The NET-ART 2020 academic calendar is now accepting submissions on a rolling proposal basis in the following criteria:
Electronic Media / Experimental Pedagogy
VIDEO ART / Experimental Film
NET-ART (Works created in and displayed in a web browser)
Class / Course Collaboration
Digital & Analog ZINEs
Curatorial (A Curated Group Exhibition)
Related “Otherness” pitched to us
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:
Rebirth of the Course Syllabus – The Visual Aesthetic – Part 1
(**YES, my intention is to make this a workshop or a course that integrates into existing courses**)
Let us start with this: “What are the creative potentials of a course syllabus? What role do visual aesthetics play? Why, are they important and for what purpose?” “What role do your values and beliefs play as the creator and facilitator of the process?”
I ask you to contemplate this as well: “Everything is default until we intervene, investigate, interact and define who we are in relationship to that thing.”
The “default departmental syllabus template” rears its head yet again, you know the format well, and it needs your attention! You have been selected to exercise this operation! You have also been selected to express your creativity and desire to apply it, and apply it you must into your new course syllabi! YES, ALL of them, but lets start with one.
Before we jump into the visuals and creation process, let us flex a bit of necessary awareness:
Its time to apply this mantra into the audit (of your old syllabi) and into the new creation process (if you don’t already) the following terms will now govern your new syllabus – Accessibility, Inclusion, Patience, Empathy, Compassion, Creativity, Understanding, Revision & Community
A few points to also remind and inspire:
1. There is no ego in teaching. Be an example of Accessibility, Inclusion, Patience, Empathy, Compassion, Creativity, Understanding, Revision & Community. Make this your mantra. Your energy and enthusiasm is contagious! Meaning, your vibration carries information to each and every person in the “classroom”. The word “classroom” has a lot of new context today, and certainly expands far beyond the face to face instruction model. The emotional state of your vibration creates rapport between people. You can set the vibration for the semester in your first-class meeting through expression. Start by expressing your gratitude, excitement, appreciation and enthusiasm for teaching and meeting your new students. Again, this is contagious energy! Invite the students to do the same. It is in the communal moments of expression that a foundation will be solidified.
2. Take acute awareness that your course(s) holds all of the potential to be an incredibly unique learning experience in and of themselves. Regardless if it is the same course, redundancy is a choice, creativity is the answer and solution. I mean this far beyond any of the specific course content that will be covered throughout the semester. Acknowledge, we are all powerful human beings coming into the course from various places and stages in our journey of constantly becoming 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, and there we are. Include and reference the human experience into your course.
3. Think about the fact that yourself, and the group of incoming students will be having a new experience in the same physical and virtual “spaces” for the next 13-15 weeks. It does not matter if it is synchronous, asynchronous or a mixture of another hybrid form as this experience, with the exact same people, in the exact same space(s) 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. You can facilitate, lead and guide by being the example.
4. Create a community! Every course holds the potential to be a powerful platform for collaboration and community building. This means, setting up a series of dialogs early on for learning about each other. What are the needs, 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? Acknowledge and let your students know how they inspire you, your work, your teaching practice and life! Reflect and share what it is was like to be a student yourself. What you have taken with you and applied, what has been helpful and always stayed within your heart.
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 and every assignment, project, paper or discussion. (I know, thats a long sentence!) 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. Perhaps you have been DISMISSING a lot with a focus purely on the right answers, or if a student followed “your” directions properly.. 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. There is always another way. There is always another solution.
6. Finally, do you really think that you are going to inspire your new students this semester by spending the entire first-class meeting time reading the entire default, all text version of the syllabus? If you still do this, I forgive you and love you still, but I urge you to stop and please change this! 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. Re-read the first part of this post again too.
Removing More of the Default:
Your syllabi can be serious deal breaker simply based on the verbiage that you use in it. Which could still be taken from the default template. I mean it, you really need to audit the entirety of it. Even if you DO all of the things that I mentioned above. Its time to ask: “Who is my syllabus written for, is it written to be accessible and inclusive for all?”
As I mentioned, it’s time for an audit. Start by removing words, terms and phrases that should have been squashed many years ago.
Here is a list of growing words, phrases and terms that need to be removed from all course syllabi:
Lateness is not acceptable
Will not be accepted
Impaired / impairment
Must / You must
Confined / confined to
Victim / victim of
Defective / Defect
Lame / Lame excuses
I know, you read this list above and are looking for more context as to “why”, thats good, but ask yourself again, “Who is my syllabus written for, is it written to be accessible and inclusive for all?”
The most common phrase that I continue to receive from colleagues (and many other people)when we first meet or a few weeks into a new connection: “Wow, you don’t look Deaf!”..
Of course, I die inside at first but then quickly forgive the unconscious non-malicious intent of my assassin for their pre-programmed response to never meeting a Deaf person before. Self-Awareness takes practice, resolve, forgiveness and the ability to “see the bigger picture” even while a wrong doing is happening in real time.
I am Deaf and Hard of Hearing. Being “Deaf & HofH” has an enormous range in terms of its spectrum of “how” one experiences their live as a person that is Deaf. I can only speak for myself as I best try to explain what I can and can not do. We must consider this as an example when we think of others. We do not know what another person is experiencing until it is communicated. We can not make assumptions, especially about disabilities and what we may “think” it means. Multiple forms of representation and communication have always played a huge role in how I communicate and “figure things out” as a result of not hearing. I am in a perpetual state of trying to get access to communication and also becoming a better communicator myself. I’m hyper aware of how the person(s) on the other end is receiving my communication. We are all so unique (wonderfully) I feel that it is important to make individual connections with our students (and as a whole class of course too). We need to learn how each student learns so that we can help them both individually and how they apply what they learn into the larger whole of the course. Back to the words, phrases and terms above, words are triggers to emotional blue prints and internal maps. Seeing words and terms like “Mandatory” or “No Excuses” sends a pretty sharp message. Consider HOW it is being received beyond your PERSONAL expectations. If you would like further clarity on this, and or more examples, feel free to write me.
Going Beyond the Surveillance Based CMS Systems:
I am a huge advocate for Open Education. I believe in transparency and I am here to help others. I believe that tools like BlackBoard and Canvas are useful and helpful. They help us to get started seeing the possibilities of a content management system. This is a good thing, it is the contrast that we need because we must also leave the BlackBoard and Canvas nest. I know, some of my college’s make it…. ugh, that terrible word, “Mandatory”. If they do, well,I simply place the minimum there, which is a weekly reminder to come to our class website that is located here on this URL (insert hyper-link). I have always used the web and built websites for my classes as a tool to facilitate my course content. Using platforms like WordPress as we do here on the brilliant CUNY Commons or OpenLab allows for us to easily create and publish content, share and update the content, engage with the content and also archive the content. A WordPress platform supports written text, images, image galleries, video and video walls, and so many other features to discuss and comment and participate. WordPress also supports a myriad of accessibility plug-ins and tools to help. My goal is always to provide as many forms of accessibility and inclusion for my students. I use hybrid “how-to” techniques that are both analog and digital – the written and spoken word, digital images, graphics, GIFs, drawings, Memes, videos clips and video tutorials that I create as well as draw and curate from the Internet. I also create most of my own content because it is super FUN to do. This summer, I am in the process of making more hands-on video tutorials where I can record my screen and also share more analog techniques using an overhead tripod. We all need to grow as the creators and facilitators of our course content.
The Visuals, A First Taste:
By now Im hoping that you are thinking of the course syllabus as an ongoing process. A creative process that metaphorically is just like us. A vessel of non-static creative electric becoming! I’m starting to create some fully animated course syllabi. Im experimenting and we all can do this. Im pushing the boundaries of what I have been exposed to, taught to do, and of course “told I had to do”.. Im making my syllabi more modern and consumable in a way that is already familiar via current technologies on the web, mobile devices and beyond. Yes, there will always be a standard text / pdf version, it is 100% necessary for accessibility and inclusion. Plus, who says that we cant have several variations for different contexts? I love this idea and it fosters the creative process.
Its now time to get busy with your syllabi’s creation process! Im going to show you how. Its a myth that you have to have professional design tools to do this. It is also a lie if you have believed that you are not creative! Stop using this false belief to hold you back. We all have creative abilities and potentials. Im your catalyst! Of course it would help if you have had some design training but it is NOT by any means a necessity. You can learn, we can learn, and learn we shall together. The graphic above, this is a “logo / promotional graphic” that I created for my CT101 – Digital Storytelling class. (Im building out this course on the Commons week by week this semester) The logo idea for the course all started with the type-face, then adding those fun icons (that have context to the course) above the typeface and then placing it together into this old TV to extend its placement, and to be fun.. The isolated logo is below.
I have customized my course title by creating a compelling visual graphic to accommodate it. This is simply one example of what I could have done. I think that this is a great first exercise in taking the creative reigns of breaking free of the default course title. Now imagine a world where every course had its own visual identity to express and embody the course. It can even change up every semester so that it becomes all inclusive. This can easily be a project that DO with your students over the course of the semester.
Oh yes I did. I took the static logo and I animated it into this welcome message! You will find plenty of that kind of stuff here on the Net-Art course website, but the process is contagious and so much fun.
Part 2 of this syllabus re-make series will indeed go further, with video tutorials, and many how-to’s, but for now, I would like set you off down the rabbit hole of this next piece of information. In the spring of 2019 I was so kindly invited to create a presentation and a workshop for graduate students in the DHI program at the Graduate Center. The presentation itself functions as a blog post (just like this one does, wink wink), and the blog post is an example of a creative potentiality for “what” is possible for the Rebirth of your Syllabus!
Please click on the graphic below and forward we go! (PS – I created that graphic for the presentation and it was made from OER materials)
Did you make all the way down here? Thank You! This blog post is “an example”. It is simply an iteration of inspiration to jump start the process and get you thinking. I know, there is a lot to review and re-read and re-cap so I am going to stop here for now. Part 2 of this series will dig into the visuals, image-making, crafting and curating creativity from a myriad of tutorials and how to’s on the way.
Forgive the typos – this is a 1st draft!
Accessibility, Inclusion, Patience, Empathy, Compassion, Creativity, Understanding, Revision & Community
Feel free to reach out in the comments below or e-mail me here – firstname.lastname@example.org or email@example.com
Generating New Forms with Household Items & Multiples
New forms are always awaiting entry here onto our planet! Its your job to participate in the process. Lets investigate a few news ways to see, create and explore forms using a common household item like transparent tape. The works in this tutorial are simply one way of executing the project. Im using transparent tape as a medium because it happens to be handy in my immediate space. Other types of tape can work just as well, but the idea with this project is to discover and leverage the application of multiple units. Im going to unify my forms by their material, shape and their size. From there I will create a few different compositions. Some will be applied to a wall in relief form. Some will be on a table top place and others will free stand 360 degrees in the round. My examples are below, and yes, I had a ton of fun applying a light source when it got darker outside. I suggest that you do the same!
1. A roll of household tape, this could be clear scotch tape, or blue painters tape, or any kind of tape adhesive that will “stick” to itself and other surfaces.
2. A surface to place and build your experiments on. A wall, a table top or an existing object that may have context or contradiction to the form and material, sky is the limit so lets get busy, jump down to the image below.
The technique I applied:
What you see in each image below is a 2 inch piece of transparent tape curled into a loop. I simply repeated this same form at the same size over and over. I built up each arrangement piece by piece. The more pieces (loops) that you have, the more opportunities you have to experiment. Plus, you will need to do some trouble shooting.
Artistic References / Influences:
Tom Friedman, El Anatsui, Antony Gormley, Tara Donovan, Ai Wei Wei, Tony Cragg & Andy Goldsworthy to name a few.
The image above was applied to a piece of white paper and arranged on the surface of the wall. I used a flashlight to add the shadow effects coming from under the piece.
The image above was simply turned 180 degrees and rephotographed. I used a flashlight to add the shadow effects coming from the opposite side of the piece and pointing downwards. Even the slightest alteration of the artworks position can add a dramatic change in its visual interpretation. I really love how this came out!
Here is an alternate camera angle for the same piece as above (ok, but with an additional few pieces that I added). This visual perspective shows the actual height and stacking of the individual pieces (loops of tape).
I applied a light source directly to the image above to capture variations of the lights glare effect. The glare effect almost makes it look like the piece is in motion. This discovery played a role in how I went about the next few attempts at this project. The next few images below are also subtle variations of the same image. What will you do to create some filters and effects using light or the placement of your pieces?
OK, so the image below.. I changed it up. We no longer need to use the table top plane to position our pieces stacked flat on top of one another. In the next series of examples I worked with my piece vertically. Again, light and the perspective of my photos play a big role in the capture of the artwork.
I really love this image! It makes me want to use the image itself as a reference for drawing with pencil. The image below is also a variation but I dont think it is as powerful as the image above, do you?
Im excited to see your results and experiments! Will you work with transparent tape or try another material that may produce a similar result? Either way, please share your work!
Carrying on the CT101 tradition, Digital Storytelling students at York College expressed their feelings towards their CT101 class by investigating and generating Internet MEMEs. Students were introduced to working with Adobe photoshop, applying images from the web and adding a text overlay.
Art MEMES ART?
Well, this is broad question, individual blog posts were generated by each student on the ct101.us website to answer and adress the question. This collection continues the tradition on the Net-Art community platform!
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!
Chances are you may have arrived here thinking that this course may not be for you or the course(s) that you teach. You may see a lot of graphics, flashing imagery and fragmented snippets of over-stimulation. It may be resonating with an unconscious aspect of how we already filter digital and Internet content. We may dismiss quite a bit these days with out even questioning the meaning or value.
Lets work on that together. Lets express ourselves through digital visual media and creativity.
There are tons of web tools out there, so many in fact, that knowing where to start may be really tough, especially if you want to implement them into a course that you are teaching.
The NET-ART courseon the commonswill change your mind, perceptions and outlook on how we can use digital tools and the Internet as a powerful force of Storytelling, Digital Art, Illustration, Image-Making, Journalism/Writing, Conscious Promotion, Teaching, Learning and most of all Self-Expression!
It is my intention to foster interdisciplinary course participation and interaction between CUNY campuses, faculty members and students(of all levels). The course will expand upon the way we are exposed and effected by new content, experiences and subjects.
The course will promote, present and archive a wide range of multidisciplinary discourse and output including group and solo exhibitions, critiques and reviews, collaborative zines and much more.