Monday, April 10, 2017

Project Proposal

Statement of the Area of Interest

     Our group is interested in the ghosts that have been reported on UWF's grounds. Through online databases and interviews we have and will continue researching any incidents that have occurred on campus that may relate to the topic of ghosts on campus. Some information we plan to include relating to ghosts on the UWF campus are the incidents involving the students Susan Morris and Barbara Bockwith, as well as the cloaked figure that has been reported by a few different people. Savannah, Kenneth, and I decided to choose this topic after hearing rumors of ghosts being seen on campus and stories of deaths occurring on campus. We decided to investigate to see if these deaths actually occurred, and if so, were the source of these paranormal events.

Proposed Statement of Final Project


     For our final project, our project is based on the idea that Savannah, Kenneth, and I will create our own forms of documentation on the ghosts of UWF. Savannah and I will create artworks depicting the ghosts, locations where the ghosts have been reported to be seen, and locations of the crime scenes. I will create these scenes through studio art such as paintings and chalk pastels, and Savannah will capture photographs and videos.  Kenneth will document the time and location these ghosts were seen, as well as any instances of ghosts or murders on UWF's campus from newspaper articles. We will create a scrapbook containing newspaper articles and documentation of the ghosts, as well as the different deaths that have occurred on UWF's campus. We will also create a video containing reenactments of paranormal events that occurred during our research.
     Our final project will be presented as a Cathedral/Museum/Haunted House in either our classroom or the Light Lab. We will have a table set up with our artworks, scrapbook, video, and artifacts related to the ghosts that we have found.

List of primary research:
Locations to conduct field work:
  • UWF Nature Trail
  • UWF Nursery
  • UWF Library
  • Service Road next to UWF Communications Building
Information/sample collections/data that will be gathered in the field:
  • Photographs of locations
  • Video recordings of locations
  • Ghost stories from interviewees
  • EMF recordings
  • Artworks depicting ghosts


Thursday, March 23, 2017

Six Quick Lessons in How to Read a Landscape Post

     Reading a landscape can be much harder than one would think, especially if the person reading the landscape is familiar to the environment. A person familiar with the environment may miss important details that they have become blind to, or may focus on obvious locations that are important to them without realizing that those locations are also noticed by others as well. These two events inhibit a person's ability to choose an interesting location in order to provide a fresh and illuminating reading of the location that others will enjoy.
     The article's first piece of advice in order to choose a new and interesting location is to play with boundaries. Instead of limiting himself or herself to one location, a person should think of where that location connects and consider studying that area. For instance, if one wanted to study the Commons area at UWF, instead of limiting themselves to the Commons, they could think of what areas the Commons overlaps with, such as the Career Building. Questions such as how the two locations were developed, why they were placed in those locations, and so on could be explored. 
     The article's second and third pieces of advice are for one to pay attention more to the environment surrounding him or her. Instead of always looking at what is at eye-level, one should try looking up and down in order to notice things they may not have realized otherwise. Moreover, while the person should see what is surrounding them, they should also try to remove themselves from their biases and consider what they are seeing. People often become blind to the specifics of their culture and the environment surrounding them as a result of experiencing them on a regular basis. By removing bias and removing themselves from their typical line of thought and seeing the environment with fresh eyes, one can truly experience and admire their chosen location, as well as allow others to truly appreciate the landscape reading.
     The article's fourth and fifth pieces of advice are to think about the history behind a location, and how different things in the environment have changed over time. For instance, one could look into the different animals that have been found on UWF's campus, and compare the change over time to the animals now found on campus. Similarly, a person could map the changes found in order to create an interesting display of information, as well as allow himself or herself to have a better understanding of the information he or she is finding.
     The article's final piece of advice is to link the chosen location to as many experiences and documents as possible. As mentioned in the beginning, a person may choose to talk about a location that many others have taken notice to. In order to make the landscape reading more interesting to this audience, one could connect the research found on the location's history to different experiences one has had in that particular location. By providing a combination of one's own experience and the history and experience of others, one is able to illustrate an illuminating reading of the environment to others, so that other people will greatly enjoy learning the information.

Kasten, Ben, Daniel Grant, and Spring Greeney. "Six Quick Lessons in How to Read a Landscape." Edge Effects. N.p., 27 Jan. 2017. Web. 23 Mar. 2017. <http://edgeeffects.net/read-landscape/>.

Tuesday, February 14, 2017

GIF Files

     Because of the desire to see moving images on computers, the GIF file was created to be used on Personal Computers in the late 1980s. One of the most influential GIFs to be created was Dancing Girl by Chuck Poynter, and since then many websites have implemented the Dancing Girl, though Chuck Poynter was not originally known to be the creator of the GIF file.1 It wasn't until Olia explored one of the files and found the name of the creator in the file that Poynter was credited with authorization, though by that time he had already passed away. Many of his other GIF files, however, were uploaded through his son, allowing others to see Poynter's GIFs.1
     The creation of the Dancing Girl opened up a world of possibilities for GIF files, as shown in works such as OptiDisc by Tom Moody.2 The main format for GIFs is that the files are purposefully missing frames in order to conserve space, though the missing frames end up keeping the attention of the viewer because the mind focuses on filling in the lags in the GIF.2 GIFs also tend to stray away from the traditional methods of art as a result of the democratic nature of the media.
     The nature of GIF files is defined as democratic because the art form was made available not only to artists, but to non-artists as well. Non-artists were not required to follow traditional art formats, and many did not have to worry about their work being rejected by artists since many non-artists were not aiming to have their work featured in an exhibition. Furthermore, the democratic nature of GIFs largely plays into the medium's sociable nature. Non-artists could share new concepts and ideas with both artists and other non-artists, and the creation of GIFs encouraged the idea of implementing others' works into one's own work, only for one's own work to be implemented into another's work. Artists could also use GIFs to communicate to both artists and non-artists about ideas that were previously not as easy to convey due to needing to be shown in an exhibition. After all, GIFs could be viewed online by anyone wanting to access the website.
     The stories about the creation, implementation, and purpose of GIFs represents to me the evolving nature of art, as well as the increased encouragement to share and discuss artwork and information with others. People are increasingly sharing artwork and information through the Internet. Websites are created to allow others to access information about topics and share their opinions on topics to others, and Social Media is also expanding on its ability to allow people to share information and artwork with others. Similarly, GIFs are still being created today as a way to share information, trends, and ideas, and both artists and non-artists are still creating new GIFs and themes using ideas from others' works.
     I also believe the stories and articles are relevant to today's ideas about GIFs. Many of the articles stated the role that specific GIFs held at first in their time, and then their role in the overall history of GIFs. This is relevant because technology is always changing, and the GIF files that have been created in my time will later be looked upon as a record for an artistic style and method of communication that existed during this time period.

1. Olia. "In memory of Chuck Poynter, user and GIF maker." One Terabyte of Kilobyte Age. N.p., 22 Mar. 2011. Web. 14 Feb. 2017. <http://blog.geocities.institute/archives/2466#footnote_0_2466>.

2. McKay, Sally. "The Affect of Animated GIFs (Tom Moody, Petra Cortright, Lorna Mills)." Art & Education. N.p., n.d. Web. 14 Feb. 2017. <http://www.artandeducation.net/paper/the-affect-of-animated-gifs-tom-moody-petra-cortright-lorna-mills/>.

Wednesday, February 8, 2017

Animations

Animation 1

Animation 2

Animation 3

Animation 4

Animation 5

Animation 6