Teaching, Creating, Presenting & Archiving using NEWHIVE

February 2017

The fall 2016 semester came to a close seemingly faster than usual this time, it had been yet another super productive energetic 4 months. I become more and more aware every of the semester perspective as each one passes by. I do tend to think from the perspective of the 15 week academic semester structure as it helps me know what may “fit” into that time construct, or maybe that is an outdated position now? Digital web platforms with publishing and archiving abilities are changing that bit by bit and more and more. The idea of the “classroom” for me is changing, why should a class ever end when we have the technology to maintain its exchanges, resources, processes and outcomes? The vast array of web tools and new media technologies are at our disposal. I enjoy experimenting with them both inside the classroom and out. OK, more like obsessively. Here we are in week 4 of the spring 2017 semester. I have stated this many times before on my site, I love newhive. Not only do I use it as a platform to discover new artists working in new media and net art, but for creating my own works of url dependent digital art. I love it as a teaching tool. Thats right, a teaching tool. I have been teaching at the college level for 14 years between 4 colleges and universities here in NYC and the surrounding area. I find newhive to be an extremely vast user friendly tool for creative immediacy. I use the word immediacy synonymously with the speed at which one can brainstorm, research, organize, apply and generate a creative audio-visual digital presentation. Yes, it even works on mobile devices too. I allow mobile device based learning in my courses. Do you? Perhaps you don’t and thats fine. Im not interested in hearing an outdated speech or philosophy about college classroom etiquette. Im here to redefine it and share my research.

This post shares the various collaborative projects and outcomes from the application of newhive in 4 different courses this past summer and fall semester of 2016. The purpose is to showcase the examples, interpretations, results, and to seek contrasts and overall potentials from the immediacy of the platform. Notice, all of the individual class profile feeds have been embedded into this blog post, which means via this blog post’s url, you too can also re-embed it into various places on the web. There’s a metaphor there, the process of embedding and re-embedding information from and “into”….

The spring 2017 semester is indeed underway, and the newhive platform is in use again between 3 new classes that I am teaching, but lets take a peek below at the various courses and projects used to explore the platform. Not all of the classes that I teach are for those majoring in art, graphic design or digital art. Some of the classes are for non- art major who are required to take one art class, or by default find themselves in an art related elective. I love working with people who have beliefs that they are not creative, artistic or capable of applying their creative potential. I love proving them wrong. Newhive is a powerful barer of creative awareness, and in a lot of cases with instant gratification, plus it become an “AHA!” moment contrast to what may be created as a result of that first experience.

(Each courses newhive feed has been embedded via a snippet of html using an iframe, by clicking on the field you can scroll in this post and or be redirected to the feed of that course, jump in.)

1. LIU, Post Campus, NY – MFA/ MA Art Criticism for Artists, Thesis Course, Fall 2016 Class Feed – https://newhive.com/liuart/profile/all

Description of the project: On the night of the 2016 presidential election we had class in session. The class runs from 5pm -7:40pm. As you can imagine, students were anxious, the energy was of uncertainty concerned unexpectedness. Emotionally we all benefitted from having a platform to express that energy in immediacy. We took advantage of this. We created a class newhive account on the spot and began creating individual fields that could be generated over the course of 1 hour, and then have each student present their work to the class for open dialog. Never before than any other election in the course of history have so many internet memes, gifs & graphic assets been more accessible. We worked directly from internet content. Students researched, acquired and applied many transparent graphics, gif animations, and url sources of both candidates. Youtube video snippets and audio pieces were also integrated. Each student presented their outcomes and discussions followed, some of which were heated but all of which were genuine.

2. Iona College, NY – Art Appreciation – Fall 2016 – Class Feed – https://newhive.com/artappiona/profile/feed

Description of the projects: 

Project 1. After screening a Kieth Haring video in class, students were asked to add their reactions to the video using a single animated gif found on the web. The individual reactions were organized into one single field collectively.

 Project 2. Reflective class exercise. We broke up into 4 groups of 6 students and collaborated on a series of projects. The goals were to, generate, organize, critique, publish, and present the visual and verbal outcomes to the class (and the web.) This exercise will display the creative potential of the immediacy of using web tools such as newhive as a method of creative innovation, presentation, and archiving.

1. Students gathered together and collectively selected a work of “Art” to investigate. The selected art will be displayed as images, graphics and or videos found and gathered on the web. The content will be composed into a NEW newhive field for each group. 

2. Students will use the critique model we spoke of in class over the earliest few weeks of class to make the following observations and assessments in a written format applied into the new hive field:

*Description – Describe the Picture. What do you see. Be objective, Analysis – What idea does this work represent? Interpretation –  Express your opinions about what you think the artist meant. What does this work means to you? Judgement – What do you collectively think about this piece of work? Is it successful? Do you like it? You should be able to give reasons as to why you like or do not like a work of art.

Project 3. GIF the portrait, manual to digital.

Step 1. – We will work individually on re-organizing the two hand out based portraits provided in class. (they are also below if you need to save them and print them yourself) The portraits are of two of the most prolific artists that ever lived, Pablo Picasso & Louise Bourgeois. We learned about them in  our class. Through the manual cut -n- paste collage technique that students will learn in class, you will then rearrange the portraits into pieces and parts and then paste down 2 new finished examples of the reorganized portraits.

Step 2.  – Photograph your finished static images (one at a time). By downloading and experimenting with the mobile app(s) of your choice you will digitally alter one or both of the portraits you have created. Experiment by applying filters, manipulate the images and ultimately, make it move! Animate it! Save you work and add it to the class newhive collaboration!

3. CUNY, York College, Web 2 Course, Fall 2016 – http://newhive.com/web1n2/profile/feed

Description of the project: 

This is a multiple part project that will explore several modular fragments that make up the whole.

6 students will create 6 individual newhive fields. Each student starts off by setting the tone for their field’s theme. Collaboration takes place by having each student add a complimentary thematic asset to each field. Each added asset should further the thematic narrative. A minimum of 1 element must be added to each field by each student. The theme and subject is open, however, the person setting the theme may want to make that somehow and someway objective to the next visitor of the field. Each published field will generate an iframe source code that must be recorded and later applied into a group html document for the web1n2.com website.

4. Black Mountain School GIF Course, Remote via the Web, Summer 2016 – https://newhive.com/bmsgifcourse/profile/all

Description of the project: The BMS GIF course was a remote course taught online. Students were asked to work in the same newhive fields and blindly collaborate on a series of works that they could hack. Meaning, the work of other student users were left vulnerable and open to removal, movement, and or manipulation all simultaneously.

5. My Personal Feed of Net Art on NewHive – https://newhive.com/ryanseslow/profile/all

Description of the project: Obsessive NET ART Making, Cant Stop. Wont Stop.

More to come.

short-link to this post – https://ryanseslow.com/maA1V