Please enable JavaScript.
Coggle requires JavaScript to display documents.
Making an art movement, image, image - Coggle Diagram
Making an art movement
Part 1
Planning:
https://docs.google.com/presentation/d/1npQHNwfgYevbKJcNMYI_VhP6ptmHoaifhhssfCigl_w/edit?usp=sharing
Our group initially needed a solid movement to pick, and so we began our first task as a group by brainstorming together a list of different art movements we could choose from.
What our first list of brainstorming ideas looked like (!)
(screenshots)
Art Movement Ideas:
Society forcing kids to grow up, school shootings, systematically abuse, overbearing expectations, beauty standards, double standards, anxiety, discrimination
We settled on our first Art movement idea
Appropriatism (First movement)
What was this art movement a reaction to?
Cultural appropriation (1970s/80s) by definition is “the unacknowledged or inappropriate adoption of the customs, practices, ideas, etc. of one person or society” However, cultural appropriation and cancel culture have begun to co-link negatively. Due to outlets such as social media, accusation of cultural appropriation has begun to take new extremes. Nowadays, the concept of cultural appropriation has been narrowed down. Ironically, it is beginning to separate people according to their culture or ethic background.
(verwellmind)
1 more item...
Pitch
Changes Made
Decided as a group on a celebratory mood
All students in the group sat down together in the class following this and had a long discussion of how we’d act on the feedback, and what our product is and why.
1 more item...
New version of slides created
After splitting up the roles of our groups, Art students doing costumes and shooting the video, drama students doing the cultural dancing for the video, and music students creating the cultural music while helping art students with video editing, us drama students began practicing our cultural dance moves
1 more item...
Movement changed to "Appreciatism"
Summarised Feedback
Visuals in slides are not understood at all, concepts for each group are all very different things
1 more item...
Didn’t feel concrete/organised enough
1 more item...
Can’t have a confrontational and a celebratory vibe as an aim for the product, as they contrast each other too heavily
1 more item...
Product seems like it’ll have a great result, but it doesn’t seem like it’ll be our group’s idea by the end of it, we need to spend more time coming up with out own ideas and putting our own stir into it.
https://drive.google.com/file/d/1i4Q5PfsshYh5P5BsedQfyo0WWELbRgp9/view?usp=share_link
(lim)
ATL skills (have been improved/were strengths)
Research
Thinking
Self Management
Part 2
Following our planning (trello)
Initially, us drama students quickly began coming up with an idea for some of the dances for cultural dancing. We quickly decided that I should learn a traditional Spanish dance, Otis should learn a traditional japenese dance, and that Artam would do a brazillian dance.
For Artam, he chose "capoeira" as the cultural dance that he would perform for the music video.
Back/side to side step and kick
For me, I learnt to dance "flamenco".
Flamenco is in fact so much more than just a dance: it's an art form recognised as part of the Masterpieces of the Oral and Intangible Heritage of Humanity by UNESCO.
(theculturetrip)
Claps, Stomp
We spent the first class each lightly practicing our own dance moves, getting a feel for it and confirming our choice. By this point, we had a very vague idea of how our music video would go, and didn't really know much about the contents within.
The next day we all split up into our small groups again, the art students working in the art room, the music students working in the music room, and the drama students in the drama classroom. That day, we made a more solid idea of how our music video would look like, with it mainly focusing on synchronicity and the cultures coming together as one. After we recorded our first attempts at our dances, we got some feedback from Ms. Marnie regarding our plan for the music video.
https://drive.google.com/file/d/1m7zh-sCiGmCw73e3CEpJ_ZAANYXsPQ9S/view?usp=sharing
3 more items...
Recording of my first attempts at performing some basics of my dance, Otis' dance, and artam's dance.
3 more items...
Videos Used
Clapping:
https://www.youtube.com/watch?v=Yo38h7Wdc88&ab_channel=SalBonavita
(0:00 - 0:07 is soft clap that was never used in the video, 0:07 - 0:13 sharp clap which was the mainly utilised flamenco dance skill
Stomping:
https://www.youtube.com/watch?v=DUkTunehMw4&ab_channel=GuillerminadeBedoya-Flamenco%26SpanishDance
(1:04 - 1:12 is the timestamp for the stomping that was learnt and personalized for the music video)
For Otis, he chose to learnt a traditional japenese dance without a specific name, however, it is one that is consistently performed at Japanese events.
Hop, arm swing, and light claps
Part 3
Leading up to the Dress Rehearsal
For the Dress rehearsal, we needed a couple of things to be finished including: The music, the video (recording and editing, verbatim too), and the costumes. (!)
A few weeks after we came up with a solid plan for the music video, art students interacted with a tailor to create a cape for Otis who'll be the center character for the performance. The cape needed to have multiple cultural references, while also having 3 rings hanging off and around the cape. By this point, art students had the cape mostly finished, with the decoration of the rings only being slightly behind
Music students had all their music pieces done a week before the dress rehearsal, and they provided us with the necessary music to record during the factory as we listened to the beat.
There were some difficulties with the editing and the formatting due to the constant splitting up of our group with the music, but that was quickly resolved with some clever editing
Us drama students collaborated with the art students and scheduled a time to go to the factory and shoot the clips required for our video. We all wore black pants/shorts and a white shirt for the recordings to represent the sense of unison between us amidst the different cultures. In the factory, we made sure to capture shots infront of murals or pieces of graffiti that had a loose connection to the dance we were performing at each clip. By this point, time was our biggest concern, and that is because once we had finished recording, we had only a week to edit everything to prepare for the dress rehearsal.
Extra content we added into the music video since we had time, and we needed to lengthen the video
Greenscreen shots in school dance room
Due to a lack of images to stick into our musical video, the art students asked us drama students to take some photos in the green screen room. We were asked to put on blue pants (if black wasn't available) and a black shirt. This was a requirement because we were going to show up in black and white in the image, and any other colors otherwise would be too jarring.
Due to Artam's absence, the pictures captured were mainly of me and Otis
I did not have a black shirt without any writing and neither did Otis, so we ended up inverting our shirts so that there were no drawings or writings beside the wanted coloring.
Took Photos and videos of Otis doing various positions wearing the cape
Took photos of me in various positions from random cultures (for example, doing a russian squat)
Verbatim Pieces
Audio Verbatime piece done on Cultural Appreciation by Otis
Audio Verbatim Piece done on Cultural appopriation by me following this video:
https://www.youtube.com/watch?v=x3_0xjORVKY&ab_channel=AmalaEkpunobi%3AUnapologetic
My Verbatim piece is on a women named "Brittany rose" who has some controversial opinions relating to culture appropriation. One example, and the one used for my verbatim, is of her saying that white women should not be allowed to get braids.
This would later be edited into the start of the video, and overlapped with each other to give an incoherent and tense beginning to the music video, getting attention from the audience in an engaging way.
1 more item...
