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Deped Copy: Quarter Ii: Technology-Based Art
Deped Copy: Quarter Ii: Technology-Based Art
CONTENT STANDARDS
PERFORMANCE STANDARDS
The learner…
1. creates a tech-based artwork (video clips and printed media such as posters,
menus, brochures, etc.) relating to a selected topic from the different learning
areas using available technologies, e.g., food and fashion.
LEARNING COMPETENCIES
The learner…
1. identifies art elements in the technology-based production arts.
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2. identifies distinct characteristics of arts during the 21st century in terms of:
- production
- functionality / range of audience reach.
3. identifies artworks produced by technology from other countries and their
adaptation by Philippine artists.
4. realizes that technology is an effective and vibrant tool for empowering a person
to express his/her ideas, goals, and advocacies, which elicits immediate action.
5. determines the role or function of artworks by evaluating their utilization and
combination of art elements and principles.
6. uses artworks to derive the traditions/history of a community (e.g., landscapes,
images of people at work and play, portrait studies, etc.).
7. compares the characteristics of artworks in the 21st century.
8. creates artworks that can be locally assembled with local materials, guided by
21st century techniques.
9. describes the influence of technology in the 21st century on the evolution of
various forms of art.
10. applies different media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of 21st century art (e.g., the
use of graphic software like Photoshop, InDesign, etc.).
11. evaluates works of art in terms of artistic concepts and ideas using criteria
appropriate for the style or form.
12. mounts an exhibit of completed technology-based artworks.
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ARTS Quarter II
INTRODUCTION
T echnology has literally taken over every aspect of life in the 21st century, and the
creative and visual arts have not been spared. In fact, for the younger generations,
art as you know it is defined by technology—from its creation, to its manipulation, to
its reproduction, and even to its distribution.
Computer/Digital Arts
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Origin and Early Stages
C omputer art or digital art first came on the scene in the early 1960s.
Understandably, this was due to the technology that was constantly developing
and that became available at that time. Thus, the early experimenters were not
necessarily artists, but engineers and scientists who had access to and experience with
the hardware needed. It was they who began to recognize the potential of artistic
expression through the application of scientific and mathematical principles.
In fact, even in the sample works we present here, you will note a strong scientific or
mathematical look and feel to the creations of many digital artists. Geometric forms
and repeating patterns appear frequently. More traditional subjects like human beings,
landscapes, animals, and still life elements are simply incorporated as part of those
forms and patterns—rather than as the main focus.
Also understandable was the initial reaction of the public to computer-generated art.
There were questions as to whether it was, in fact, “true art” since it made use of
electronic and mechanical devices, rather than the artist’s own hand, to produce the
images and effects. Within a few years, however, there was a general acceptance of
digital art as an exciting and thought-provoking form of modern art. Exhibits of
computer art became highly popular and critically acclaimed, as digital artists or
computer art masters or “superstars” came to the fore in Europe, Russia, and the
United States.
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Technology-based Art
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Frieder Nake Georg Nees
Polygon Drawings, 1965 Schrotter (“Gravel”), c. 1965
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ARTS Quarter II
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Some digital artists have even used their works to express their views on political,
social, and cultural issues; as well as to advocate causes that are critical to modern
life, such as the environment and climate change. Others even explore the
philosophical relationship between science and technology and the arts.
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Technology-based Art
I n our country, Filipino artists were likewise influenced by the technology trend in
art. However, this was more in the commercial sphere. From the 1960s to the
1990s, their computer-generated works were primarily geared towards illustrating for
international comic books. In fact, Filipino illustrators earned quite a reputation for
their talents and were highly in demand in this field. They eventually became equally
sought after as animators for some of the major film production companies in the
United States, as well as animated television series produced in different countries.
(See a more detailed presentation on Filipino comics illustrators and animators in
Quarter III.)
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Deviant Art – http://www.deviantart.com/browse/all/digitalart/
The Ateneo Art Gallery – http://www.ateneoartgallery.org/
Yuchengco Museum – http://yuchengcomuseum.org/
Cityscape
Antonio Gorordo, c 2010-2012
Digital art
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ARTS Quarter II
There are also institutions offering training courses on the digital arts, such as the
First Academy of Computer Arts, the Philippine Center for Creative Imaging (PCCI),
as well as the Technical Education and Skills Development Authority (TESDA)
through scholarships given by the Animation Council of the Philippines (ACPI).
Courses such as these open up an array of career opportunities for young Filipinos in
the fields of advertising, animation design, multimedia communication, and web
development. (More on these topics in Quarter III.)
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or android phone—can now capture and
edit images and videos; create, manipulate,
and share works of art; and even compose music. You can be—and probably already
are—a digital artist in your own right.
Summary
Computer/digital arts make use of electronic and mechanical devices, rather than
the artist’s own hand, to produce the desired images and effects. Thus, these are
definitely technology-based art forms. In recent decades, personal gadgets such as
laptops, tablets, and android phones have incorporated the artistic capabilities of the
large-scale computers. So it is now possible for anyone to be a digital artist.
WHAT TO KNOW
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Technology-based Art
WHAT TO PROCESS
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Pencil
Picasa
Paint Star
Smooth Draw
Spray
Karbon
Adobe Photoshop
Corel PaintShop Pro X5
The stored illustration or image will be manipulated using any of these editing
programs, during a later session of Quarter II on Computer Generated Images
(see page 240).
WHAT TO UNDERSTAND
A. Research Activity
1. Research online for the works of any two of these digital artists:
James Faure Walker Geroge Grie
Manfred Mohr Olga Kisseleva
Ronald Davis John Landsdown
Joseph Nechvatal Perry Welman
Matthias Broegel Jean-Pierre Hebert
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ARTS Quarter II
2. Select one artwork each by the artists that you have chosen. Give the
basic details of each (title of work, name of artist, technique used, year
created). Briefly explain how the following principles of art are
incorporated or expressed in these particular works:
a. Rhythm, Movement
b. Balance
c. Emphasis
d. Harmony, Unity, and Variety
e. Proportion
B. Questions
2. Was there a difference in how Filipino artists first ventured into the
world of digital art? If yes, explain briefly.
3. Research online for three Filipino artists using digital techniques for
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their works. Compare and contrast their works with the examples of
digital art by the foreign artists presented above.
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Technology-based Art
WHAT TO PERFORM
Having learned the concept and techniques of computer/digital art, you can now
prepare your artworks for the culminating exhibit at the end of the quarter.
All the finished artworks should be labelled with original titles, your name or your
group members’ names, the date, and the technique used.
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Mobile Phone Art
T he mobile phone that you constantly hold has evolved from a mere
communication tool, into a creative device that allows you to generate original
works of art for an entire range of purposes. These could be personal photographs and
videos that you can manipulate with a myriad special effects, both visual as well as
sound and music. They could also be school projects or reports that require you to
combine images, incorporate text, even include simple animation.
And the wonder of it all is that you can do all these right on your own mobile devices,
particularly the new-generation models known as android tablets, phones, and
combination of both called “phablets.” The tasks that traditional photo editors used to
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ARTS Quarter II
You are probably already familiar with the following image manipulation programs
and applications that run on today’s android devices:
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Flipagram – a downloadable application that allows you to ‘bring your
photos to life’ in short videos set to music of your choice
Picsart – a free photo editor and drawing application, as well as a social
network for you to share your art with others
Snapseed – a photo application that enables you to enhance, transform, and
share your photos; a free downloadable version for android phones is
available
Instagram – a fast and fun way to share images with others; snap a photo,
choose from among the available filters, and share via Facebook, Twitter,
Tumblr, and more
Many more such programs and applications are constantly being developed with even
more new, exciting, and fun features and capabilities.
Each of these has an extensive array of special features you can use to modify your
images. Among these are: frames, borders, and banners; filters, cropping in different
shapes, automatic collage or color change, stickers, text bubbles; effects such as warp,
skew, tunnel, fish eye, and negative; adding “spot color” to only certain elements of
an image; creating a photo montage with music. Some programs even make it
possible to have any photo simulate a work of art in a whole range of media—from
oil to watercolor to pen and ink to charcoal to oil pastels to a Warhol poster to a
Japanese woodblock print.
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Technology-based Art
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241
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ARTS Quarter II
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Mirror Photo – multiple mirror images
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Technology-based Art
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ARTS Quarter II
I f you want to create original images from scratch, you may make your own
illustrations using specialized programs for image generation and manipulation.
Examples of these would be Adobe Illustrator and Corel Draw. These are, however,
designed to run on desktop computers and laptops, so you would need to have access
to these larger and more complex devices.
There are scaled-down versions of such programs specifically developed for use on
smaller, handheld units like your personal tablet or android phone. These enable you
to perform virtually all of the tasks that a program like Illustrator performs but,
almost literally, in the palm of your hand. Many of these come at a fraction of the cost
of the more complex programs or, in some cases, even for free.
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Artweaver
Draw Plus
Pencil
Picasa
Paint Star
Smooth Draw
Spray
Karbon
Adobe Photoshop Express
Corel PaintShop Pro X5
WHAT TO KNOW
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Technology-based Art
WHAT TO PROCESS
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(TLE) for detailed instructions on what programs to use, and how to use
them.]
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ARTS Quarter II
WHAT TO UNDERSTAND
WHAT TO PERFORM
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Preparing for the Quarter II “Exhibit of Technology-Based Art”
Having learned the concept and techniques of mobile phone art and computer-
generated images, you can now prepare your artworks for the culminating exhibit at
the end of the quarter.
All the finished artworks need to be labelled with original titles, your name or your
group members’ names, the date, and the technique used.
Digital Photography
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Technology-based Art
The multi-step process described above has since been overtaken by the magic of
digital photography. Today’s users have the option of a “point-and-shoot” type of
digital camera which automatically makes all the adjustments in lighting, focus,
zoom-in and zoom-out, even removal of “red eye” with the user being given some
leeway for slight adjustments. It offers image enhancement features like adjusting
color and brightness imbalances, as well as sharpening or blurring the image. It may
even offer unique effects like “fish eye” or filters that allow pre-setting of the photo
to be taken with a colored tint or a special texture. Plus, it allows the user to
immediately review the photos taken without waiting for a complex developing
process—and to delete any unsatisfactory images while storing the good ones for
future needs.
A second option is the digital single lens reflex (DSLR) camera. This also provides
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the film-less and instant review features of a “point-and-shoot” type of digital camera,
but gives the photographer much more artistic freedom and control to select the
camera settings to create the desired final image with the preferred visual effects.
Whether you are using a point-and-shoot camera or a DSLR, there are basic
guidelines for capturing a good quality photographic image:
2. Check that the available background is relatively simple and not too
cluttered, so that the focus will be on your chosen subject.
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ARTS Quarter II
3. Natural light in the outdoors or near a window is usually the most flattering
or effective for any kind of subject. Ideally, the best light for photos is
within the first hour after sunrise and the last hour before sunset.
4. Avoid taking shots facing the light, as this would make your subject back-lit
and most of the details would be lost in shadow.
5. If you intend to take a posed shot, position your subject where you want in
relation to the location, background, and source of light.
6. If you intend to take a candid shot, position yourself where you can capture
the most interesting, amusing, touching, or engaging moment or expression.
WHAT TO KNOW
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1. What is digital photography?
2. Briefly describe the basic technology behind the earliest cameras.
3. In place of the previous light-sensitive film, how are today’s digital images
captured and stored?
4. What are the two main types of digital photography in use today?
5. Why is one of them called point-and-shoot photography?
6. What does the acronym DSLR stand for?
7. Cite two or three differences between these forms of digital photography.
WHAT TO PROCESS
Materials:
shoebox or similar lidded box
black paint (if box is colored or printed)
Note: To save time, the boxes may be painted completely black
beforehand.
small piece of sheet metal (approximately 3” x 3”)
large needle
X-acto knife
sandpaper
light-sensitive photo paper
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Technology-based Art
tape
scissors
Procedure:
1. Your teacher will divide the class into groups of 5-6 students each.
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f. Carefully unwrap the light-sensitive photo paper. Tape the paper on
the inner side of the box opposite the pinhole.
g. Put the lid on the box and seal its edges securely with tape on all
sides to ensure that no light can seep in.
[Reference:
http://www.instructables.com/id/How-To-Make-A-Pinhole-Camera/]
3. Once the pinhole cameras are ready, each group will go outdoors and
look for a subject for their respective photos. Note: Be sure to choose a
totally still or static subject.
4. Follow the procedure below for taking a photograph with your camera:
a. Position the camera on a stable surface, with the covered pinhole
facing in the direction of your chosen subject.
b. Without moving or shaking the box, carefully loosen the tape
holding the cardboard flap over the pinhole.
c. Tape the flap in the ‘open’ position for approximately 15 minutes,
and leave the box totally still for the entire duration.
d. When the time is up, carefully close the flap and tape it shut once
more.
5. Keeping your pinhole cameras fully sealed, bring them to a shop in your
area where the exposed paper will be developed into photographs.
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ARTS Quarter II
Note: The objective of this activity is for you to become familiar with the process
of using the cameras. There will be separate group projects in Quarter III to
create photographs for the culminating exhibit on Technology-based Arts.
2. For how to use a DSLR camera, refer to online tutorials similar to this:
http://digital-photography-school.com/megapost-learning-how-to-use-
your-first-dslr/
http://www.wikihow.com/Use-Your-Digital-Camera%27s-ISO-Setting
WHAT TO UNDERSTAND
1. What was the experience like creating your own pinhole camera, and being
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able to capture images using it?
2. What do you see as the advantages of digital photography as compared to
the earlier film-type photography?
3. What do you think of the view that film photography is more artistic than
digital photography? Support your opinion.
4. If you have experienced both regular digital photography and DSLR
photography, which one did you find more useful to you? More doable?
More interesting? Explain your answers.
5. What do you think of the way digital technology has made quality
photography accessible to everyone, including young people like you?
WHAT TO PERFORM
Having learned the concept and techniques of digital photography, you can now
prepare your artworks for the culminating exhibit at the end of the quarter.
1. Label the photos taken with the pinhole cameras with original titles, your
group members’ names, the date, and the technique used.
[Note: In the final exhibit for Arts Grade 10, these will be an interesting
contrast to the digital photos to be taken in Quarter III.]
2. Your Arts teacher will store the photos for inclusion in the exhibit at the end of
the quarter.
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Technology-based Art
Video Games
Similar to image creation and manipulation, it is now possible for video game fans to
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become video game creators themselves. Online tutorials and guides are available on
sites like e-how, Instructables, and You Tube. Plus there are available programs that
can be downloaded and used immediately, with no need for prior knowledge on
coding or web development.
Twine - http://twinery.org/
Stencyl - https://www.udemy.com/create-your-first-computer-game-with-
stencyl/
GameMaker - https://www.yoyogames.com/learn
Digital Painting
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ARTS Quarter II
Digital painting also refers to a technique using a graphics software program to create
an artwork that is totally virtual. The canvas, brushes, paints, and other tools are all
virtual, existing only within the computer. And the finished work is also stored in
virtual format, to be shared through cyber space.
Social media purposes - Another tremendously powerful and innovative field that
digital technology has revolutionized is that of creating and presenting videos. The
explosion of social media in recent decades has provided a new platform for video
materials targeting the “netizens” of today. Not only are there online advertisements
that continuously bombard the
users’ computer screens and
mobile phone displays. But there
are also millions of personally
produced videos that are
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constantly uploaded to online
platforms like You Tube—from
music, dance, and stage
performances to tutorials of all
kinds to recipes to documentaries
to news clips to marriage
proposals.
Again, the digital technology to capture and edit such videos is contained right in
your tablets and android phones. And just as with the still images discussed above,
the raw video clips can be enhanced and modified with a myriad of effects depending
on the particular video application you have installed in your device.
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Technology-based Art
WHAT TO KNOW
WHAT TO PROCESS
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1. Your Arts teacher will divide the class into groups of five to six students
each.
2. Half of the groups will be assigned to create their own video games (using
any simple software that they have available or can download from the
internet for free); and the other half of the groups will be assigned to create
works of digital painting.
[Note: Refer to any applicable modules of Technology Livelihood Education
(TLE) for detailed instructions on what programs to use, and how to use
them.]
3. Due to time constraints, you will need to work on these group projects
outside of class hours.
4. Save your finished video games or digital paintings in a storage device that
your Arts teacher will hold for safekeeping until the culminating exhibit on
Technology-based Arts.
WHAT TO UNDERSTAND
1. Compare your experience in creating your own simple video game with that
of your classmates creating a digital painting; or vice-versa.
2. Do you think that video games can be considered a form of modern art?
Why or why not?
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ARTS Quarter II
WHAT TO PERFORM
Prepare your artworks for the culminating exhibit at the end of the quarter.
1. All the finished artworks should be labelled with original titles, your name or
your group members’ names, the date, and the technique used.
2. Your Arts teacher will store the finished artworks for inclusion in the exhibit at
the end of the quarter.
[Note: For the video games and digital paintings created in Session 7, some
form of device with a display capability will need to be prepared prior to the
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culminating exhibit. This could be a desktop computer or a laptop/tablet
connected to a large monitor, if available within the school or loaned from a
student’s family.]
FOR SESSION 8
The last session for Quarter II will be devoted to staging “An Exhibit of Technology-based
Arts” presenting the following categories:
You will be assigned to select from among your own works, as well as source photos,
magazine or calendar cutouts, Internet images, etc. of at least two to three representative
artworks each for the above categories.
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Technology-based Art
Each artwork will be accompanied by a card briefly describing the work as follows:
Title _________________________________________________
Artist/s _________________________________________________
Title _________________________________________________
Artist ____________________________________________________
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Artistic style and medium used _______________________________
________________________________________________________
________________________________________________________
Link between the work and the context in which it was created
________________________________________________________
________________________________________________________
Invite the school Administration, other faculty members, and your schoolmates to
visit the exhibit. Be prepared to explain the works and how these present the
characteristics of different forms of technology-based art.
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ARTS Quarter II
As a form of self-evaluation, rate the culminating exhibit using the format below:
Completeness of exhibit
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Presentation
(display, mounting, and
labelling of works)
Assignment of tasks
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