One Quality of Inaction (visual metaphor for Speak)

Super Cool Person Making Stuff On The Internet

Alright, so here's an Art Ed resource that you probably won't find described that way anywhere else so pay attention! :-)

http://www.youtube.com/user/Vihart

This is Vi Hart's YouTube channel. I found her because I'm a compulsive reader of The New York Times and they did a profile on her a while back.  What's Super Cool is that she's not an Art Ed person and she doesn't even identify as a Visual Artist but she is a full-fledged Visual Thinker (among her many other Modes of Thought).  She's a Mathematician and a Musician and a Maker of Videos and if you're ever stumped for ways to cross-disciplinize some basic math ideas in an arty way, her videos just might be the seeds to get your arty ideas growing. (Not to mention being great examples of lo-fi, smart, engaging, internet-era video making.)

Art Ed Visual Metaphor Statement

I tried to let my Art Ed metaphor reflect my beliefs from the bottom up.  I’ve been experiencing a revival of my interest in film/video as an art form—partly, I think, as an outgrowth of my field assignment this semester where half of my time has been with a photography class.  It’s my belief that the best kind of art education provides a model of learning in which students are allowed to capitalize on their strengths and interests—to develop and grow by following their muse.  My muse was leading me toward learning a little about Adobe’s After Effects video editing software, so I took this assignment as an opportunity to follow it.  Further, my tastes often lead me toward neatly bundled conceptual packages, so I decided to use my “teacher”—the instructional video—as the material for my own creation.  This allowed for a layering of perceptual experiences with the first layer being the “on-screen” instruction and modeling being demonstrated by the source material (teacher) and the second layer being the “off-screen” learning being modeled by the source material’s manipulator (student: me).  I made an effort to exaggerate the techniques being described by the narrator and delayed and prolonged certain effects after the narrator had moved on so as to simulate the play between observation and experimentation as it occurs in the art classroom.