing to participate, respond to comments and expand upon their projects with incoming queries via the commons, twitter and beyond.
The purpose of exhibiting submissions in various categories displays a platform for creative and experimental methods of pedagogy. Please consider how your work will contribute to a larger whole that will be archived for teaching, learning, reference and posterity.
We anticipate your submissions!
Question, Proposals & Submissions can be sent via e-mail or via Twitter to:
I would like to ask my fellow teaching colleagues far and wide to consider this information as you begin teaching your courses this fall.
Whether you are teaching 1 course or 7 (like myself), this applies to all.
Keywords – Patience, Empathy, Compassion, Creativity, Accessibility, Inclusion & Community
1. There is no ego in teaching. Be an example of patience, compassion, empathy and understanding. Make this your mantra. Your energy is contagious! Meaning, your vibration carries information to each and every person in the classroom. The emotional state of your vibration creates rapport between people. You can set the vibration for the semester in your first-class meeting by expressing your gratitude, excitement, appreciation and enthusiasm for teaching and meeting your new students. Again, this is contagious energy!
2. Take acute awareness that your course(s) holds all of the potential to be an incredibly unique learning experience in and of itself. I mean this far beyond any of the specific course content that will be covered throughout the semester. Acknowledge, we are all human beings coming into the course from various places and stages in our journey together on this planet. There is always a part of each and every one of us within each other. Whether it is an example of who you once were, relate to now, or a reflection of the future you to come. There you are.
3. Think about the fact that yourself, and the group of incoming students will be having a new experience in the same physical space, at the same time for the next 15 weeks. This experience, with the exact same people, in the exact same space and time frame will never happen again. Discuss and discover your similarities and collective strengths as a class and how those individual characteristics form the modular fragments that make up the whole. Every class is a community. It will function as one with great energy if it is declared collectively.
4. Create a community! Every course holds the potential to be platform for collaboration and community building. This means, setting up a series of dialogs early on for learning about each other. What are the passions, concerns and ambitions of each student, how are they taking steps to realize those things? Remind yourself before, during and after each class; what roll do you play as a leader and facilitator of inspiration for your students?
5. Realize, our students are teaching us far more than we are teaching them. (read that again if you need to) If you have a classroom of 20 students, then a minimum of 20 new potentialities, solutions, variations and iterations will be generated, worked on, crafted, discussed, written, spoken, presented uniquely and shared back to you (and the class itself) for each assignment. That is a tremendous amount of information and energy. Remember, there is no EGO in teaching, so whether these outcomes please your expectations or not, you have been exposed to a new opportunity to help, learn, grow and see things from another’s perspective. The sum total of awareness from openly experiencing things from another’s point of view is the diminishment of competition-based thinking, and the humble transition into seeing infinite creativity.
6. Do you really think that you are going to inspire your new students this semester by spending the first-class meeting time reading the entire syllabus? Place an emphasis on our collective human-ness first and foremost. Your class(s) are communities awaiting the declaration of its potentiality. Introductions should be the first thing that happens. Learn each other’s names, share stories, connect and learn about each other.
Keywords – Patience, Empathy, Compassion, Creativity, Accessibility, Inclusion & Community
Have a wonderful Semester, and feel free to add to this thread in the comments section below!
“The Contemplation of Metaphoric Flight”, 2019, is a series of digital art illustrations & GIF animations generated from public domain source images via the NYPL digital archives. The illustrations were created by your old friend, Ryan Seslow. The new series of works above were specifically created to be displayed here on the C.A.C as a part of the Net Art website’s ongoing exhibition series. It is intended to serve as a visual example, an accessible template, and the creative potential for displaying, publishing, presenting and archiving such a project. (The whole thing is a metaphor)
Wait! Am I suggesting that an online exhibition, published as a blog post on a unique cross-campus social media network can also be used as a teaching tool? A transparent pedagogical tactic?! Well, yes, yes, I am! Lets dig in.
The original public domain images were cut-out with the pen-tool, composed and applied using adobe photoshop (photoshop is your friend and loves you). Do you need a photoshop pen-tool / cut-out video tutorial? Go Here – The cut-outs were necessary for the first iteration of the static pictures above. (Im referring to the bird portraits and the human clothes used to place their heads onto and into) The cut-outs are handy as they can be saved as both .psd files (the original photoshop documents) and as a transparent .PNG file. The .PNG files have a transparent background, this makes it easy to layer them over and into existing images. Plus they are forever re-usable (variation, variation, variation). But, Ryan, I don’t have access to Photoshop… OK, well, there is a trail versions! Sign up and try it! But after that trail ends, so that you know, photoshop is not required to do any of this. Web applications like Pixlr are free and accessible for all to use in the browser window itself, er, with access to the Internet of course.. OK, you can just download the .PNG files here in ready to use mode (your welcome).
OK, so, there are a few animations above as well. The first animations above were created in adobe after effects. The renders were pushed to my iPhone and into mobile applications like Glitche (yikes, its only for iOS) and iPhone’s “Clips” video sequence maker (there are alternatives for android) The files can be saved as mp4 or .mov files making it easy to apply the videos into other mobile video editing apps. Filters are fun to play with for more customizing and visual effects. The videos can be looped into GIF animations using great apps like ImgPlay (this app is awesome, it re-sizes, edits, and has multiple out-put sources.) Animated GIFs are great extenders of so many forms of communication! Im hooked on making GIFS! I make them all public domain by adding them to Giphy.com so by all means use them at will! Here is my feed.
Of course, the digital art, illustration, collage, GIF animation aspect can be a great creative course project in and of itself! Indeed, both on an individual level but perhaps collaborating is where the extended creativity and learning takes place. This can be achieved through digital storytelling using a blogging platform just like this one. See that, you find yourself “inside the actual example”! The illustrations above clearly required a caption, captions and or a narrative. Is the narrative fictional? Will you write a short story to support the images or maybe a reflection induced by the sequences of images? What references come to mind or coincide? How can you make the description compelling? Will you share hyperlinks to your references and resources? Will you embed animated GIFs or other snippets of relevant content? Can you recompose this blog post and use it as a metaphoric template for your own class project, assignment, syllabus or exhibition? (Hint, you can easily break free of the digital art example, but it might be fun to play with this as an idea.)
I believe that this example / template series will expand, who wants to collaborate on a creative cross campus project?
This blog post is a contribution that I made for the CUNY BMCC Open Pedagogy website here on the Academic Commons. I am lucky to be a part of the BMCC teaching and learning team this summer!
This blog post will serve as a series of examples to help inspire, format and display the myriads of potentials that wordpress based websites offer for teaching, learning, presenting, publishing, archiving & sharing. I am drawing from my own courses and examples here, please feel free to leave comments below or in the forum. My examples range from my courses on the academic commons, the Openlab, and a self-hosted private website. All of which use the wordpress interface.
The question I continue to ask myself through these experiences is; “what are the ongoing potentials of this website/ blog /blog post(s) as an experience?” How can I offer more value? I start with a draft and build/generate content over time as I go. For me, this is a really fun process, I enjoy creating and curating my courses and course content! By all means, be experimental, ask questions, and most of all have fun with the process.
Lets jump in! Perhaps you will click on each example and take a brief tour of each site listed below as you read through here. you can always open each link in a new tab and compare and contrast them as well.
1. https://ct101.us – CT101 – Digital Storytelling. (This is the example that I share at the workshop) This website is a good example of how the course functions as both a repository of content, course calendar and assignment bank with students contributing as authors to the website. The course calendar page is populated with many creative projects that you can follow along with on your own. CT101 is a hybrid course, it is meant to be accessible for distant learners.
2. https://bmccmma100.commons.gc.cuny.edu – This is a foundation graphic design course that places an emphasis on learning the elements and principles of design in relationship to industry standard software applications (Adobe CC). The website serves as the course guide and calendar. Weekly blog posts are published to share assignments, assignment descriptions, research, resources, examples, videos and student contributions via the comment section.
3. https://netart.commons.gc.cuny.eduNet Art is a CUNY-Wide open source course, collaborative exhibition space, research project and experimental “such-ness” created specifically for the Commons. The course is a template and repository for animated GIFs, digital art and video art projects. Contributions come from other CUNY professors, students, courses and beyond! You are welcome to participate and or use any of the projects for yourself and your courses! Submit!
4. Creating presentation content in the blog post format –https://bit.ly/2IZN76OThis example will most likely be published as its own blog post here later but I also wanted to include it as a part of this post for contrast. Sometimes an individual blog post can inspire the building of an entire website. This is what this post has inspired for myself. In March of 2019 I was in invited to conduct a workshop at the Graduate Center for the Digital Humanities Initiatives program. The workshop was an introduction to graphic design in relationship to applying it to content created for websites, especially those teaching on the commons and with wordpress. (There are tons of resources here! Enjoy!)
5. Piloting on the OpenLab –https://openlab.bmcc.cuny.edu/mma100-seslow-spring-2019/ – For the spring of 2019 I was invited to pilot my BMCC MMA100 Graphic Design class on the OpenLab – there are many similarities between the Commons and the OpenLab. I am placing this link and example here for visual contrast. Many of you may find yourselves also working with both platforms as you move forward developing courses at BMCC and in CUNY.
Thoughts and feedback? Feel free to leave a comment and or visit us in the learning lounge during our summer hours!
PS- if you would like to see another creative example of a wordpress blog / portfolio website that mixes together a series of different things, check out my blog here – https://ryanseslow.com 🙂
We hope to see you today, Thursday, May 30th from 12:00 to 2:00 PM in the James Gallery at the Graduate Center CUNYfor “Pressing Public Issues: Presentations and Exhibition Launch.” Please join faculty and students from across CUNY community colleges, and teaching artists for presentations and an exhibition launch of Pressing Public Issues to learn about their experiences designing and facilitating creative modes of research, expression, knowledge-production and public scholarship to spark challenging and productive conversations within their campuses, their local communities, the broader CUNY community, and across New York City.
Free and open to all, click here or see below for more information about this event and collaborative project. Join and share on Facebook here. Also, join us in the James Gallery on Mon, June 3rd from 6:30-8pm for a related discussion and reception for Pressing Public Issues.
Bronx Community College students from the “Black Land Ownership” class worked with artist Walis Johnson to install Red Line Labyrinth on Bronx Community College main quad, as part of the Pressing Public Issues collaboration.
Pressing Public Issues Presentations and Exhibition Launch
Thu, May 30th, 12:00pm to 2:00pm, the James Gallery at the Graduate Center, CUNY, 365 Fifth Ave, NYC
Please join faculty and students from across CUNY community colleges, and teaching artists for presentations and an exhibition launch of Pressing Public Issuesto learn about their experiences designing and facilitating creative modes of research, expression, knowledge-production and public scholarship to spark challenging and productive conversations within their campuses, their local communities, the broader CUNY community, and across New York City.
Students, faculty and teaching artists from three of the six Pressing Public Issues courses will share their creative work, and speak about their semester-long process of exploring particular issues of importance to them through a variety of creative mediums:
· In ‘Linguistic Landscapes: Unpacking Language Hierarchies’ at La Guardia Community College, students explored and examined the linguistic landscape of their school as well as Jackson Heights, how language(s) shape these public spheres, and reflected on their experiences of this linguistic exploration through digital storytelling projects. At the launch students will be presenting their final projects. This project was led by CUNY faculty instructor Inés Vañó García and artist Ryan Seslow.
· In ‘Asian American History: “What a test never taught me…”’ at Borough of Manhattan Community College, students unpacked myths of meritocracy, culture, and success as it relates to Asian Americans and education in the U.S. Students examined their individual and community educational histories to express different “push-out” and “pull-in” factors, or, structural issues that prevent and encourage us to stay on our educational paths. The art installation of students’ collages and scantrons, is a visual culmination of their semester-long collaborative work. This project was led by CUNY faculty instructor Soniya Munshi and artist Melissa Liu.
· In ‘Black Land Ownership’ at Bronx Community College, students explored how a systematic lack of access to land and property ownership for African Americans over 400 years of U.S. History has led to massive wealth inequality today. In collaboration with artist Walis Johnson, the class culminated in the installation of the public art participatory project Red Line Labyrinth on BCC’s historic Stanford White campus. This project was led by CUNY faculty instructor Prithi Kanakamedala and artist Walis Johnson.
The Pressing Public Issues exhibition of students’ work from all six CUNY community college courses will be on public display at the James Gallery from May 30th – June 15th, 2019. Gallery hours: Wed 2-4pm, Thu 2-7pm, Fri 2-4pm.
“Graphic Design for Websites” is a workshop placing an emphasis on the basic elements and principles of graphic design in relationship to front end web design aesthetics. Students will be exposed to various examples and applications for wordpress based websites (on the CUNY academic commons and beyond). The workshop will also introduce and apply a myriad of Open Education Resources on design, techniques and software. Hands on exercises will be explored. Bring your laptop.
Welcome to the Graphic Design for Websites workshop!
Here we are, March 19th 2019 at the CUNY Graduate Center, NYC for the Digital Initiatives program!
Reminder #1 – Nothing is static.
Reminder #2 – Everything is default until we intervene, investigate, interact and define who we are in relationship to that thing.
Introductions – This presentation and workshop is a blog post! A URL! It was specifically organized, designed and published this way, which all takes place on website.
URL, please meet the in real-life workshop students and guests. In real-life workshop students and guests please meet the URL. This blog post will grow and expand, I greatly look forward to your additions, suggestions and comments!
“Graphic design, also known as communication design, is the art and practice of planning and projecting ideas and experiences with visual and textual content. The form it takes can be physical or virtual and can include images, words, or graphics. The experience can take place in an instant or over a long period of time. The work can happen at any scale, from the design of a single postage stamp to a national postal signage system. It can be intended for a small number of people, such as a one-off or limited-edition book or exhibition design, or can be seen by millions, as with the interlinked digital and physical content of an international news organization. It can also be for any purpose, whether commercial, educational, cultural, or political.” https://www.aiga.org/guide-whatisgraphicdesign
Question – After reading this definition, what is the first image that comes to your mind / attention?
What is Visual Literacy? The ability to recognize and understand ideas conveyed through visible actions or images, such as pictures. (according to)
Visual literacy is a skill. A visual literacy is the ability to both understand and produce visual messages. In today’s world of ever-expanding mass media it is becoming increasingly more important to understand. As almost all information and entertainment is acquired through non-print media, the ability to think critically and visually about the images and content presented becomes crucial.
Where is Graphic Design visually present?
Everywhere! Literally. All kinds of signs and symbols both digital and non, transportation, corporate identity and branding, all forms of packaging, printed materials, Internet / online content, websites, Ads, banners, blogs, e-books, album covers, news media, film and television titles, graphics of all kinds, fashion, clothing designs, art and so much more!
But wait, Are you a Designer? You’re all designing things each day, all day long, lets take a look into what this means..
How does design effect communication?
We must ask the question, what is the language of Design? One must identify and understand the Elements and Principles. The elements and principles are the design vocabulary – (Standard – the way it is defined in academic terms – versus – Customized – the way it is defined via each individual person)
*An exercise for later – Generate a series of images taken with your smart phone that visually define the elements and principles of design in public space. We are in NYC, so…design is everywhere, reaching us both consciously and unconsciously. However, we never see a “single design” or “a single building” we see it with in relationship to everything else that is around it. Gather your images and publish them into a blog post. Send your published URL to me no later than tomorrow at 8am. (Im kidding, at leisure)
Where is the attention of human beings these days?
Obviously, online. The Internet!
How does design play a role in the way that we use the Internet and websites for teaching, learning, creating new courses, sharing course work, assignments and generating discussions? What about the way we conduct research, shop, entertain ourselves and so on? Are you consuming more than creating? Is it possible to creatively consume?
What is Creativity?
Creativity is the action and ability to give tangible form to an idea, impulse or intuition. It can be a new idea, or it can be an extension of something that already exists. Creativity can change the context of something in a new and innovating way.
Creativity and being human are synonymous (even thought your ego can trick you into not believing this) Creativity’s desire is your human desire and need of physical expression.
What role does storytelling play in the application of design and websites?
It comes down to Intention. Conscious intention. How can we apply this? Where do we start?
Let’s chat about Contrast. Contrast is wonderful. But contrast can also be a great motivator of procrastination. Endlessly seeking more and more examples can equal less and less actual action. Anyone guilty of this?
What would you like to create? What would you like to make? How will you go about it? Are you willing to practice?
Process, Practice & Permission to be Experimental:
Here is your permission intervention. I hereby give you the permission to jump in! Its not at all uncommon to have MULTIPLE projects happening at once on the web. We all know this from the classes that we are taking and the classes that we may be teaching. (Im teaching 8 courses between 4 colleges and taking 2 courses for myself) From the projects we are a part of both individually and collaboratively, the more that we do, the more we realize that we can do. Sometimes “more” is simply being experimental! Its OK to use experimentation as the SUBJECT. Narrate and illustrate the process and observe how it organically takes form.
CUNY Academic Commons – Free for all CUNY teaching faculty and students – wordpress platform that functions as a social network with in the larger CUNY community as a whole. How can you not be a part of this?
Tumblr – Free and very customizable, lots of options.
WIX – Free and paid versions, also very customizable with a lot of options.
Projects as Websites, Websites as Projects, either way, its COMMUNICATION. Make it open, make it transparent.
Teaching NET-ART – Teach the Course(s) you have always wanted to teach! Create, design and build it! Your rules, your examples, your unique way of sharing. Im using the CUNY Academic Commons for this course.
Cross Campus Collaboration – My CUNY BMCC foundation Graphic Design course collaborated with my York college Digital Storytelling class to produce both an online and public example of collaboration. Our cross course ZINE was created in partnership and donated to the NYPL’s public ZINE collection and archive.
(Above – a graphic icon / logo remix created with the Assembly app for iOS mobile)
The Industry standard software / tools for graphic design is Adobe.
Adobe Photoshop & Adobe Illustrator are powerful tools that can be used to generate virtually anything visual. From all types of static images and graphics, to logos, icons and animations, to retouching and layout. Adobe offers monthly subscriptions for their software and if it is affordable on the end of the user, it should be applied and taken advantage of.
Additional Digital Art & Design Tools – This is a growing list and archive that has been building right here on this website. I encourage you to jump in, pick a new application or platform every few weeks and experiment!
Lets get to the DESIGN Making PART!
Lets assume that you do not have access to adobe photoshop, but you do have access to the internet, a web browser, and creativity that is pouring out of you!
Lets open pixlr and Design a logo, icon or symbol that communicates and or supports something that you are currently working on. A logo for your course or personal website? A hybrid graphic icon to express several things that you are interested in? I created the logo / graphic for this presentation at the top of the post using pixlr and icons from the noun project. I added the text in pixlr as well. I applied attribution to the creators via the Creative Commons policy.
Lets use pixlr again to generate a poster design that uses transparent graphic assets and text. I created a public folder here where you can access, download and the apply the graphics. Lets practice composing a picture using multiple elements. (Of course you can also discover and apply your own graphics!)
Save your work as a .jpg file and e-mail it to me! Rseslow@york.cuny.edu or Ryan (at) ryanseslow.com – I will build a gallery of workshop contributions below this sentence!
(((((COMING SOON in this SPACE – The WORKSHOP OUTCOMES!)))))
Open Education Resources – Courses to follow along with by Professor Seslow:
National Gallery of Art With the launch of NGA Images, the National Gallery of Art implements an open access policy for digital images of works of art that the Gallery believes to be in the public domain.
This semester in our CT101 Digital Storytelling class at York College we played with the idea of non traditional image-making and multiplying ourselves into a single image frame. (No photoshop required, but it helps later on) By using the panoramic feature of our smart phones we created 2 examples above to show the potentials of the project by using our immediate surrounding, in this case, the hallway outside our classroom and the class. It was the perfect opportunity to submit a project to the NET-ART open call for submissions!
The top image is a traditional class portrait. Its a long stretched frame that bends itself in an overly extended way. The light source is coming from behind the photographer giving off a great amount of natural bright light. The bottom image is the opposite. We see how the bright light from the windows serves as back-lighting when the photographer is behind the light source shooting the image directly at it. The light places an emphasis on the absence of that light and creates a shadow effect of the students in their composition. We talked about how lighting can add this effect and extend a narrative. Students broke up into small groups and proceeded to experiment.
We wanted to see how could we push the idea further? We discussed, should we collaborate as a group or work in smaller groups? Will other objects be added to the potentials of the project?
So, how is this image created, especially the top one above?
Open your smart phones camera and set it to panoramic mode.
Arrange your subject(s) in one area to the left side of the photographer. Give a good amount of distance between the photographer and the subject(s). The subject(s) need to hold still as the photographer begins to move the camera past them until they are out of the view finders frame.
Once the subjects are out of the viewfinders frame the photographer stops the motion of the camera and holds it in place. The subjects then move behind the photographer and slowly gather themselves back into a new pose or position on the right side of the photographer.
The photographer continues to move the camera past the subjects until they fit into the composition.
What will you do with this new technique?
How will you use it to tell a story in one frame using the same subjects/objects? What kind of situation or narrative can you create?
Jump in! Create a new blog post that tells a multiplicity story in one panoramic image frame, the potentials are endless! Perhaps your story is fictional? Perhaps your story is a How-To tutorial about your process? What will you do?