Three-Part Reflection

1) Reflecting on the Overall DMA Course

I began the DMA course with what I would consider average new-media and technological skills, or at least I would say that I had a basic understanding of such mediums. I began with knowing how to work online using social media sites, and internet researching skills. Also, I had had some experience in the past working with image, video and audio (such as iMovie, MovieMaker, Audacity, and some experiencing editing images). Most of my knowledge and skill base came from having to learn media skills for academic coursework (for instance, I took a Radio and T.V. Media elective in high school, where I learned how to use  most of the programs I mentioned above). Before starting the course, however, I would consider myself to be media illiterate in some regards. In fact, my view of new-media and technology was somewhat negative and cynical before starting the course. In reality, I had intentionally avoided learning how to use more complex media and technology programs, because part of me likes to cling to old fashioned and simplistic ways. Therefore, there existed several programs and resources that we learned about and utilized in the course that I had no prior knowledge of, and certainly had no idea how to go about working with such media. After working with creating a website and blog, utilizing and exploring bookmarking sites (ex. StumbleUpon) looking at interactive sites, watching videos and tutorials, and acquiring skills in image, audio, and video composition software like Pixlr, Audacity, and Camtasia, I discovered that working effectively online as well as with new-media is not as intimidating as it seems. At times, I certainly found my interactions with the web and the programs a bit tedious and confusing, but when I truly just followed the instructions (especially the tutorials) and kept learning by trial and error, the work was manageable. I would certainly agree that my view of new media changed by the end. I went from avoiding new media, having only a small understanding and appreciation for it, to actually using it as a creative and educational outlook. I surprisingly found myself enjoying composing in new forms that I am not ordinarily accustomed to. In fact, I found it refreshing to use new-media as another means for me to express myself other than through dance, the performing arts, speech, and writing. I discovered how new media is a good fit or form for me to work with, because I am a kinesthetic and visual learner. I like being able to communicate in ways that involve the senses and that involve me physically doing something. Therefore, I liked how hands-on I had to be when working with new-media composition programs, and I enjoyed deciding the kind of aesthetic or visual presentation I wanted to convey. Basically, a whole new means of expression was presented to me through new-media composition, and it has definitely encouraged and influenced me to want to learn and do more with new-media. For instance, I would like to learn more about audio composition and editing as well as image and video composition and editing. I like the programs that we used in DMA, like Audacity, Pixlr, and Camtasia, because they are easily accessible for the novice like me, or for the general public. They are self-explanatory and practical. I would like, however, to work with more advanced programs one day, perhaps, especially on software made for professional photography, audio, and film work. Even if I do not become an expert, I would be interested in at least being exposed to new programs and merely seeing how they work (especially to witness the process of producing and editing a film). Moreover, I agree that by keeping on track with current new-media knowledge and training, I could become more self-motivated to develop more and stronger new-media skills. If I am being honest, though, I will admit, that I knowing myself, I will probably get caught up in the things that I normally spend my time on, and will most likely not go out of my way to learn and perfect my abilities in various media forms. I hope, however, that I will take the information and training I now have from this class, and at least apply it to further my education and career at UNCSA and beyond, at least, enhancing my abilities as a professional artist. For instance, I would like to take the knowledge I have on maintaining a website and blog, and using audio, image, and video programs to work on my own (or with others) on creative projects. In particular, I would one day like to have my own professional website, YouTube channel with my choreography and performances, and to be able to edit my own music and sound effects as well as my own dance reals, and more. Therefore, I believe that I will take my new-found appreciation and understanding for new media, along with some of the basic skills I acquired, to seek to improve my experiences as an artist and a student.

2) Reflecting on a Selection of Spring Semester Courses

Going into this semester, I did not originally think that these four courses (DMA, English Composition II, Music Perspectives I, and M1A Contemporary Technique) would share so much in common. The biggest connection I can make between all of them is how they involve work, and how really what I get out of the class is how much effort I put into them. In fact, even for my dance class, it isn't just about showing up, but it is about doing the work outside of class. For technique class, studying is involved just like doing research for DMA, English Composition II, and Music Perspecties involves. All four courses require me to investigate new material and to apply them. In DMA I would research and then compose in text and in new-media form; in English Composition II, I would research in web and print sources and then compose in text as well as share my opinions in class discussion. In Music Perspectives I, I would either research, read a textbook, or watch or listen to a performance to then compose my work. In my everyday technique class, although the material was given to me, it was up to me to be able to execute someone else's composition in the appropriate way that my body could compose the movement. Additionally, I discovered that in all of the classes, I was constantly being exposed to new material, resources, and activities that I knew little about before coming to this school. For instance, in my dance class, I was learning a new style of technique, in DMA I was working with new-media programs I did not know how to use previously, in English Composition II, I was reading from various genres of literature and various author's I had never been exposed to, and in Music Perspectives I , I discovered new music theory, history, and exercises. In all of these classes, I found challenges that I had to overcome. I discovered that the best way to learn was by doing, and I appreciated how although I could watch and listen in all of these classes, the most effective way I learned was by participating. All of the courses involved daily or regular practice, and therefore, they taught me discipline. In all, the classes taught me more about the arts, how to communicate better and to present myself, and really they taught me more about myself (my viewpoints, my response to change, and my work ethic and methods). I am grateful to have taken these courses and to see the inter-connectedness and usefulness of the courses, and I look forward to future courses throughout my time at UNCSA.

3) Reflecting on the School Year

I created this image as a symbolic way to represent my school year. The image consists of multiple layers of photos taken this past school year, since I have been at UNCSA. One of images is of my M1A class (meaning Modern 1A), who are the first year college Contemporary dancers at UNCSA. Another is a picture of me and a group of UNCSA students at the Color Run,where we volunteered, and two other pictures were taken on my spring brea in Miami, Florida (the one of me standing on a kayak in a life jacket with outstretched arms, and the other is a dance pose at the beach). I chose all of these images specifically, because I wanted to demonstrate the kind of lifestyle I have started since coming to UNCSA this year. The class picture is to represent the tight-knit community--especially of the dancers, and each class of dancers--that exists here, and how I have now become part of a new community since coming to school. Additionally, the kayaking picture and the color run image are there to represent adventure, and how this school year, I have constantly been able to try new things. Simply moving away from home and being at UNCSA is an adventure in itself. Additionally, the dance picture I choose of me on the beach is to represent my love for dance and how this school year, for me, has obviously been surrounded by dance. Also, the pose I am doing as well as the pose with the outstretched arms are both vulnerable and embracing the outdoors and sunshine. I choose those images with those poses because they show me being expressive, vulnerable, and ready to embrace something. The meaning I would like to share from this is that this year has been a year of countless of changes, a transition year, and I hope and believe that I have sought to soak it up--like I'm soaking up the sun in some of the images--, taking every opportunity and experience from my education here with a willing and open heart, mind, soul, body, and spirit.

Final/Culminating Project

Section 1: Introduction

The topic that I chose to explore has to do with advertising and gender. After thinking and researching more about the issue, I was able to formulate a more specific topic that falls under this main category. My research question is as follows:

"How do the concepts that are being sold through new media advertising, the strategies/mediums used, and the outcomes of the advertisements on consumers influence male and female consumers differently? Do they influence them differently? What comparisons and contrasts can be drawn in regards to the above aspects of advertising?"

My Character Map

Here is a small image outlining the main thoughts that I want to explore for this topic and how they relate to one another:

Section 2: What I Learned

Television shows, T.V commercials, radio programs and ads, the web, magazines, newspapers, cell phone apps, internet radio, YouTube, etc.: the list goes on and on of the multiple forms by which individuals are constantly exposed to advertising and marketing. Unless one lives in pure wilderness, existing in an environment completely isolated from the rest of world is virtually impossible in today’s generation. Therefore, whether one likes it or not, the world of advertising and marketing does have an effect on the lives of most individuals, yet despite its widespread influence, by no means must it bombard or maintain an unwarranted tight hold on audiences. Therefore, by examining the elements of advertising such as the concepts being sold, the strategies/mediums used, and the general outcomes of advertisements, both male and female consumers can better assess the impact of the advertising and marketing world on their lives and society as a whole; by gaining new awareness of the influences, specifically on how the ads are geared towards and influence males and females differently, individuals may develop important insights, thus giving them greater control over the degree by which advertising affects them.

            

First, male and female consumers must explore what concepts advertisers and marketers are utilizing to sell products in order to better assess the impact they are making on consumers. Although the concepts are numerous, there are a few key ideas advertisements generally share addressed to both men and women. One of the main topics covered is on human sexuality and typically ads make broad stereotypes assigning the role of females and males. For instance, in an article by William O’Barr, entitled “Representations of Masculinity and Femininity in Advertisements”, the author discusses the traits that ads give males and females. In the case of women, for example, O’Barr shares how woman are “invariably depicted as sexual objects for men. Their bodies are scantily clothed, breasts are well-developed, and the women are young and sexually attractive. Theorists distinguish between visual representations in terms of the ideal spectator for them. This terminology does not refer to who actually sees them in real life, but rather to the type of spectator the image seems to have been created for” (O’Barr). In a broad context, therefore, advertisements often assign the role of a woman to be represented in a sexual manner. In the case of men in advertisements, certainly the same applies, yet other concepts are present such as identifying men with the traditional ideals of strength, prowess, and other cliché manly attributes. O’Barr describes the contrast in representations between females and males, particularly by describing the differences through distinct ad images, stating that “While young adult women are assuming these provocative postures in ads that emphasize their sexuality, young men continue to express their masculinity in physical ways. The cyclist in Figure 36 demonstrates his strength, energy, and fortitude” (O’Barr). Therefore, despite the presence of several other concepts that advertisements may sell, a central focus is through the idea of reinforcing traditional ideals of masculinity and femininity and emphasizing those traits in a physical manner.

            

Next, in addition to exploring the ideas shared through the marketing and advertising world for customers to gain improved insight, having an increased understanding of the mediums and strategies used raises consumer awareness. In one regard, the mediums used are numerous such as the various forms of media, like television commercials and programs, films, radio ads and shows, newspapers, magazines, and more. By the constant display of ads in various forms, both male and female consumers are continually exposed to messages geared towards selling ideas that sell products. While the mediums apply to both men and women, the strategies used on males and females may be both similar and dissimilar. For instance, seeking to evoke an emotional (pathos) reaction or sensibility to an ad is a method by which advertisers attempt to sell products. In one case study entitled, “Emotion as a Mediator of the Influence of Gender Advertising Effectiveness: Gender Differences in Online Self-Reports”, by the University of Michigan, David J. Moore reports and notes that “Previous research has shown that women are more likely than men to report more frequently and with greater levels of intensity feelings of empathy and sympathy and positive emotions like joy, love, affection, and warmth” and moreover, “women are also more likely than men to report negative emotions like sadness, disgust, fear, and hurt” (205). Overall, the article points out how numerous “findings strongly suggest that women will report stronger emotions than men when exposed to affectively charged advertising stimuli” (Moore 205). Therefore, one affective and commonly utilized advertising strategy on both men and women is emotion-provoking ads, yet, women tend to be more strongly impacted by this method then men are as a whole. Furthermore, other strategies practiced on men and women are who presents the product, gender-role orientation of the consumer, and the gender of the advert presenter. For instance, according to one case study called the “Effects of Gender-Role Orientation, Sex of Advert Presenter and Product Type on Advertising Effectiveness, Owolabi Benjamin Ademola reports how ads are often geared towards portraying genders in specific roles in order to engage the attention of males and females based on their gender-role orientation, sharing,

“For example, men are more often portrayed in career activities and more often shown outdoors than       women (Cantor, 1988). When depicted as buyers, women are most often shown purchasing relatively inexpensive items, such as cosmetics and cleaning products, whereas men are more likely to be shown making weighty or expensive purchases, such as automobiles or financial services (Klassen, Jasper and Schwartz, 1993). When women are shown as experts on an advertised product—most often when endorsing women’s product on television—the advertisements are typically backed by an authoritative male, thus giving men the final word in such commercials (Lovdal, 1989)” (538).

Therefore, the strategy of displaying men and woman in certain gender-role stereotypes helps to reach out to some males and females that are more gender-role orientated consumers, yet gender-role orientation does not have the most impact on advertising effectiveness. In fact, according to the study, findings support that “advertising effectiveness is enhanced when role-portrayals are consistent with the role orientation of the receiver” ( Ademola 541). Thus, when the characters in the ad or the masculine or feminine features/association of a product are in line with a consumer’s gender-role view, then the ad tends to be more influential. Finally, another tactic explored in “Deberec et al’s (1986) findings suggest that a spokes-person’s gender cannot only alter a product’s gender-image, but can also result in more positive attitudes and product usage intention when the gender of the spokesperson and the product’s gender differ” (Ademola 541). Therefore, emotional tactics, the gender-role orientation of consumers, product type, and the sex of the advert presenter, are all influential methods by which to promote advertisements.

            

In addition to studying the concepts sold and the strategies used in advertising, male and female consumers must inform themselves of the general outcomes of advertisements geared towards gender. While the actual stereotypes in ads affect men and women differently, certain overriding outcomes from advertising exist that apply to both genders, that being mainly that research about gender related advertising is still fairly new and scarce, where “Studies on gender and advertising are of recent origin (dating back to the early seventies) and cut across a variety of disciplines” (Artz and Venkatesh 618). Therefore, it is important to note that advertising certainly plays an important role in the life of the average consumer as well as in society as a whole, yet more information over a larger context of time may be valuable in giving a greater assessment of the lasting impact of advertising and gender and how it impacts the average person on an individual level.

            

Finally, the topic of advertising and how it relates to both males and females in regards to the influence it has in the average consumer’s life is an issue of great significance; by researching the ideas sold through ads, the mediums and strategies utilized, as well as the overriding outcome of the advertising industry, the public may learn how to more easily take charge over the degree to which the industry influences them. Overall, the value of careful study on a topic such as this one is great, for it is an unavoidable part of each individual’s life.

Section 3: What I Would Like to Learn More About

Certainly among the world-wide web as well as within the numerous print sources available throughout the globe, the number of resources available about advertising and gender are plenty, yet research on the subject is still relatively new on scholarly terms. Therefore, when researching in particular the role of advertising geared towards men, less information is widely available. If one searches the web looking for the effects of advertising and marketing on women, for instance, there exists a plethora of readily available sources. On the other hand, I found it more difficult to find information solely about the role of advertising and marketing on men, perhaps because of the controversy about women being objectified through the media is currently a major hot topic. Regardless of why or why not researchers choose to focus the attention of advertising’s role on women, I would like to know more about the concepts being sold, strategies/mediums being used, and the outcomes of advertising that are specifically fashioned to lure male consumers.

            

First, based on the research I gathered, it is clear there are universal ideas advertisers aim to share with consumers regardless of gender, but I would like to know what concepts advertisers strategically try to sell to men to get them to buy a product and how those concepts differ from ads geared towards women. For instance, the research I found did share certain traditional and non-traditional ideas about masculinity and femininity that ads use, yet I want to know the bigger picture. What are the overarching concepts behind selling an ad to do with traditional masculinity, for instance? Are marketers saying that if a man buys their product he will become manlier, or is it more? Perhaps, if the reasoning is if a man buys their product he will become—or at least appear—more manly which will in turn attract the opposite sex, making him more confident with himself and more satisfied with life or maybe just more socially accepted in the world? It is possible that the main thinking behind the ads for men is to tell men that once they have a particular product, they will come one step closer to claiming a stake in the world (ex. owning their own house, car, or having something to protect and provide for their family like insurance, etc.), which will give them more lasting fulfillment. Ultimately, ideas are endless, but there must be a few central ideas that advertisers and marketers lean on in order to effectively sell products. Therefore, I am curious to find more research regarding the ideologies behind advertisements geared towards males that will better explain the “why” of why the ads are effective as a whole.

Next, I would like to know more about the “how”, meaning what strategies or mediums are specific towards advertising geared towards males. While I am aware of the various forms of media and print that advertisers utilize to sell products, I would like to know what specific forms are most effective on male consumers in general, be it certain print magazines (i.e. ads in men’s magazine’s), apps, events with marketing activities, etc. Basically, what form of media do men typically use the most and respond to the most, and consequently, do the ads on those mediums sell more than they would normally because they are being sold on that specific medium? Additionally, I would like to know if there exist differences in advertising tactics for men then there are for women, and why those particular strategies are effective on men.

Moreover, I am interested to discover more about the distinct outcomes of advertising for men. Do the outcomes affect men the most? How much does it affect women? Does the effect on women come directly or is it an indirect influence? How do the ads impact society as a whole, and what kind of image of men are the ads sharing? Overall, I would like to know the kind of influence and to what degree of influence does the world of advertising has on men, women, and society.

Finally, the main knowledge that I would like to attain is about how the concepts being shared, the strategies/mediums being used, and the overall outcomes from advertising geared towards men makes an impact and to see the extent to which the advertising influences consumers. The information that I want to seek is mainly qualitative rather than quantitative. Obviously when numbers are not the priority, the research becomes more subjective, therefore the kind of questions I am asking will not apply to all consumers and may perhaps possess some bias. Additionally, there may not exist sufficient information for the questions I do have, and the search for it may be extremely challenging to find, but the topic-area is certainly valuable and worth studying because it does either directly or indirectly affect all members of society on some level.

Section 4: My Video Exercises

Introduction

The goal of me learning more about video use or video "literacy" is for me to be able to not only meet the set out goals f the DMA course, but especially in order to help me to advance my career in the arts. By knowing how to work with basic video editing software, I will be better equipped to make my own dance reels for auditions, choreographic works, and more (all necessary skills in the dance world). Additionally, by living in this day and age (especially as a college student), video literacy is basically a must or basic skill to have has a student and individual.

Reflection

The process went fairly smoothly for me (surprisingly). The program itself was pretty self-explanatory and I found the video tutorials to be incredibly helpful. Overall, I did not find the program to be too complicated to use, and I really enjoyed it. I particularly liked how many options were available, and I liked how it sparked my creativity (I feel). There were a few times when I did have to be repetitive and work tediously, but I did not really mind. I think it comes with the territory of video editing--particularly for any good video editing. I also believe that I met my goal to make a slightly abstract video clip about childhood, imagination, play, fun, creativity, chaos, dreaming, and Disney. I used the song from Peter Pan that is sung by the Lost Boys called "Following the Leader", along with the video and audio from an old Betty Boop Cinderella cartoon and an old Mickey Mouse cartoon.  I also played with transition effects, opacity levels, and audio levels. Ultimately, I enjoyed the process and look forward to exploring Camtasia and video editing software some more.

Double-Exposure Video Clip

Parallel Edit Video Clip

Section 5: My Project Video Composition

For this assignment, I found it very difficult to find the kind of sources that I wanted using the Internet Archive website, but I stuck to it because I knew that would guarantee a place for me to find public domain material. I specifically wanted to find educational, news, or radio resources that were about the role of advertising on men and women (separately). It was difficult to find a way to phrase that when searching or using keywords, plus, the topic itself was more specific than I thought. I did, however, end up finding two pieces of material that I really enjoyed and considered to be incredibly insightful and engaging. The first is a parody video that is set in the 1950s era and basically makes fun of the clichés in advertisements/the advertising industry. The whole video was a spoof, using "The Clichés Family in Television-land". The other video I chose was the full-length version of a talk used as one of the example resources  on the DMA course site for the topic of Advertising and Gender. The more I watched this, I realized how informative it was, and how fitting it was for my topic, so I thought it was an appropriate choice. I felt that both videos helped to demonstrate in entertaining, yet educational ways,  some of the kinds of concepts/ideas being sold through advertisements, some of the kinds of strategies/mediums they employ to sell the concepts, and what some of the outcomes are. While the sources did not elaborate too much on the differences in advertising geared toward males and females (the source from the talk was specifically geared toward advertising's role on women and society as a whole), they did support my overriding goal: to demonstrate that advertising does have a strong impact on individuals and society in general. The specific editing techniques I used in Camtasia were parallel editing, transition effects, audio adjustments, splitting, cropping, and a little bit of double -exposure (playing with opacity levels) at one point in the video. Additionally, I learned a new technique of incorporating captions, which I did use twice in the video. In the end, while the process was lengthy for me, it was mainly because I was working with a really long video clip that was over 30 minutes long, so it took me a while to narrow it down to what I wanted to use. It was especially challenging because I liked all parts of both videos and could see how they all could be valid to incorporate in the video. This process, however, was  much easier for me this time around because I am now more familiar with Camtasia. Once more, I really enjoyed working on this assignment and using this program. Overall, I like the idea behind my video, and while it is long, I think it is engaging. It certainly has room for improvement, and more time could be spent enhancing it, smoothing out transitions, and editing the material down.

Section 6: Works Cited

Works Cited

Ademola, Owolabi Benjamin. “Effects of Gender-Role Orientation, Sex of Advert Presenter And Product Type On Advertising Effectiveness.” European Journal of Scientific Research 35.4 (2009): 537-543. Academic Search Complete. Web. 29 Mar. 2013.

Artz, Nancy, and Alladi Venkatesh. "Gender Representation in Advertising." Advances in Consumer Research 18 (1991): 618-23. Association for Consumer Research. Association for Consumer Research. Web. 29 Mar. 2013. <http://www.acrwebsite.org/search/view-conference-proceedings.aspx?Id=7225>.

Moore, David J. “Emotion as a Mediator of the Influence of Gender on Advertising Effectiveness: Gender Differences in Online Self-Reports.” Basic & Applied Social Psychology 29.3 (2007): 203-2011. Academic Search Complete. Web. 29 Mar.2013.

O'Barr, William M. "Representations of Masculinity and Femininity in Advertisements | Advertising & Society Review 7:2." Advertising & Society Review. The Advertising Educational Foundation, Inc., 2006. Web. 30 Mar. 2013. <http://muse.jhu.edu/journals/asr/v007/7.2unit07.html>.

DMA End of Unit III: Self

First, this third unit of DMA has been what I believe to be one of the most effective units for me, as far as meeting the main goals of the course. Ultimately, it has been by far the hardest unit to work on (for me at least), but I can say with confidence that through the unit, I was better able to 1) learn how to work more effectively online as a young/emerging artist, and 2) creativity compose and create new media content, and 3) utilize new-media to advance a self-oriented professional goal. These are all goals for the course, the first two being particularly addressed in Unit I and Unit II and the third in this unit. Fortunately, this unit, however, dealt with all of the goals. The main focus in Unit III, though, was to meet the third dimension of professionalism. Here, we students were called to expand their knowledge beyond just working and learning directly in our field. Instead, we were to learn how to use outside resources that may not directly connect to our field, and to find a way to use them in more practical terms for our career development. Basically, this unit enabled me to try to integrate all of the goals of the course, all in the hopes of making myself a better-rounded artist, student, and individual. Additionally, I must add that I absolutely agree with the goals of the course and especially the goals for the past three units, since I believe that they will all help me to expand my abilities and mind as an individual, and artist, and a student. Next, this unit definitely challenged me, but I also chose to make it more difficult on myself at times by trying to pay very close attention to detail and to think critically about my compositions, whether they be in the form of text or audio, etc. As usual, this unit forced me to be a little bit more thorough in my work, to pay close attention to instructions (sometimes looking over them multiple times), and to keep learning by way of trial and error. I am finding that when working with new technology, sometimes it can be more efficient to keep tweaking until what I want to happen works, than to go use another resource to assist me. At times I became very frustrated when working with almost anything to do with audio (from transferring recordings to converting recordings, to searching for recordings, to tweaking recordings, to downloading recordings, and to sharing recordings). Basically, I came across numerous technological difficulties, yet as I just kept working through the kinks and practicing, I was better able to meet the goals. There is some validity to how the saying goes that "Practice makes perfect". Of course perfection is unattainable, yet as I “practiced” working with new-media that was virtually foreign to me, I saw improved outcomes, and I would eventually find the answers I needed. Additionally, for this week in particular, I chose to work with a very broad concept of awareness. I basically got inspired first by knowing that I would be creating an audio representation, so I thought about what topics interested me that could be related to an audio track. I also asked myself what I am passionate about. Obviously, my art was the first thing that came to my mind (I’m a dancer), so then I thought about how I could relate my craft to the audio, without being too literal. I didn’t want to make the composition directly about dance or for dance. Instead, I thought about how as dancers, we often discuss the concept of awareness. All people have a certain degree of awareness, and for dancers, a sense of awareness should be heightened. The idea of awareness should apply to both an external and internal place; dancers must be aware of their bodies as well as the bodies, space, time, and energy around them. In fact, I’ve been told that dance is basically the study of space, time, and energy in relation to one another—isn’t everything, though, to a certain degree? Anyways, I thought about how as a dancer (and even just as a person), I should take time to notice even the smallest things—especially the things I tend to ignore. In doing so, I may heighten my awareness, while also de-stressing, and learning new things. This belief is applicable for anyone willing to become more open towards observing, not just dancers. In fact, I found that the assignment held a lot of deep meaning for me, leaving lots of room to explore with the compositional aspect as well as the intellectual thought processes behind it. The genre that it fit under was REMIX, because I used the Soundcloud website to find various other audio compositions or sound bites that I remixed into my overall composition. Also, on the website, I found several other audio works that were already remixed, and I could have remixed a remix. The context that the assignment fell under was especially composing and framing, since I was the one choosing how to organize and edit the material I had created myself or that I had taken from the public domain already. Furthermore, I worked with the principle of simultaneity, in particular, because the work consisted of both a surface, tangible aspect and also had a deeper, intellectual and non-tangible element to be explored. I basically put the piece together by taking bits from a radio broadcast about a similar topic to my own and mixing that with other sound bites I gathered along with my own sounds (ex. A heartbeat effect from Soundcloud, a sound bit of my breathing, and a sound bit of me spitting). I wanted to share a mixture of ordinary sounds of people or people’s body’s at work in tasks that no one really notices (like breathing or sneezing) and still have the intellectual element where someone was talking about the topic (the radio broadcast I chose). Here is the end product: Ultimately, I learned from making this piece, that I really enjoy working with Audacity once I figure it out, and when I have more time. Additionally, it caused me to keep trying on my own, to keep being curious, creative, and playful, and to keep thinking on a new level. The topic of awareness obviously captivated me as well. I felt like I could have kept developing this product I made, and I would like to see where it could lead me. I do like it, but I would say that there is so much more I wanted to do with it if I had more time, resources, and better know-how. Overall, I think it is interesting, but there is room for improvement and more development.

Professional Uses of New Media

I particularly enjoyed working on this project, especially with recording sounds as well as working with Audacity. It was not difficult for me to come up with what I wanted to record, but I found a few challenges working with a new program (especially in getting my audio recordings unto Audacity). I worked through the problems with the help of others, the video tutorials, as well as a lot of trial and error. Once I figured out the issues, it was not difficult to fix, and Audacity seems to be easier than I thought it would be. I learned that working with audio editing software can be enjoyable and not as overwhelming as it might appear on the surface. I definitely think that I cold use audio recording or audio editing software for editing music or sounds that I might want to choreograph to. That would certainly help make the production of my work much more personalized, specific, and possibly much more creative (I hope). Finally, I think that I would like to continue in this direction, exploring more audio editing possibilities and to work on an even more creatively-minded audio project.

DMA Units I-II Reflection

DMA UNITS I-II REFLECTION

I. ACTIVELY RECALL (WHAT I HAVE LEARNED)

    

1) Content Summary

The content pages on the website have assisted me in terms of better understanding the goals of the class as well as better grasping the weekly topics of discussion. I have learned to use them as tools for gathering outside information as well as another way to hear the concepts being described through my teacher’s opinion compared to the opinions of the other scholars from outside resources we watch or read. Mainly, in the first two units of study, the content summaries have revolved around the topics of the essence of new-media, working effectively and practically online, gathering information online, online communication, web-presence (unintentional and intentional), self-reflection in regards to working online, creating a workable space online, composition (new-media and everyday composing), and working with and learning the basics of complex systems and new-media sources for creative purposes.

      

2) Exemplars Studied

Throughout the course of study, there were several specific individuals we learned about who have served as the founding fathers or revolutionaries in new media, technology, and particularly as artists that have pushed or are pushing boundaries in their fields by way of new media composition and the social media. Particularly in the second unit of study, we learned about the artists/visionaries/new-media composers known as JR, the Sacrificial Poets, Katerina Cizek, and Aaron Koblin. By examining their work, goals, and methodologies, I learned about new and unconventional forms or art, in which new media has practically become its own art area. Additionally, I discovered how new media composers can reach out to vast numbers of audiences, even more so than traditional methods of displaying or performing art works might. The exemplars really gave visible evidence for me to see the outcomes of the concepts we would discuss.

     

3) My Image-Compositions

The image-compositions I was asked to make in these foundational units of study were a split image, a double exposure image, an image using text, and another image that used both double exposure and text. Through the process of working on the images, I was able to develop and apply some practical new media skills, thus starting to meet the goals of Unit I and II (working effectively online and understanding what new-media is). More specifically, I was able to learn some basic skills in a new program I had never used before, and more importantly, I was able to edit pictures, which is a valuable tool to have in this generation.

4)    My Website & Blog

During the course of the units of study, I had the task of setting up my own pre-professional-type website and blog, specifically for sharing my coursework for this class. By actively following the specific instructions, I had to learn how to follow detailed guidelines as well as to think aesthetically and carefully about the design and content that I wanted to create and share.

5)      My Facebook Contributions (Posts & Comments)

In addition to participating in distinct assignments, I was asked to watch or read several resources and then share my opinions on the subject matter as well as to interact with my peers through Facebook posts and comments. Through the acts of listening and deciphering the material and then reflecting, it made me gain new perspectives and think more critically about topics I normally would not have thought or learned about. Moreover, posting and commenting forced me to work on my communication skills as I had to take time and effort in knowing how to express my thoughts to others in a non-verbal, but rather written manner.

            

II. BRIEF SUMMARIES OF THE “ACTIVELY RECALL” CONTENT

1)      Content Summary

Each week the content summaries would discuss specific topics associated with the goal of the class, the goal being to understand “What do young/emerging artists need to know about digital/new-media?” (as stated on the course website). Particularly in Unit I, the content summaries addressed “How to work effectively online” and in Unit II, examining “What new-media is” (also stated on the course website). See “Content Summary” under “ACTIVELY RECALL (WHAT I LEARNED)” for the specific topics addressed in the content summaries.

2)      Exemplars Studied

The use of learning about different important figures involved in the new-media world, particularly, artists who work with new-media technologies, is another key element to the course. By either watching videos, exploring/interacting with new websites, and/or reading new material, I was able better grasp the concepts by learning through a new medium, and the individuals we studied served as evidence to reinforce the concepts discussed.

3)      My Image-Compositions

The first task was to use the program entitled “Pixlr”, where I was to create a diptych image of a particular size where the picture was one image that incorporated two photos of myself: one doing everyday composing and the other, composing in regards to my art form.

The next step was to create a separate image in a particular size, called a transparency image. Here, I had to overlap the same two images that I used in the diptych picture.

Next, I had to take the diptych image and add text to it, sharing my thoughts on composing, or the intent behind that image.

The most recent composition was one where I used outside images and created another transparency image, where I added text. The goal of the image was to use the skills in Pixlr that I had already learned, and then to add text that reflected on a particular topic from my website about one of the things that bothers me about the world I live in.

4)      My Website & Blog

The purpose behind the website and blog was to create a professional-looking space where I could establish a strong intentional web-presence as well as to upload my coursework for DMA, other courses, and any of my artistic work if I so choose to.

5)      My Facebook Contributions (Posts & Comments)

Finally, the goal of the Facebook comments and posts is to have me reflect on the material we are covering as well as to gain new perspectives.

III.  STAND OUT LESSONS

1)      Content Summary

I really enjoyed learning about artists I had never heard of, who are using new media for a purpose, to spread a message, and/or to assist people and to create awareness and community. Additionally, I like the fact that they are current as well as individuals that make me question what it means to be an artist, what art is, and what art can do.

2)      Exemplars Studied

I mainly drew the same lessons from the exemplars as I did the content summaries, because both of them drew me in since there were people behind those ideas. The exemplars have been my favorite part of the coursework thus far because I realize that I listen and process information better when I can see it or hear it than I do by reading it. Particularly, the Jeremy Rifkin video on “The Empathic Civilization” grabbed my attention, because the step by step sketching set to the narration gave me imagery to help me better process and enjoy the information being presented to me. Ultimately, the exemplars have been one of the most enlightening parts of the course for me in regards to me gaining more self-awareness (of my learning style and opinions) and general awareness and education about the world I live in.

3)      My Image-Compositions

The work of creating image compositions is something that particularly interests me. I do not consider myself a visual artist, but the process of refining an image has taught me to be more considerate when composing. Furthermore, by relying on a program like Pixlr, I have had to learn patience, to really rely on my trial and error skills, to be willing to use outside resources for help, and to communicate to my teacher or peers when I need assistance.

4)      My Website & Blog

Establishing what I wanted to convey to the readers of my blog and website, have required that I become more introspective as well as hopefully more articulate in sharing my thoughts through word. Particularly, the homepage self-description on the website and the list of things that concern me about the current world, gave me confirmation in my own convictions as I began to share them with me readers.

5)      My Facebook Contributions (Posts & Comments)

The Facebook contributions have served the same purposes—for the most part—that the website and blog have in regards to making me think and express more carefully. The ability to read the posts of my peers and to engage in discourse with them as given outside perspectives, thus causing me to examine, explore, question, and debate new and interesting perspectives I would have never developed on my own.

IV.  HOW THE STAND OUT LESSONS CONNECT TO MY ART AREA

1)      Content Summary

Certainly, the lessons we learn in DMA address topics that directly affect me as an individual and therefore as an artist. In fact, the outside individuals we study serve as a way for me to develop the practice of gathering new knowledge, an essential tool for any person, particularly for dancers, choreographers, and any kind of performing artist, especially since they need to research character.

2)      Exemplars Studied

The exemplars are an inspiration to me as an artist, because I tend to be old fashioned, but I know that all of the arts are growing closer and closer to using new-media, and I as an artist should accept and embrace that. Additionally, the new-media composers we study inspire me to want to use my art to reach out to vast numbers of people, to spread a message, and to hopefully create lasting and impressionable art that is a product of my investment in others and in it.

3)      My Image-Compositions

Since my image-compositions have hopefully enhanced my eye for aesthetics, I know that will be a skill needed to create stronger choreography, which I must be able to do if I want to succeed at UNCSA and in my field of dance in general. The need for a critical eye is imperative as a dancer/performer or just as an artist. Also, the patience I needed, sense of trial and error, and ability to ask for assistance when using Pixlr, are all traits that will serve me well as a dancer, since a dancer needs both a sense of independence and interdependence.

4)      My Website & Blog

When developing content on a website and when creating blog posts, the abilities to clearly express myself as well as to discover and stand firm on my convictions are all skills I need as an artist and dancer. As a performing artist—especially as a dancer—my life and career involves constant communication with those around me in order to be safe as well as to express important messages both in rehearsals and on stage, therefore, the skills I am practicing in my website and blog are helpful for myself as an artist.

5)      My Facebook Contributions (Posts & Comments)

The same skillset applies in the Facebook contributions as they do in my work on the website and blog, however, through the Facebook interactions, I can work on my listening, processing, and responding skillset. As a dancer and performer, I absolutely must be able to listen to teachers, choreographers, my dancers, and my fellow dancers in order to either fulfill the wishes of my authorities or to ensure that others can meet my demands while still being safe. Basically, being able to interact with others—just like in the Facebook conversations—is one of the most vital skills I could have in my art area.

V.  THE OVERALL STRENGHTS IN MY WORK THUS FAR

Ultimately, I think that I have succeeded in paying close attention to detail, spending a fair amount of time, even on simple tasks. I have put worth work that is thorough and mindful, I believe. Additionally, I think that I have demonstrated my ability to grasp material and to ask for help when I do not understand the task at hand.

VI. THE OVERALL STEPS NEEDED FOR ME TO ADVANCE MY WORK-PROCESS AND WORK-PRODUCTS

In general, I know that if I were to allow myself more time to do the work, it is more likely that I will put forth higher quality work. Therefore, I need to procrastinate less and work in more advance. Additionally, I could work more on the aesthetic qualities of my work-products. Overall, as I continue through this course, I believe I will learn new ways to improve my skills and rise above whatever challenges I struggle with currently.

Project Write-Up #1

I. INTRODUCTION

 

This blog post serves as a self-reflection on a recent assignment where I was asked to create my own website (https://sites.google.com/site/emilyhartportfolio/) and blog in order to establish or enhance my intentional web presence and to familiarize myself with new aspects of working online. The goal of creating a personal website is to give myself an area in the web where I can establish a pre-professional e-portfolio. On the site, I will be able to share my art and academic projects I have been involved in and will be involved in throughout my time at the University of North Carolina School of the Arts. By uploading my work unto a personal website, I will begin to establish more of a professional image that may be helpful both while I am still at school and for when I leave and seek work as a professional performing artist. Additionally, the second part of the assignment was to create this blog, where I may put my DMA projects on display and also write reflections on my work in DMA project-write ups (this being the first one). Overall, the outcome of creating a website and blog caused me to begin to meet the main goals of the Digital Media for the Artist course, which are to develop/become more aware of my intentional web presence and to learn how to work effectively online.

 

II. SELF-ASSESSMENT

 

1.      WHAT THE PROJECT ENTAILED, MY CHALLENGES, AND SOLUTIONS

 

Here’s the link to give specific requirements for creating the website using Google Sites: https://sites.google.com/site/uncsaeportfolios/how-to-make. Basically, I just had to create a username and password, and there was my blog. In addition to that, I mainly just set up the template it would be in. That was the easiest part of the assignment. The other part of the assignment was much more time consuming and detailed. It basically required that I follow 10 steps: 1) understand assets (the products I produce) and platforms (the spaces where I share my work) 2) fill out a terms of use form, 3) create or log into my Google account, 4) create a Google Site, 5) set up navigation panels on my site, 6) create new pages on my site, 7) create links to my pages from my navigation panel, 8) set the sharing preferences for my site, 9) add text and a photo to my homepage, 10) save the web address of my site onto a directory. Several of the steps involved watching video tutorials and following them step by step.

 

I did not really encounter many challenges. The process was fairly easy to follow; it simply took me a fair amount of time because I would usually pause the video tutorials to follow the directions step by step. Also, when I thought I was getting the hang of something, I would stop following the directions and go with my memory and instinct, which sometimes led me to errors that I had to correct. I suppose, the only other aspect I mainly struggled with was knowing what to write on my site. I tend to be too lengthy in my writing (just like in this assignment, quite possibly) and I didn’t know what direction I wanted to take at first in my self-introduction.

 

My solutions to the above challenges were to first go back to the tutorials when need be and follow the directions carefully as well as to use common sense, my recollection, and trial and error. I believe that my strategy worked in the long run, but it may not have been the most efficient method. Now, I know to just be patient and to take my time and pay closer attention to detail. My solution to knowing what to write as an intro on my website was basically to focus on my worldview or outlook on life.

 

2.      THE PROJECT’S RELEVANCE TO ME AS AN EMERGING ARTIST

 

I most certainly feel that this project is extremely relevant to me as a young, emerging artist, because it is giving me new tools to promote myself in a professional and personal sense. Not only is it practical in teaching how to enhance my intentional web presence, but also, it has made me reflect on how I want to present myself online. Additionally, the blog and website are now spaces where I can put my work on display as an artist—or even just share my creative visions—and reach out to a larger audience. Thus, I find the project very helpful in my artistic endeavors, because it serves as a networking tool.

 

3.      OUTSIDE APPLICATION

 
After creating a personal website and blog, I may want to share my perspectives and work from other UNCSA courses during my time as a student here. In particular, under the “Music Perspectives 1” tab, I might want to upload music that inspires me to choreograph or just musical artists that motivate or influence me as a dancer and individual. Additionally, under the “Dance Perspectives 1” tab, I may want to list which choreographers, companies, or dance works inspire me as an artist/dancer/performer. Furthermore, under my English Composition courses, I may feel that uploading my essays would give the public a better understanding of my mental processes and opinions—especially in regards to the arts, since several of my essay topics have to do with the arts. Overall, I can see how helpful the website and blog will be for me in establishing a stronger web presence as an artist and a person by sharing other information outside of my DMA coursework.

 

4.      CORRELATIONS IN MY WORK PATTERNS IN THIS PROJECT AND OTHER WORK

 
I noticed that I follow certain work patterns that translated over into this assignment. I tend to procrastinate doing assignments, but when I complete them, I do put a lot of effort into them. I try to be very conscientious and thorough when I am given almost any task. In this case, I should have begun working on the assignment sooner in order to give myself more time to work through it in an effective and efficient manner. When I finally got to the work, however, I paid close attention to what the requirements were and tried to complete them to the best of my ability.

 

5.      SELF-EVALUATION

 
I think that I followed the guidelines to the assignment fairly well, doing what was asked of me, and I certainly put in effort. I read all of the directions carefully and sought to follow them very cautiously. I especially worked hard in the formation of the homepage on my website in regards to the text portion of the project. I met my expectations as far as following the basic requirements and writing thoroughly on the homepage; however I think that I let myself down in regards to the appearance of the blog and the website. From what I gathered, it was not required that I work on the aesthetics of the blog and website, yet I think I could have improved in that sense. Additionally, I could have spent more time on the text of the website and organizing the formatting. Overall, however, I feel that I put honest and strong work into the project although it is not by any means perfect.

 

6.      CORRECTIONS AND IMPROVEMENTS TO MAKE

 
I would like to improve my performance as a student, first of all, by forcing myself to work ahead as well as to get more outside help and to use the resources around me when I need them. Basically, the improvements that I want to make are what I have said above and below, where I focus more on the visuals of my website and blog. Furthermore, I would like to slightly alter the texts on the sites.

 

III. CORRECTIONS AND IMPROVEMENTS I MADE

·         Add a personal picture to my blog

·         Change the backdrop on my blog

·         Write a self-description on my blog

·         Include some more background on my dance training on my website

 

IV. CONCLUSION

 
The purpose of the project was to develop ways to promote my intentional web presence as well as to learn new ways of working effectively online. This project accomplished the task by having me create my own blog and e-portfolio website. Moreover, the project-write up has caused me to reflect on my work, how I approach work, and has allowed me to better understand the purposes and values of the assignment. I am grateful to be learning from the process of completing the project and of evaluating my work, because I feel they will help me to improve as an individual, a student, and an artist.