Catalogue of Critical Creativity

Creating with words: Phrankenword (143-145)

• I love using Phrankenword in drama to explore and solidify definitions of theatre terms. While in a theatre space they can show us and describe what a phrankenword is and how it's perhaps something that doesn't have a name. Another idea for drama is to have the vocabulary list come from action verbs and tactics that characters go through. Therefore, they would create phrankenwords to describe their specific feelings in a line of their monologue or scene.
• In english I would be fascinated to create phrankenwords from words in Shakespeare's text. This will help them understand the process of creating and understanding different parts of the word and their meanings. This will also help them venture outside their comfort zone of the "correct answer".

• Resume Rationale- for actors homework. Instead of a whole life story- a resume.
• Potent Quotables- often misconstrued shakespeare quotes

Creating with images: Emoji Story (175-176)

• In drama I love the idea of retelling the story in a new way with the emoji story, yet I also would love to focus on just the character they play. Make their story through this time and place seen through emojis. Or I had the idea to take a scene/conversation and translate their communication back and forth into a texting conversation with only emoji's
• In english I love using their creative skills in a new way to try to be articulate yet simple enough to be understood. In an english class they are trained to develop full thoughts and complex ideas, yet sometimes the basics are just as important. Do you know the basic story arc? Can you condense your thoughts to an outline of the story using just emotions?

• Minimalist Poster- directors concept, objective
• Color Pallet- costume design

Creating with Sounds: Soundtracking the Moment (204-206)

• Through this exercise you can bring up the power and artistic choices for sound design. Take a scene from a play and discuss the theme and feeling of the scene. After find a soundtrack that fits the arc and purpose of the scene. When they have found a good match, have them go back into library of sounds and find a soundtrack to contrast their theme and feeling of the scene. How does that change the audience's feelings, and even the actors portraying these characters?
• In english I would have them take a movie clip and discuss the overall theme and tone. This will create a basis for their first soundtrack to underscore the clip. After, split the clip into more specific and a larger variety of tones, emotions, themes, etc. Using a variety/series of clips and sounds to help portray the flow of the movie clip.

• Soundtracking the moment- use in real time scene. How does that effect the acting
• Playlist a life- create a playlist for a character for important events

Creating with the Body: Sensory Map (224-227)

• In drama I love the idea of creating a sensory map for a play/ a specific location in the play. Therefore knowing how we can include the environment into our set design. Then also having a conversation about in a specific scene if you have made a sensory map, in accordance to the stage, you can show and react to when you start to smell the flowers from the garden or feel the grass beneath your feet. This might help create depth and sincerity into the acting within a specific location.
• In english going though the pathway helps students discover how much detail you need in a location to help it come to life. After identifying the locations and specifics of their short story they will write a short description of a landscape within a story they are working on or someplace they have been throughout their life. Use descriptive words to take the reader into the location, but still tell a story or about an experience.

• Dallowinian Party- role play dinner party to explore objectives and tactics.

Creating with stuff: Five- Course Meal (254-257)

• In drama I want them to create menus for drama processes such as memorization, rehearsal process, or costume design. This will help them think of specific steps within processes they have been apart of. It also challenges their thinking and experience with metaphors to better understand some texts.
• In english create a five course meal with writing process, a plot structure, or a poetry analysis buffet. By creating a menu or perhaps describing the process of cooking it will help show their understanding of these processes and creating metaphors for themselves where there isn't one right answer.

• Look into Oreo challenge
• Book Stack Summary- story summary, character summary, short story
• Board Game Remix- warm up/hook

Creating with Social Media: Character Gallery (278-281)

• In drama build a collection of characters from a play. Have a choice of who they will dive into within the story. Let them choose between a specific list of characters so they can discuss with their groups and evaluate differences and similarities in their work and how this might relate to different actors playing the same role, etc.
• In english follow the pathway to help students discover and create digital collages for a characters thoughts, actions, and identity. I love the curator's notes to help describe each element in their character gallery, and the use of actual art from other art gallery's online. Explore a story they have been studying to better understand all aspects of a character. Or perhaps have them create character gallery's for characters that are in one of their short stories, therefore more able to better understand this character and make them more specific.

• Belief Board- Pinterest board for your character

Intention- Critical Creativity in the Classroom by: Amy Burvall and Dan Ryder

Textual Poaching: An Identity Remix

https://drive.google.com/file/d/1Ux6luOyGOt7czlDyZQLCS2AWKw-dZNo5/view?usp=sharing

https://drive.google.com/file/d/1kVRqvXgzIhcizGX_q_0bEGJyEDHC8dLG/view?usp=sharing


Remix- female characteristics

I thought about how girls are viewed in a different light. I found many lists of characteristic comparisons between male and female and found it very offensive for the most part. I wanted to show a comparison of what is around us, expected of us,  and how we are viewed by other people. Then shedding a light on what attributes we are inside or perhaps what we are thinking inside.

I tried adapting my idea to fit an older picture, yet it kinda tells a different story. If you only look at the second image, you might think I am trying to make a point that women were looked down upon back then but aren't as much anymore. This isn't necessarily the case. Nevertheless the two pictures show a poised and proper view of women in society and their environment, along with an imaginative and differing opinion.

How do you view yourself? How often do you let others opinions or societal views shape your identity? How does the past shape you? Do you shape others views of themselves by your actions, words, comments, and looks?

Media Arts: Connecting by Benjamin Thevenin

My Response to Seat Assignment

What I Need...

https://www.youtube.com/watch?v=A6W2KXKqtkM

Seat Assignment Instructions: 

Using only words/phrases/full sentences you can already find on the walls inside the HFAC, you will have 22 minutes in class today to write and perform a one minute monologue/piece of dialogue about something you currently need. You will film yourself performing the monologue and post the video to your blog.

Process Video

https://youtu.be/vciVp7sNNio

Process Video

I realized that I have had many processes in the last few days. I am currently preparing to travel to LA this week. I will be competing as a stage manager along with taking Radium Girls, a production I have been working on for over a year, to perform. In the last week we have had a final rehearsal, a break, and loaded the truck to travel to LA.

Instead I video'd a walk to school. I was going to even take a video of sending my cast off crazy early in the morning, but my phone had died!

Looking back at this video I almost get dizzy because I never realized how much you move back and forth, almost slip, and so much more.

Seat Assignment

In 22 minutes within the HFAC, you will create a photograph. Use your finger as a subject to explore locations and dimensions. Through the photograph communicate a feeling about or that you have had while at college. Entitle your image with five words or less.

What can you remember about a night your parents never found out about?

Medium Specificity

Using iMovie I tend to do the self explanatory and easy, such as making slide shows or music videos. This project stretched me to find out more about how someone edits a video in a simple way. I haven’t used fancy editing software, but it is fascinating to know the other tools I have available to me.

Some affordances of iMovie include easy access for Mac users, tutorials and simple form. iMovie is very understandable and easy to use with a simple drag and drop system where moving music or lengthening a picture time is a simple mouse move. There are also many symbols that you can explore with that give you different effects and control over the colors and transitions of the videos.

Some of the affordances I discovered and explored was “Green/Blue Screen” where you can edit two videos filmed in the same location to appear to be talking to/ interacting with one another. I always thought it would be a difficult challenge to do something like this, but some youtube video have it so maybe I could too. I did not want to move my iPhone too much in between shots or something or the angle would be different, so I just took one long video. Though if I were to try this again, I would want a little more specific interaction, yet this includes more coordination. I would need to know how much time is in between each section of dialogue etc. Although if you play the previous video out loud while you’re recording you would need to voice record over the second video. I am not sure if there is an easier way to do it, but it probably is not on iMovie.

Another area I explored was “Picture in Picture” This is where I control what the video is, but then I get to also put another video in the frame on a screen or something else. A limitation I found included the limiting editing availability in this area. The video I placed within my other video, once I tried to match it up to my computer screen I realized in the video it wasn’t completely rectangle. I even filmed another version to try to make the inserted video less noticable and able to blend in.

The last area I specifically explored in this assignment was editing pictures. I took two pictures and laid them on top of one another. I tried to make it look like the dog was in a completely different location. I realize now that it probably would have worked tons better if I used a dog in front of a green screen or something, because everytime I used the eraser icon it seemed to take out a specific color from the whole picture. So sometime it took out more of the dog than I wanted to. When I saw the eraser icon I assumed I could zoom in and erase certain parts I did not want, and have more control of what I was erasing. This is not the case, and I became more frustrated with the lack of control I had. Another small limitation would be the lack of movement we could control. I would love to maybe take someone on a green screen and place them in front of a background, but what if I want to shift their figure over slightly? I have not found an easy way to help with that either.