High Tech High Media Arts offers interactive artistic experiences

High Tech High Media Arts offers interactive artistic experiences

Marguerite Nobleartist and teacher High Tech High arts/technology
Beth AccomandoKPBS arts reporter

Tonight, High Tech Media, our students will host an exhibition of over two dozen interactive art projects connecting their lives to our past boundaries. It’s called old school versus now. Beth Okamoto visited the classroom for a preview with an artist and a teacher. Tell me where you are here and what the students are doing. You are in the Digital Arts Lab. At this time, the students are finishing their final project. It’s a very interesting project that examines movements throughout history and how they relate to our lives now. He packs it in the classroom. How do you decide which project you do each semester. We are looking for a theme that is sufficiently varied within one so that all students can find something of particular interest to them. It’s very different every time. It’s the first time they’ve done artistic movement. We did what it means to be a teenager. We looked at the impact on humanity. Any idea where there are multiple entry points to any type of interpretation that they would like to explore. They range from Renaissance pixel art to conceptual art and performance art and abstract painting we have video art and any kind of payment you have she can imagine there has a group of students who weren’t excited about this movement and want to take it further in the story. How do they relate this to their life. Why should I care about a painter. Why should I watch what they do and why I was doing. Sometimes they were really interested. It looks like our life now with propaganda art and campaigns… We are at a particular moment where it seems to be under attack, you are an artist yourself, so it is important to bring you the subject that exposed the younger generation to writing is relevant to their lives. This is my reason for being in the system. I think it doesn’t matter if you’ll be an artist or a patron. Send all the time so I’m kind of a lawyer doing my job. This is really important and can translate beyond just observing movements. We will examine aesthetics and we will examine our work and activists and artists of how people use creativity to express their ideas in different ways. What you bring to the class as a working artist as opposed to someone just teaching them. What you are Inc. you bring to these students that they don’t get anywhere else. I don’t do lessons. It’s a workshop. I bring a lot of process that I would do that would work in the studio on concept research and participate in regular critiques and show the work to the public and public outreach and I have an expertise that works really well for the discipline that I ‘teaches. This project would go beyond the classroom which would put beyond an exhibition that anyone can come to. What is it going to be like. Every student actually has a directive experience. They will facilitate the conversation and enter the charts basically with their minds and go through many different choices they face to make you think deeper about the subject and the movement that would be 25 different experiences. Some are more abstract but the hope is that everyone starts a conversation. You have a lot more time with your students, allowing you to do more in-depth work and learning. And it’s built into the project work that takes place over a period of time, they learn skills not just the soft skills and the social skills and their in conversation and how people learn from each other and really interested by pure networks, students will not do it to work better. Exhibition on Ethics. Does it work best if you reach out to the community and in a meaningful and interesting way. It’s not just about using this project, but also integrating this into a larger discussion within the community. I think their work is really interesting and really pushed the thinking on a lot of audiences. They are the catalyst on which they will spend. Is there anything else you would like to add about this project. I think it’s really excellent. I hope they will bring a lot of viewers to join us and see what they can do. The old school versus now exhibition is open to the public tonight from 5:00 p.m. to 7:00 p.m. at High Tech High Media Arts at Liberty Station.

High Tech High Media Arts offers interactive artistic experiences

High-tech media arts graduates will host a Tuesday night exhibit of interactive art projects connecting their lives to art movements of the past. It’s called Old School Vs. Now.

High-tech media arts graduates will host a Tuesday night exhibit of interactive art projects connecting their lives to art movements of the past. It’s called Old School Vs. Now.

High Tech Media Arts students do something that seems rare for children in school these days: they learn to think.

Senior Bryce Kerr thought about the art of propaganda, feminism and specifically the famous “We can do itposter that appeared briefly in the 1940s to bring women into the workforce, then resurfaced decades later as an iconic image of the women’s movement.

“This [poster] actually sparked another wave of feminism in the 60s when you see a lot of protests against professional equality. So I wouldn’t say propaganda is good or bad, but it’s something that started a lot of things and propaganda indirectly started this movement for feminism,” Kerr said.

Connor Sweeny and Bryce Kerr discuss the video game they created about propaganda art and how the “We Can Do It” poster played a role in the women’s movement, May 11, 2017.

Kerr is one of 50 students working in pairs preparing interactive arts projects for an exhibit called Old School Vs. Now. It reflects the project-based learning that High Tech Highs advocate and that English teacher Sani Vanderspek teaches.

“We try to get students to leave the class with an inquiry, and come away wanting to ask more questions about the world and not have this idea of ​​’Oh I’m done, I’m throwing my books away. land, I’m ‘graduating’ but questioning the world around them and answering those questions as well,” Vanderspek said.

Joshua Espinoza, a senior, wanted to use the hobby early 20th century art movement to discuss the contemporary vapor wave genre that uses music and memes to satirize corporate and consumerist culture.

“This [Marcel Duchamp’s Fountain] is an example of a work of art made by an artist and it’s just an overturned toilet seat, which wouldn’t be considered art for most people but has a meaning, which challenges the standards of art and that was really interesting to me because what vaporwave showed me is not just some random piece of art but it says anything can be art with a message it just take the time to watch it,” Espinoza explained.

Helping students take this time to appreciate these messages is the artist and the teacher Marguerite Noble.

“Right now, students are finishing their final projects,” Noble said. “These are very interdisciplinary projects, first grounded in research and then expressed through interactive media that examine artistic movements throughout history and how they relate to their lives now, so they only end in class preparing for the exhibition.”

High Tech High: Old School Vs. Now

The exhibition will feature approximately two dozen interactive art experiences highlighting movements as diverse as pop art, minimalism, performance art, impressionism and magic realism.

Emily Sanchez has worked with Sierra Clegg to explore the involvement of the Catholic Church in Italian Baroque art.

“Our research actually concluded two different things, so it was difficult to determine the intention of Baroque art,” Sanchez said. “So my research showed that some of the artwork was more rebellious towards the church and included civilians, like regular civilians, so it was interesting that a lot of people were offended by that mixing in everyday people with biblical characters while Sierra’s research said it was primarily for the church.”

Vanderspek said students work on research papers that start with broader questions.

“Like what was happening in the world? What is an art movement? And what is the art movement pushing against or what is a historical movement or a social movement pushing against? What is this story?” Vanderspek asked. “And then we move on to now, this is what we’re pushing against now, what are the artists doing, what do these students mean, what’s their message?”

These questions are then integrated into the digital projects supervised by Noble.

“Each student actually has an interactive experience, so they’re going to invite you to their station, they’re going to facilitate a conversation with you, and you’re going to basically go through their graphs with your mind and go through a lot of different choices that they hope will inspire you to think about them,” Noble said.

Student Jack Schwatrz wanted to use magical realism to explore contemporary refugee issues.

“We wanted to show the Syrian refugee crisis in a different way,” he said. “We’ve all seen the shocking photos of the child on the beach and I think we wanted to show something that wasn’t as abrasive but showed the struggle that refugees face.”

Some students create video games while others use a documentary style to convey information, but Noble said the hope is for everyone to start a conversation.

“I’m really proud of their work, I think it’s really great, and I hope a lot of viewers will join us to see what high school kids can do,” she said.

And to see how learning to think and ask questions is something we can all benefit from.

The graduating seniors of High Tech High Media Arts will present their interactive arts showcase Old School Vs. Now on to impressions of social, cultural, technological and ideological constructs interpreted through historical art movements from 5-7 p.m., Tuesday. The exhibit is located at the Main Commons of High Tech High Media Arts at 2230 Truxtun Road on the third floor.

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