Several months ago Adam Hester, Department of Theatre chair, let us know that folks from the Tepper Semester program in New York would be on campus. They hosted a film casting workshop that gave ACU students experience working with professional casting directors.
Thanks to Matt Bardwell and Nathan Driskell in the Learning Studio for filming the auditions, giving students a glimpse of themselves on the big screen.
Some remarkable talent at FilmFest this weekend at the premiere downtown last night at the historic Paramount Theater. If you missed it, here are the films that were featured this year with the awards handed out last night.
For a look back at winners in previous years, check the FilmFest Archive put together by Learning Studio students last semester.
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Best Film – “Umbrella”
Best Dramatic Film – “The Mover”
Best Music Video – “Hope on Fire”
Best Director – Caitlin Bradford, “The Mover”
Best Producer – Stephen Estrada, “Nerf Wars”
Best Writer – David McMichael, “The Mover”
Best Technical Director – Lucius Patenaude, “Red Rubber Ball”
Best Sound Design – “The Mover”
Best Actor – Nick Palmieri, “Red Rubber Ball”
Best Actress – Lauren Mesaros, “Umbrella”
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The Images of Aging photography contest, sponsored by Pruett Gerontology Center, is now in its third year. They’ve announced student winners in three categories. Thanks to Sue Garcia and Charlie Pruett for letting the Learning Studio be a part.
Black and White PhotographyFirst Place – Tara Holland, “Love Never Lets Go”
Honorable Mention – Allye Foster, “Aged Beauty”
First Place – Asia Todd, “Smiles in the Pasture”
Honorable Mention – Deanna Romero, “True Peruvian”
First Place – Theo Omileru, “A Gala Moment”
Honorable Mention – Brandy Rains, “Papa’s Pickup”
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For a list of past winners, see the Images of Aging blog.
Thanks to Kenny Jones for sending along sample projects from ART 221, General Survey 1. Students worked in teams to produce an 8-10 minute comparison of three artifacts, two from their survey of art history and one more contemporary example.
Here are a few of their projects with a summary of the assignment.
I. Choosing a Topic for the Podcast:
Our goal is the analysis of the form, iconography and technique of artifacts within their historic context, so as to visually demonstrate their main paradigm characteristics. Use the visual media of the podcast to make a visual argument for your thesis, of course you should include verbal material as well.
If you aren’t showing us visual information you are not taking advantage of this visual media – be sure to show us and not just tell us. Consider the fact that what you are really doing is helping us to envision information. That being said, do not interpret this as a invitation to overwhelm us with useless decorative or ornamental packaging, e.g. distracting chart junk, vacuous clip art, baffling special effects, etc. Be sure to check out this resource on envisioning information.
Compare and contrast two artifacts from our textbook. It may be any significant artifact found in our text, e.g. painting, sculpture, architecture, piece of furniture, etc. In addition to these two artifacts compare a current physical, artifact from your primary, normal cultural environment, e.g. artwork, architecture, or appliance, etc. (current means it was substantively made, not remodeled or made famous but actually made within the 21st century).
This means you will be comparing a total of three artifacts:
1. the primary artifact from our text
2. the artifact that is older or newer than the primary artifact, also from our textbook.
3. the artifact that can help you see your paradigm – that was made in 21st century and is a relevant, physical artifact from your primary, normal cultural environment. (Do not use artifacts that were remolded, refurbished or made famous in the 21st century, these do no qualify for having been created and constructed in this century and are therefore not relevant reflections of your current paradigm).
for more details, ART 221: General Survey 1 Blog
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This fall Dr. Martha Smallwood asked students in NUTR 221: Introductory Nutrition to team up to produce media projects on controversies in the field. Working with a partner, they were supposed to find sources from scientific journals as well as popular magazines and websites that presented both sides in the controversy and evaluate the strength of sources on both sides.
Thanks to Dr. Smallwood and her students for sharing a few examples of their work.
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