3:20 AM

I have to turn in three briefed cases tomorrow and it's a lot more difficult than I had originally anticipated. I have a test next week for managerial accounting and this class is a lot more difficult than I had originally anticipated. Either I am underestimating my courses or I think too much of myself. All I know for sure is that I'm eager for summer to arrive.

Art 220: Entry 19

Our final class was on Thursday. Finals week starts tomorrow and on Tuesday, we will be screening the promos we've been working on!

On Thursday, we talked about the learning outcomes and what grade we felt we deserved in the class. We then had a discussion about the difference between Art and Graphic Design. In the past, I have felt that some classes were a waste of time and did not accomplish anything they set out to do. With the exception of one, this course successfully met the learning outcomes listed on the syllabus. Although I am not a design student, one of the main reasons I took this course was because I had a desire to improve on my ability to develop concepts. I not only wanted to come up with better ideas, but I wanted to generate many ideas quickly. I feel that I have succeeded in accomplishing this. Every idea I come up with may not be brilliant, but I am able to generate many good ideas quickly and strengthen them faster than I was able to before.

I found it interesting that many people were stumped when asked the difference between Graphic Design and art. As students making it their career choice, I was expecting many to give thoughtful and informative answers. I had a general idea myself, but I found it difficult to formulate a coherent description. Jimmy told us that we needed to know what Graphic Design was to effectively complete our videos. Together, the class slowly pieced the meaning of design like a communal puzzle. As a whole, it was stated that design was the use of art to communicate a message and solve a problem. Designers are critical thinkers, solving problems for their clients and being mindful of their audience. More might have been said but I began to think about my video and how I wanted to approach my idea. After talking to Jimmy about my idea, I left class feeling pensive and a little less stressed about the impending workload.

descriptor collection
demure: a shy or modest appearance or manner
sesquipedalian: using lengthy words; containing many letters or syllables
adamant: set opinion, unwilling to reconsider a decision

Art 220: Entry 18

On Tuesday, one of the students in our class shared her experience of AIGA's Student Portfolio day. The keynote speaker for the event was Robynne Raye, one of the co-founders of the design company Modern Dog. Jimmy gave us some background about the company and showed us their website. The information presented on the design company's site is written in a way that caters to businessmen and corporations but the art that was displayed was jocund and vibrant.

Modern Dog is known for their playful poster designs. They enjoy creating posters but, unfortunately, it does not pay well. Jimmy told us that what keeps the company afloat is their corporate work. The corporate money they earn is enough to allow them to take on projects where the pay is little to none. I think many creative people search for this. They want to live their dream, producing fun artwork they enjoy but they need to strike a balance and bring home a paycheck.

"All work and no play makes Jack a dull boy."

Some entertainment companies have a no-moonlighting clause in their contracts. Legendary animator Chuck Jones was fired from Warner Bros. when they discovered he had broken their exclusive contract to work on a UPA film he had written with his wife. Despite working at a renowned company, Jones had the desire to do his own side project. As awesome as it is to have art projects for homework, there are moments when it's still work. I'll be painting in a very specific technique that the professor desires and I'll want to doodle in my sketchbook. I expect it will be similar once I get settled in my career. I'll be working on a project that may not necessarily be my original idea. I'll love that it's art but every once in a while, I'll want to do my own thing.


descriptor collection
anhedonic: inability to feel or experience pleasure
jocund: full of humor, cheerful
fallacious: mistaken idea, deceptive

Art 220: Entry 17

Thursday's class consisted of deep thoughts and a whole lot of whoa's.

What if we could never die?

What if sexual identity didn't exist?

What if there were no more religions?

What if 9/11 never happened?

What if there were no such thing as success?

What if earth had zero gravity?

What if everything we do has been decided?

What if consciousness is a dream?

What if everyone looked the same?

What if space was God's heart?

What if Hitler and the axis powers had won the war?

What if females ran the world?

What if there were no borders?

What if we ran out of oil tomorrow?

These were some of the questions people posed during our game of "what if...?"

Even after class had ended, I continued to ponder the possibilities. As a kid, I would hold my nose before drinking nasty medicines. I found out years later that smell determined taste, and holding my nose was actually an effective coping method. When someone asked "what if earth had zero gravity?" I simply thought of how cool it would be to float around weightlessly. What I did not consider was how our eating habits would be affected. Jimmy pointed our that the aroma of our foods rises to our nostrils as we eat and if gravity changed, how would our sense of smell change?

I loved the possibility of space being a spec in God's heart. And God being one of many others like us. It made me visualize infinity in a new manner and I felt so minute-- but not in a bad way. When someone proposed the extinction of religions, I contemplated the fate morality. If religions never existed, would politics have existed? If no one believed in anything higher than humans, would we have a sense of wonder?

If we were to run out of oil, I feel we would not cope well at all. We would be quite unprepared. Cars would be scattered everywhere, and many people would possibly have to leave their jobs or leave hours early to arrive via bike. It would also force us to bring back electric car.

I continued to think of more what if's for a few hours. Some a bit outrageous and others that plunged me deeper into thought. As creatives, we should explore different possibilities-- both plausible and  implausible. We can consider the implications and simply let our minds go free. I felt like this was a great exercise in cultivating creativity and developing the imagination.

descriptor collection
disillusioned: disappointed in someone of something
weary: visibly tired
petite: smaller than average

Art 220: Entry 16

On Tuesday we were given the following sequence of numbers:

1

10

11

100

and asked to fill in what came next. We were split into two teams and our team chose that the next number in the sequence was 111. Our reasoning behind this was because we saw a pattern where a zero and a one were added to the number two spots before. For example, a zero added to 10 makes 100 and a one added to 1 makes 11. Another one added to 11 would make the next number in the sequence 111. Alternating between adding zero's and one's would create the sequence 1, 10, 11, 100, 111, 1000, 1111, 10000, 11111.

Jimmy chose a representative from each group to go up to the board and present our reasoning. Using what was presented, we then had to come up with the next numbers in the sequence. Unfortunately, not all the things we discussed as a group were iterated to the rest of the class and the other group had a difficult time finding the next number in the sequence using our formula. Similarly, we felt that the other group's method had conflicting pieces of information that prevented us from solving the sequence.

I found it interesting that both groups approached solving the number sequence from a visual perspective-- like true art majors-- rather than trying to created a mathematical formula. Although we spent a good amount of time discussing different methods and preparing for our presentation, leaving out one minor detail prevented the other group from completing the sequence. Like previous exercises, this one further taught us the value of clear communication.

descriptor collection

ingratiating: agreeable, pleasing
overwrought: overly complicated in construction or design

congenial: pleasant due to similar interests

Art 220: Entry 15

On Thursday, we saw another TED Talk video and Jimmy gave us some history about the TED talks. It was started by an architect named Richard Wurman who transitioned into the world of design. One of his first big projects was to design the pacific bell logo for the smart pages. His company came up with the idea, he was not hired to design it.  Whenever you have a big idea. no one is going to approach you. You have to get your ideas out there. If not for an intern named Maria, who was working for Wurman at the time, the company would have never gotten the gig. She was very motivated and asked to pitch the idea. She asked to be sent to San Francisco, and believing he had nothing to lose, Wurman complied. When she successfully got the gig for her firm, they allowed her to oversee her own branch. In this way, she got to learn process of running a design firm which facilitated the process of laughing her own firm, today known as Hot Studio.

I find it incredibly inspiring that someone so young could have accomplished so much after recently graduating from school.. She had all her education fresh on her mind, she was highly motivated and she just grabbed the opportunity by the horns. She traveled across the nation, something that can be frightening at such a young age, to represent her firm.

Our attention span is 19 minutes. This is how long TED talks are. TED talks are our nation's geniuses. John Maeda graduated from MIT with a background in computers. He was given advice to became a designer and he followed said advice. His work is intricate. I too, enjoy intricacy and making things complex for myself.

simplicity = more enjoyment, less pain

descriptor collection
exuberant: very energized and excitable
cordial: friendly, heartfelt
majestic: beautiful and dignified

Art 220: Entry 14

Tuesday's class consisted of listing all the concepts we've covered over the past 8 weeks. For our final, we have to create a one-minute video promoting the Art: Graphic Design/Visual Communication Option at Cal State LA. As a foundation class for this major, this course has covered the important concepts that design students will be learning in their upper division courses.

Some of the concepts were discussed more thoroughly, such as Visual Literacy. Having the ability to read a picture and decipher the meaning is an important skill set in our field.  Art often contains emotions and psychology. As creatives, the goal is to produce pieces that will provoke reflection and critical analysis rather than just be thought of as pretty pictures.

Some concepts mentioned, like networking and abandoning fear, tied together. Networking can be scary, especially with established professionals. And while some have difficulty starting a conversation, others may need to work on holding back what they say. Don't burn bridges. Not only will you be viewed as more well-mannered when you're polite, but you may be securing a future job with a potential creative legend.

Presentation, critical evaluation and the critiquing

Punctuality and professionalism go hand in hand.

After this, we were given time to brainstorm for our final. Some people spoke with their neighbor and after a while, the class began to form into larger groups. It was quite fun to bounce ideas off each other, share and improve one another's ideas and simply discuss freely in a group setting. We discussed how we got to cal state LA and the variables that went into choosing to study art. Some of us discussed our ideas for our videos and joked about ways to make the art building more enjoyable for art students.

descriptor collection

brazen: bold and without shame. OR (referring to sound) loud and harsh

effusive: expressive (with feelings and emotions)

resplendent: impressive in appearance

Art 220: Entry 13

On Thursday, some students sat in front of the class, in the manner of a talk show and we had a mini panel. The topic that was initially discussed was motivation and what caused it. This then sparked a debate about fear suppressing and motivating action. Some interesting points were brought up on both sides and at times it seemed like neither side was sure of what they thought, going back and forth. For example, someone said they would prefer to work at a job where they enjoyed the work but when given the circumstances that the pay would be horrible and their living conditions would be less than desirable, they did not seem so resolute.

When the conversation began, one student said he felt that the class was pointless without knowing what grade he was getting. This made me grimace. While I do strive for good grades, I have recently come to accept that it is not the most important thing in life. Future employers will not care for grades as much as they care for experience and knowledge. Grades may be a reflection of what you learned but they can also just mean you did the busy work for a class. I feel that this class is what you make of it. These blog entries, for example, are my thoughts and reflections of what I learned. Someone who doesn't contemplate the meaning of our activities may not be getting the full experience of the course.

Jimmy told us that if we had been offered $20,000 for the 9 game concepts we had to present 2 weeks ago, everyone would have completed the assignment. Many people brought 6 to 8 ideas instead of the 9 that were asked. While I did complete the 9 that were asked, I found that it was difficult to produce consistent quality. Towards the end, my ideas were very raw and were more of a brainstorm than developed concepts. I wanted to complete the assignment because I thought I would get something out of having variety. I wasn't sure how the first phase of evaluating the ideas was going to be like and I considered the possibility that one of the raw ideas could be further fleshed out and might end up being the best one.

My motivation for this class comes partly from curiosity, I suppose. Jimmy is often very vague about what we're going to do with any assignment so I come prepared with my assignments completed so that I can find out what he's going to do or say. By finishing my assignments, I am getting the most out of this class. This wasn't a required course for me. The majority of the students in the course are design majors. Another student and I are the exceptions, we are animation majors. I took this class for fun and in the hopes of developing a skill. This can also be a reason why I have motivation. When something is required, some people have less inclination to want. When something is chosen freely, you're more at ease and accept what is given to you.

While I can't call myself the poster child for motivation, I do believe this: As creatives, if we do not have the motivation to produce art, then we are probably in the wrong line of work.

descriptor collection
pedantic: too much concern with rules and formalities
raucous: harsh and loud
androgynous: ambiguous sexual identity, blending both masculine and feminine qualities

Art 220: Entry 12

On Tuesday, we briefly discussed our papers on Kali Nikitas and then we proceeded to play a class game. Since the class was sitting in a circle, we just needed to know the rules. Jimmy asked for two random objects and sat between two students. One object was a coffee thermos and the second was a cell phone. Jimmy looked to his left, presented the thermos and stated, "this is a who." He instructed the person to ask, "this a who?" which he would reply again, "this is a who," and then the person would confirm, "ah, this is a who." The person would then look to their left and state, "this is a who," and then that third person would ask "this is a who?" the second person would turn back to the first person, and ask again, "this is a who?" and the first person would confirm, "this is a who," the second person would confirm "this is a who," and then the third person would state, "ah, this is a who." The chain would continue to left and meanwhile the same would occur on the right with the cell phone with the variation, "this is a how." When the objects crossed on the opposite side of the circle, chaos would ensue because now, people had to be cautious and remember to question and state in both directions. At this point in the game, it became very difficult and almost always, the chain would be ruined and the class would have to start anew.

When people think of games, the first word that often comes to mind is competition. This game did not involve being competitive. In order to get around the circle, everyone had to rely on everyone else. We had to listen to the intonation in people's voice to determine if they were asking a question or stating a fact. The slight inflection at the end of the sentence determined whether we kept going or had to start again. If we hadn't been paying attention to the pattern as the objects were passed along, we couldn't answer or ask correctly when the item came to us. Removing the actual names of the objects was also very important. If we used the names of the objects, the challenge of paying attention would have been eliminated.

It was funny to see the progress as the objects went around the circle, every time they reached the opposite end of the starting point, everyone would begin to have a difficult time and contort their faces into frustration or concentration. Not only did we have to focus on what was occurring on either side but we had to speak clearly. Although the real world does not occur precisely in this manner, when it comes to working in a group setting we sometimes need to rely on others to accomplish a task and the next person relies on us as well. While only a game, in this exercise I learned the importance of building off each other and communicating clearly.

descriptor collection
(all the words for this entry involve showing off but they pertain to different styles or manners of doing so)
egregious: flagrant in an extraordinarily bad way
ostentatious: showy, crudely displaying wealth
rakish: dashing in a way related to sports

Art 220: Entry 11

Time did not permit for everyone to present on Tuesday, so on Thursday I presented my game idea. While Tuesday was a good overview of how to present, I was looking forward to getting feedback on specific weak areas pertaining to my personal presentation style. Overall, I was told that I did a good job. I presented for a good amount of time and I kept eye contact with everyone in the class. I had my feet a good distance apart, giving me good balance and preventing the need to shift around. I occasionally looked back to my presentation board to indicate visuals. I smiled and maintained a good level in my voice. I was quite pleased with myself but I knew that my presentation was not perfect. When it came to the critique, a classmate did indeed point what I failed to do. I did not have a strong conclusion. At the end of my presentation, I thought I had more to say, but when I realized I had stated everything that needed to be said, I simply said "The End." While everyone laughed at my cover up, I know that this would not have been well-received in a professional environment.

When I write essays, I struggle with the conclusion. With essays, however, I have time to think of a way to end it properly and I usually do a great job. Presenting in a public setting is instantaneous and it was good for me to find out my weak points. A simple "thank you" would have more desirable in lieu of what I stated and now I know this for future presentations.

descriptor collection
skewed: slanted or unsymmetrical
eloquent: something that is spoken clearly, expressively and beautifully
irresistible: an overpowering desire

Art 220: Entry 10

On Tuesday, everyone brought their game ideas on presentation boards. Our ideas were more refined and we had to come prepared with the who, what and why's to our game ideas. On our boards, we had to state or depict how to play, the target audience the game was intended for and the purpose or goal of the game. Jimmy told us he wasn't grading or making a note of anyone's presentations, but that he did want us to critique the individual presentations and not the game concepts.

This was a very useful activity. When it comes to public speaking, people tend to have the same setbacks so it was a good overview of the do's and don't's of presenting. Some of the important things to remember are: [1] to have a good intro; greet the audience and state your name. [2] Throughout the presentation, continue to acknowledge the audience; make eye contact with a few people throughout the room instead of looking down or staring up at the ceiling. [3] Posture is important. Avoid crossing your arms and keep your posture open to the audience. [4] Too much body movement can be distracting. Keep your feet planted firmly on the ground to prevent shifting during the presentation and use hand movements well. It is okay when using your hands to indicate things but grasping your hands for no reason are a visible display of nervousness. [5] Avoid the frequent use of "like" and "um." This conveys insecurity. If needed, take a breath and think before you speak so that you can get through a sentence without the need to use these filler words. [6] Have a good ending. A good presentation needs a solid ending. Thanking the audience for their time is a good way to go. Depending on the situation, use the appropriate ending.

Public speaking is an invaluable skill. No matter what the profession, it is always important to have good communication. It was great to critique a variety of people on their presentations. As creative people, we may need to pitch ideas to clients and it is important to have lots of practice when it comes to giving presentations.

descriptor collection

salubrious: good for or promoting health
myopic: narrow-minded, short-sighted
auspicious: promising, opportune

Art 220: Entry 9

On the previous class session, our homework assignment was to come up with 9 original game concepts. On Thursday, we pitched these ideas. We were given four minutes to present all our concepts. It was a bit difficult for me to try and give all the information that I had initially thought of in the brainstorming process. We were told to sketch things on a paper so a few of my ideas were very rough. I definitely did not come prepared to present all these ideas.

Jimmy brought up the notion of the elevator pitch. The elevator pitch is a term animators are very familiar with. Sometimes we may have very brilliant ideas but if the opportunity arose, would we be able to convey our idea succinctly? The elevator pitch is definitely a skill that must be mastered by creative individuals. For those that are unfamiliar, the elevator pitch is a scenario where an idea or product can be summarized before a person gets off the elevator on the next floor.

It is a very important skill to cultivate. As media artists, we must know our ideas well and find a way to state the main idea in a concise manner. Our ideas are ours alone and when we acquire jobs in the industry, we won't have others to hold our hands and assist us during presentations. Following Thursdays class, I contemplated my ideas further and felt I would take more time to consider and prepare on future assignments.


descriptor collection
pulchritudinous: beautiful, visually appealing
chaotic: out of control
invigorating: stimulating something or someone with energy

Art 220: Entry 8

On Tuesday, we were asked to bring games to class (best homework ever). We could bring any game as long as it could be played on a table top- video games excluded. The class period was split into increments that allowed us to get in three different types of games. For the rest of the class period, people exclaimed with joy, shouted out in frustration, were deep in concentration and simply had a good time. When asked to participate in class discussions, only a few people would talk. But while we were playing games, the entire class was engaged. Whether strategizing their next move or being loud, everyone was participating. For the next class, we were asked to come up with 9 original ideas of our own for games. Our objective was to be able to create an experience for players.

As creative people, we hope our work will create some type of emotional response in audiences. We want to be successful and have our ideas be popular. At least, whenever I create an animation, these are my desires. Creating games may be different from animating a short or designing a poster, but it is a useful exercise. It begins with an initial concept, and purpose: "this game will teach kids how to use money" And then a way to demonstrate and make it hands on. In the board game Monopoly, people receive paper money and use it to buy property. While some games are functional and may sometimes teach something, other games may have the sole purpose of providing an enjoyable time. This is similar to media arts. PBS has educational cartoons while Fox and Warner Bros. create animation whose purpose is entertainment.


descriptor collection
mellifluous: pleasant-sounding
copious: existing in large amounts
serene: peaceful and undisturbed

Art 220: Entry 7

On Thursday we viewed a Hammer Lectures series video of Sir Ken Robinson (I am posting the video at the bottom of this entry. It runs at a little over 80 minutes but it is quite enlightening and worth the watch). In the video, Sir Robinson discusses how people must find their element- a combination of talent and personal passion to succeed in life.

Our education system caters to certain talents and crushes diversity- Sir Robinson tells us this. He talks about how our talents are burrowed deeply in our selves and how they must have certain circumstances that allow them to thrive. Once we have our talent, however, we are not set for life. If our talents do not make us happy, then we have not found our element. We can be great at something and make a lot of money, but all the money in the world will not give us a sense of fulfillment.

Finding this balance is not only beneficial to our self but also to our communities. The world thrives on diversity. We would not function if every one was a banker. Bankers need business people. Business people need suppliers. Suppliers need factory works. Factory workers carry good that were made by craftsmen. It's the circle of life. We can't all be the doctors and lawyers our parents want us to be. We have to follow our dreams and find our own meaning.

There have been times where I am working on a homework assignment and I'll suddenly have an incredible urge to draw. I then fight myself for the next couple of seconds: should I go with the inspiration or should I concentrate on the task at hand? Perhaps I can finish quickly and then draw. I find that regardless of what I choose, I'll feel guilty. I should have gone with that urge. I'm an artist! My creativity should come first. Or.. why am I drawing? I have so much work to do. I'm going to regret this when it's 2 and a half hours past midnight. I don't know that there's a right choice and I'm not trying to condone procrastination. But I do feel that sometimes we've been conditioned into thinking academics are the sole importance in existence. Einstein wasn't the best student but he was most definitely a genius. While I'm not calling myself a genius, I sometimes feel better when I think about things like this.



descriptor collection
sparse: too few; a minimal amount.
quaint: charming in an unusual way
corpulent: plump and fleshy; fat

Art 220: Entry 6

On Tuesday, our Professor wrote the word "mapping" on the board and asked us to describe what it was. Some people mentioned geography and another student replied "statistics." When asked to elaborate, the student gave a vague description and Jimmy misunderstood and gave an alternate description. They both realized they were discussing different things but Jimmy was delighted nonetheless. As we learned last week, it is great to brainstorm in group settings because ideas that may have never been are born.

Jimmy wanted us to contemplate the meaning of mapping, because the rest of the class session focused on process mapping. He gave us an example of a process map that involved the design process. The map was taken from the book A Designer's Research Manual by Jennifer and Kenneth Visocky O'Grady. After initial research, designers come up with many ideas and then refine their ideas into a limited number of prototypes. These prototypes are then produced and finally assessed. When presenting to a client, Jimmy mentioned that 3 is the ideal number of ideas that should be presented. Three is psychologically a good number and it is balanced. Two is too few and four make others think you are incapable of narrowing down your options. Simply having three ideas is not the only factor. The ideas should be on equal footing, and you must be prepared both to give a recommendation and to have your ideas rejected.

I enjoyed the discussion of presenting ideas. In previous art courses, professors would have students come up with three ideas in the interim. I never took into consideration why it would usually and specifically be three ideas. The number three, simply seemed like a good number. As mentioned in the discussion, it provides a balance. It is not a large number but it does have a certain stability. In art classes, we are usually critiqued and customarily, we revise our ideas based on the advice of professors and peers. As creative individuals going into media-related jobs, it is important to be able to work with clients. We need to be able to visually communicate their needs. If they do not love our favorite idea, we need to be willing to accept that and either revise or provide other ideas.




descriptor collection

pejorative: insulting or derogatory
virtuosic: mastering or having great skill in the arts
luminous: bright and reflective (as in light). Easily understandable. Can also mean inspiring

Art 220: Entry 5

On Thursday's class, we had to present an image and come up with 10 captions that altered the meaning of the image. The class was split into two groups and we took turns sharing our images. After sharing our images, we had to provide more captions so that there would be 10 great captions in total. The exercise was very fun and I  found that I was frequently congratulated on my clever ideas.

The image that I presented was a scientist holding two handfuls of dead bat mulch. A few of the captions I had were "dinner's ready," "economy confetti," and " Hollywood face cream, used by the stars!" One of the images presented by my classmates was a picture of very bright boots in assorted rainbow colors. Some of the ideas we gave were "official army attire," and "don't ask, don't tell." Some of photos were quite fun to do, such as a Jedi holding a lightsaber which I captioned "this is my small stick." Other images, however, required a lot of thought and were harder to produce ideas for quickly. When our professor noticed this, he gave us a new exercise. He showed us a coffee cup and told us to promote the fine arts program at our school using only that image. We all seemed a bit stumped at first, but once the group had ideas rolling, we kept it going.

This was an excellent exercise in brainstorming. Our professor helped us speed up the process by telling us to shout out the first thing that came to mind and to feel free to add on and make other people's ideas better. As artists, we will be working collaboratively on projects in our future careers and it is important to learn to contribute as well as strengthen existing ideas. One creative mind is good. Many creative minds are better.


descriptor collection 
iterative: frequent or repeated
quixotic: (like Don Quixote) having impractical ideals, being on a unreachable pursuit
illogical: contradictory, not making any sense

Art 220: Entry 4

Tuesday's class was about creativity. After viewing a TED talk series video featuring Elizabeth Gilbert, the author of Eat, Pray, Love, our professor asked us the following question:

Have you ever experienced fear-based reactions to your creative career choices?

How are you successfully overcoming these reactions?

The short answer to this is definitely, but I'll elaborate. I often have mini panic attacks. Usually it's because I start to think negative thoughts about the future or I become overwhelmed with too many tasks at once. I also feel like there's a pressure to succeed in my family because I'd be the first to graduate from a University. Then there's the added pressure of being an art major. My parents accept my career choice, but they definitely tried to dissuade me when I initially told them.

I recently decided to stay at school longer and complete a second major. Many of my friends who have graduated with animation degrees are working in coffee shops and retail stores. I found this terrifying. I thought, what was the point of them spending so much money on tuition if they were working at places they could have been hired at straight out of high school? What's even more frightening is that these people are incredibly talented! I feel fortunate that my school has many excellent professors. But even in the best universities, there are always some that aren't so great. I was supposed to graduate soon and I began to panic. I began to research art schools and I even visited one. The work the students were producing was amazing and the hire rate of the graduates was downright intimidating. The price of admission was also intimidating. I left feeling depressed. I couldn't afford to go there for grad school and I wasn't ready to graduate so soon. I made an emergency appointment with my advisor and told her I needed to add a second major. I had toyed with the idea of double majoring many times throughout my college career and in this moment of panic, I finally made it so.

While I did panic about going out into the world as an artist, I did not abandon my career choice. I instead compromised. If I'm going to have a difficult time finding an animation job right away, then I will at least have a backup. Since I'll be at school longer, I'll be able to get in some internships in the meantime!

I know that I love art (I have been drawing for as long as I can remember). What keeps me going is that I know that I am talented and that I know I am not the first person who has struggled with the decision to be an artist. When I feel like I'm having a difficult time, I remember that even Walt Disney and John Lasseter had to fight to become important figures in the animation world.




descriptor collection
sanguine: hopeful or optimistic. can also be used to describe bloody colors
ludicrous: absurd and laughable
condescending: a patronizing manner

Art 220: Entry 3

On Thursday, when we turned in our comic strips of how we got to college, we were asked to rank them all from best to worst. We were told there could not be any ties and we were given a time limit. Initially, the idea of ranking everyone was a bit of a shock. We were on the clock and we had to select the top and bottom pieces and order everyone in between. Everyone had different opinions as to how we would vote and organize the comics, and a few people became competitive and chose to vote for their own pieces.

Following the activity, we split into groups and discussed the process that went into ranking the students' work. Our group felt that clarity was very important. If the comic strip clearly communicated a story, the piece was successful and it was more likely to hold our interest. We also felt a sense of chronology strengthened the comic. We felt that the effort and quality that went into making the comic was very important. There were a few comic strips that seemed to be thrown together quite quickly and others showed a lot of planning and time put into it. Rushed work was less likely to be ranked higher. And while artistic ability was judged, it was not the most important factor in determining the better comic strips, but it did help.

After discussing the ranking process, we discussed the group atmosphere. There were a few students who took charge and decided to lead and suggest ideas as to how the class should rank the comics while the majority of the class, simply silently agreed to what was occurring. Some people did not like or agree with the process but not to many people actively voiced their dissent during the ranking process. Towards the end of the ranking, the class began to rush to try to get the final comics ordered and it was less organized than it had been earlier.

The whole experience of ranking the class may have seem a bit unfair at first, but in the real world, only the best ideas get picked. Usually it is one person or a small group of people who decide the fate of many, which seemed to occur naturally when a few elected themselves leaders. This was an excellent opportunity to review and critique all the student work in a group setting and it taught the class the value or hard work. Those who did the best job were publicly announced and even given a prize.



descriptor collection:
ephemeral - existing for a short amount of time
bawdy - inappropriate, sometimes in a humorous way
axiomatic - something that is obvious and therefore taken for granted

Art 220: Entry 2

Tuesday's session was quite interesting. Our professor, Jimmy Moss, told us we were going to have a test- to the dismay of the entire class. He looked around and asked if we would prefer to play a game instead. The class instantly became joyous and excited. He pointed out that both tasks involved competition and reward but the class countered with the fact that games were fun while tests were stressful. It seemed that Jimmy was proposing that there was hardly a difference between the two tasks. Once we get beyond psychology and the experiences attributed to the words, it was pretty cool to realize that there are indeed parallels. This discussion of visual literacy and how we shape meanings according to what we are familiar with segued into the following activity.

The class was shown a photo with no prior history given. We were asked to state what we knew for a fact and to avoid conjecture. For example, we could describe the people as adults, but we could not state the gender of the people present in the photograph. Gender is a social construct and these days, sex can be altered. There is no way to be certain of a person's gender based solely on physical appearance.  As we continued the exercise, it became increasingly difficult to point out obvious facts. It was fun to try to describe the photo as best we could and after we had exhausted all solid facts, we were allowed to draw conclusions and make assumptions. Based on earlier facts presented about the attire color of individuals in the photo, a student in the class drew the conclusion that the two people were matching because they were a couple.

As artists, we have to be intelligent and use words and colors wisely. The color red can be attributed to passion, aggression and sexuality. In our daily life, it is used for traffic signals such as the stop sign because the color is also associated with urgency. Perhaps someone driving on the freeway wouldn't come to a screeching halt if they saw a red Jack in the Box sign, but the eye-catching color wouldn't hinder their business either. Shepard Fairey's Obama Hope Poster served as positive propaganda but Firas Alkhateeb's joker poster is equally as powerful. Manipulating the image to make Obama appear as the villain, the Joker is dissettling. The red scars across the mouth portray the president as a dangerous and insane. The dark circles under his eyes hint that he is up at all hours of the night, perhaps up to no good.

It was interesting to explore the concepts of psychology in both words and images. As artists, we might be creating work that is meant to influence others. Subtle hints can subconsciously create emotions in an audience or striking colors and provocative imagery can drive the message home. I felt that the exercises were great at developing attention to detail which is a very important skill to have as an artist.



descriptor collection:
drab - uninteresting to look at because of a lack of color or brightness
belligerent - aggressive and having a tendency to start wars
platitudinous - unoriginal and cliché

Art 220: Entry 1

I had been meaning to create a blog for a while. Interestingly enough, I was asked to start one for a course I'm taking this quarter called "Concept Development." In this blog, I will reflect on each class session. So, here goes...

On Thursday's class, we talked about problem solving. Before solving a problem, the problem needs to be clearly defined. This is something that applies to any situation and is perhaps often overlooked. This made me think of my eternal struggle with essays. Ever since I took a class in high school, I began to loathe writing essays. The process was always long and excruciating but in the end, the pain was not experienced in vain as I always received high marks. This is because I thoroughly contemplated the question. I dissected it, and carefully answered each portion. I prefer to sit and think for hours and know exactly what I need to answer rather than wasting those hours completing the task without actually achieving the goal.

We were told how much time and effort is expected from us in and out of class. The university's policy is that for every 3-unit course, 6 hours should be spent outside of class reviewing and/or doing homework. Our professor, Jimmy Moss, told us he took this very seriously and wanted us to be dedicated and passionate. I was reminded of my recent visit to The Art Institute of California at Los Angeles, where I was inspired to work longer and harder on my art. While some people may have been shocked, I smiled and accepted the challenge.

Jimmy Moss mentioned that this course would help us to produce more ideas quickly. Being a good problem solver is beneficial when it comes to generating ideas. If you can quickly define the problem, you can start to come up with ideas that much faster. Spending time outside of class is like practice. It is investing time in trying to become a better artist.

I expect that I will develop new skills and grow as an artist as I progress through the quarter. Through this blog, I will document my metamorphosis :)



descriptor collection:
imperturbable - not easily worried, distressed or agitated
effectual - potentially effective
efficacious - having the power to produce a desired result