Preparing for the Future with Digital Images

Digital Imagery has been the focus of our attention during the first two months of MYP1 Visual Arts. It is through the study of digital images that students as well as the teacher have been placed right in the front row seats with this MBIS learning experience. We all are exposed or forced into looking at digital images, every day of our lives, but few can say they appreciate or have a foundation built on knowledge and understanding of the digital images that help to shape the art world of today.

Responses from the MYP1 minds:

Prakruti wrote: “I want to make something that we always “see” in the sky and the first thing that came to me was Sun, Moon, Clouds and Stars and the reason I made a circle was because we “see” with our eyes so I made the pupil circle. “

Soumya wrote: “My intention is to show you what I saw in my eyes when I first saw digital art. I was blown away so I decided to share my experience. So to make this, I took an image of an eye and pictures of Mario and Eunseo. I put them on a galaxy image and I put a box blur on Eunseo (left) and Mario (right) gray and smudged him into the background.

Filippo in response to Dark Horse of Abstraction wrote: “This photoshopped image is really creative because Scott Griesbach added all famous artists and they are having a horse race and the colours really stand out.”

Links to student artwork will be provided in the newsletter.

Umayra wrote: “My intention is to create an image of the morning and night time and add it as a background in the sky of a picture that I had taken with trees and bushes. Afterwards, I will add different effects to make it more complex so that it will show two different sides of a story… the colourful side and the not so colourful side.“

Mario wrote: “I like the way that Dieter Huber thinks. For example in the series of Klone, he mixed the things that are realistic with the things that are artificial.”

Sanghun wrote: “I created this digital image by cutting the pictures into squares and rectangles.”

Riddhimaa wrote “I want to show pain when all nature is gone. In the tears I tried to show all of the plants dead. I am really inspired by Dieter Huber. His Klone pieces really inspired me as they showed a natural and digital aspects in them.”

Tiana wrote, “I created this digital imagery with a picture I took outside, and I took a picture of a plant. I posted my picture on pixlr and then I took the smudge tool and went across the picture a couple of times. Then I coloured a red background and then I had copy pasted my picture of the plant then I copy pasted the plant again and made three of them on my background.”

Eunseo wrote: This image is a flower from my school. It is created with only one layer and contains different colours in it.

Vrinda wrote: I was inspired by the “Alice and Wonderland Production that happened three years ago at MBIS. The bottle thumbnail sketch actually exists in my computer but I made up the contents of the bottle.”

Aadi wrote: “ I made this art work to show people what the mission statement means. I gave examples of the mission statement around the logo and used a few art principles in the process.”

Think about how museums around the world have traditionally stored famous works like those from the Impressionists to the Surrealists and now try and imagine how storage spaces have changed. The following article might help you to understand how digital images have enhanced our concept of the world today.

Scott Griesbach, Dieter Huber, and Kenneth Rinaldo are just a few artists that we explored to widen our imagination and better understand, “How has digital imagery changed our concept of exhibition?”

Photography and slow shutter speeds, Flatbed scanners, Pixlr and Photoshop along with tradition studio practices have all been combined to enhance our mark making experimentation. If you read the process portfolio from MYP1 Visual Arts, you will better understand the complexity involved with each expression.

By Joseph Coburn and the MYP1 Visual Arts Students

Human systems and economic activities	The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.
Social organization and culture	The study of people, communities, cultures and societies in the ways in which individuals, groups and societies interact with each other.
Continuity and change through time	The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.
Human and natural environments	The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.
Resources and the environment	The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Living things	The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.
Earth and space	The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
Materials and matter	The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.
Forces and energy	The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines. (IBO, 2009)

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