Conceptual

Introduction

Throughout the Conceptual Project, Juniors developed their abstract thinking and communication skills to answer the question,

“How can I use unconventional forms to express myself?”

This project put an emphasis on creative development through trying out new art forms through poetry, verbal poetry, music, animation, and more. Through learning how to operate new and different softwares, equipment, and employing new techniques, students have greatly expanded their toolbox. These new skills prove to be very useful on a professional level. Some of these software and equipment include DSLR Cameras, Tascam Audio Recording devices, a multitude of Adobe applications such as Photoshop and After Effects, Avid ProTools, WordPress, and more.

Personally, I value that Freestyle has given me and many other students an opportunity to use professional equipment and software. English and Digital Media have been very fun and also a relatively stress-free class, enabling me to focus on school as well as Freestyle work. Freestyle’s animation elective class has been an enjoyable experience thus far. I have been able to explore many new ways to animate and use my artistic ability for the best.

Haiku

In English at Freestyle, our first major assignment was to write a poem in the style of a Haiku based off of a randomly generated sentence, then to match an image to that poem. We then recorded ourselves reciting our own poems. This recording was then used in Digital Media in the production of our Haiku videos, or videos where we put together music, our voices, and the image.

I enjoyed editing the photo and the audio together, it was quite a calming experience.

Premiere Pro Workspace

Poetry

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In this unit, I used my new pro-tools and HTML editing skills in hand with poetic writing to make this project possible. I really enjoyed experimenting with sounds and music that made this more mentally stimulating.

Poetry Intention Statement

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My poem “No one tells you what to do at Disneyland” is a recollection of a memory when I got lost at Disneyland. I was around 5 years old, too young to know what to do when you’re lost. Parents tell you to avoid talking to strangers, assuming this applies to every situation. As a child, it is easy to make mistakes and fumble, disobeying parents here and there. However, at that moment in time, I was incredibly scared. It was the first time I remember having to make big decisions– whether to listen to my parents or to try and resolve the situation myself. In this sense, this poem is about maturity and societal norms that have conflicting meanings when applied to different situations. Sometimes, it’s ok to experiment, to step out of boundaries, and be true to your values and what you believe is acceptable, rather than trying to be what others want to mold you to be. Though the poem describes a rather risky choice to make, it shows that sometimes making bold/rash decisions are what makes you human and, literally and figuratively, help you find yourself. 

Throughout the poem, I use repetition and metaphors to emphasize the naivety and innocence of a child’s nature. I repeated “go here, go there” as a way to contrast the tone shifts in the poem. When I first repeated the line, it sounded as if I were bored in a light-hearted manner. The second time I repeated the line, however, it was heavier and desperate. I compare hungry fish to me to show how I am gullible, how easy it is to succumb to the pressures around you. I extended the metaphor to the second stanza, emphasizing the dilemma I had experienced and the conflicting emotions I was feeling. I also mention climbing branches, a way of saying how there weren’t arms to cling onto for support. Though the poem does not explicitly say that I was returned to my family, I use the setting to help the reader feel that they are comfortable, but not at home. By mentioning the color red, I try to convey warmth, love, and nourishment. Moreover, personifying “familiarity” shows how I “gave in” to the situation, felt more comfortable where I was, and ultimately cleansed myself of most negative emotions.

Photoshop Blend Modes

  • What do you value about learning about and creatively using Photoshop Blend Modes?
    • These skills are super easy to preform and can be applied to many types of media in different ways.
  • How do you see yourself using your new Photoshop skills with your creative projects?
    • Since I already use photoshop in my creative work outside of school, I plan to further use these skills to develop my art.

Animation

Throughout the year, I’ve learned many different ways to animate– whether that be on paper or digitally, you name it. I enjoy the flexibility I now have because of all the mediums I can choose from. I’m thankful that Animation provides wonderful technology and gives us fun projects to work on.

Zoetrope

Zoetropes are one of the earliest forms of animation, invented in 1867. It works by placing a strip of frame-by-frame animation inside the Zoetrope, then spinning it at a constant speed to give the illusion of movement.

My Zoetrope of a Greyhound Running

Phenakistoscope

My Phenakistoscope of Turnip Head from HMC

Phenakistoscopes also were an early form of animation, developed in 1841. Traditionally, the animation was seen through the slits in the paper while spinning the disc attached to a vertical handle.

GIF of my Phenakistoscope
Preview of Photoshop Workspace

Analog and Digital Flipbook

Flipbooks are still a very common way of animating physically. Essentially, you draw a bunch of frames and stack them together, flipping through them. While you flip through them, it gives the illusion of a video.

90+ Frame Flipbook, “Life Could Be a Dream”

Exquisite Corpse is a type of art where an artist works on one part of the piece, then passes it on to another artist to finish. This can be applied to all different media, like paintings, sketches, sculptures, etc. We did the exquisite corpse by ending on specific shapes so the next animator could start where we left off.

60+ Frame Flipbook

Different Techniques

Here, I animated paper cutouts to create this animation. We use camera stands pointed down at the table to take photos of each frame. To make each frame, I nudged each paper slightly every frame to create movement.

Stop Motion Paper Cutout Animation

The object animation was similar to the paper cutout animation, slightly moving each object to create movement. For this project, I created many different props, such as a stovetop as the background, a skillet, cutlery and a plate, and some bacon and eggs.

Stop Motion Object Animation
Preview of DragonFrame Workspace

For both of these projects, we used a software called DragonFrame. After connecting our cameras to our computers, we used DragonFrame to help sequence of frames and preview our animations.