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