237130_A2_Week8_Best Work_11/05/2016.

1. 1 x Mind-map (I/S any from wks 4-7): Generative and evidences preparing and planning for a written project: May illustrate or note all or any of the following: maybe expressed through words, phrases, and other visual or textual processes.

Mind-Map created with mindmeister.com.

Mind-Map created with mindmeister.com.

2. Paragraph Writing

a. Upload the 2x paragraphs: See Week 6 Evaluate your writing from weeks 4–6 and select two of your best blog posts (writing with images).

Click these links to view the chosen best blog posts:

https://bridgettcreativity.wordpress.com/2016/04/21/237130_a2_week5_task1_visual-literacy-_21042016/

https://bridgettcreativity.wordpress.com/2016/04/24/237130_a2_week5_task4_written-paragraph_24042016/

b. Upload the paragraph that responds to Week 7 Task 2: In a 100-250 word paragraph for a Blog Post discuss how a visual text can be constructed and read differently considering ‘world view’, ‘ideology’, and ‘the myth ofphotographic truth’ (see Wk 7.2 for further details).

As a person views an visual text, they have a already set perspective or understanding before they have thought about the image critically. One part of this perspective is the viewers ‘truth’ in contrast to the artists ‘truth’. These truths are created from the world view that is held by the person, the construction of the image is different from viewing it thus meaning two different truths. As stated in the video called “A Photographic Truth.”  the truth changes depending on the person (artist/viewer)(Youtube). Here ideology can influenced the construction and the viewing of this image because the person can be influenced by current changes in society/ politics. As society and politics are forever changing, this means that visual texts created are also forever changing.

3. Reflection on paper weeks 1-6 (SeeWk6)

Over the six weeks when doing this blog tasks, I have found resources and created paragraphs that I can use for my essay as well as finding references and reliable visual texts that relate to my essay question. To me the most interesting part of this paper is being able to find visual texts that can relate as well as finding them from a reliable source. It has also been interesting to hear the different perspectives of people relating to my essay question and visual texts. What has worked for me is the tasks that ask to find new visual texts and being able to analyze them throughly enough to use within my essay. The videos have  been helpful when needing to understand the different ideas around an overall main idea and also finding credible resources. There have been some blog tasks that haven’t really worked for me as I felt they aren’t as helpful as some of the other blog posts. Going through analyzing texts from the course reader I feel didn’t really work for me because I feel that I can’t use this within my essay. My ideas have been challenged through introducing ways of looking at the idea through a different perspective. I has been a challenge to go away from my set of ideas and explore new ideas that can relate back to my essay question. Overall these 6 weeks have been helpful and I have now got credible resources and visual texts as well as references that I can use within my essay. Also selecting two of my best blog posts will help me create a format for writing my essay paragraphs.

4. Tool–kit (see Wk 8 Task 1 above)

List at least 12-20 things in total (at least 3 under each heading) 

  • Planning and Preparation

– The Essay Preparation presentation from Week 8.

– Week 4, Task #2A-C making me create a mind-map and re-write the question helped me to understand it better.

-Week 4, Task #3E as this was researching under my essay question/topic.

  • Writing Skills

-Week 4, Task #3A for starting to write a critical response.

-Week 4, Task #1B for reading on how to write for university standards.

-Week 4, Task #1A for researching about what an analytical essay is and what is required within the essay.

  • Content and Visual Text Analysis Tools

-Week 4, Task #3A fro being able to critically look at a visual text and understand undying ideas.

-Week 4, Task #4B for fining my own visual texts that relate to the ideas based around Mirzoeff  and being able to analyse these critically.

-Week 4, Task #4C for a visual analysis and creating some type of format I can follow when analysing other visual texts.

  • Research and Information Gathering Tools and Protocols

-Week 5, Task #2 using a text from the course reader to be able to gather tools for researching and information finding.

-Week 6, Task #1 for the use of key words to create some type of research bank that  I can use later when writing my essay.

-Week 6, task #3 for offering videos that don’t only reference visual texts but also verbal texts, being able to reference these people who are concerned with the same idea.

Cite all source material–in-text and bibliographic citations: MLA captions; MLA in-text referencing for online sources, lecture presentations, video presentation, etc.

Ensure all material in A2 Component B My Best Blog Posts 2016 is labeled and archived for easy identification.

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237130_A2_Week6_Task#4_Reflection on Learning_29/04/2016.

Previous 6 Week Reflection:

Reflect on the previous 6 weeks and consider what your learning been. You can refer to the following questions as prompts.

• From a personal perspective what has been the most interesting to you so far in this paper?

• Think about the content, readings, resources, tasks and approach, so far. Comment on what has worked for you? Why?

• What has not worked so well for you? Why?

• How have your ideas, assumptions, knowledge’s and ways of working been challenged?

Over the six weeks when doing this blog tasks, I have found resources and created paragraphs that I can use for my essay as well as finding references and reliable visual texts that relate to my essay question. To me the most interesting part of this paper is being able to find visual texts that can relate as well as finding them from a reliable source. It has also been interesting to hear the different perspectives of people relating to my essay question and visual texts. What has worked for me is the tasks that ask to find new visual texts and being able to analyze them throughly enough to use within my essay. The videos have  been helpful when needing to understand the different ideas around an overall main idea and also finding credible resources. There have been some blog tasks that haven’t really worked for me as I felt they aren’t as helpful as some of the other blog posts. Going through analyzing texts from the course reader I feel didn’t really work for me because I feel that I can’t use this within my essay. My ideas have been challenged through introducing ways of looking at the idea through a different perspective. I has been a challenge to go away from my set of ideas and explore new ideas that can relate back to my essay question. Overall these 6 weeks have been helpful and I have now got credible resources and visual texts as well as references that I can use within my essay. Also selecting two of my best blog posts will help me create a format for writing my essay paragraphs.

237130_A2_Week5_Task#4_Written Paragraph_24/04/2016.

Klauke, Jürgen. Self Performance. 1972. New York. JÜRGEN KLAUKE. Web. 22 Apr. 2016.

Klauke, Jürgen. Self Performance. 1972. New York. JÜRGEN KLAUKE. Web. 22 Apr. 2016. (Fig.1)

Kahlo, Frida. Self-Portrait with Cropped Hair. 1940. Museum of Modern Art, New York. MoMALearning. MoMA. Web. 22 Apr. 2016.

Kahlo, Frida. Self-Portrait with Cropped Hair. 1940. Museum of Modern Art, New York. MoMALearning. MoMA. Web. 22 Apr. 2016. (Fig.2)

For creating this paragraph, I am going to create a question that I can start my paragraph off with and then go into further analysis to help the reader gain contextual knowledge about the text and better depth of understanding. How the image is significant to the topic.

Created question: How does this visual text reflect the use of gender in self-portraiture?

When studying an image considered to be a self-portrait, we need to understand the context of the image. These visual texts are examples of how gender is used to portray ideas or a type of performance. The image (Fig.1) is created by Jürgen Klauke in 1972 is part of the collection called ‘Transformer’, where multiple self-portraits have been made, blurring the lines between the two genders. As said by Simone de Beauvoir, ‘One is not born, but rather becomes, a woman’ (qtd. in Mirzoeff 52),  I believe this will help create an understanding about this type of self-portraiture because gender can be used to convey an idea or some type of performance, it is something us humans can relate to. We can all connect to a gender even if it is one we weren’t given by nature. Self-portraiture of gender is shown through photographic and painting means. For example, from my blog post, 237130_A2_WEEK5_TASK#3_TASK A_23/04/2016. I have used a painting by Frida Kahlo (Fig.2) to show the use of gender within visual texts. This image is showing her emotional response to her husband leaving by wearing masculine clothing and having a cropped style hair cut. In relation to the first visual text (Fig.1) they are both using gender as a form of communication, in this case Frida Kahlo is using it to show emotion. Through understanding the background behind the image, we’re able to understand the emotional connection to the painting and create a personal connection to the visual text.

Texts Referenced:

(Mirzoeff, Nicholas. “Chapter One. How to See Yourself.”. How to See the World. London: Pelican, 2015. 31-69. Print)

(Kahlo, Frida. Self-Portrait with Cropped Hair. 1940. Museum of Modern Art, New York. MoMALearning. MoMA. Web. 22 Apr. 2016.)

(Klauke, Jürgen. Self Performance. 1972. New York. JÜRGEN KLAUKE. Web. 22 Apr. 2016.)

(Klauke, Jürgen. “JÜRGEN KLAUKE – Fotografie.” JÜRGEN KLAUKE – Fotografie. Jürgen Klauke, n.d. Web. 25 Apr. 2016.)

(Tangaere, Bridget. “237130_A2_WEEK5_TASK#3_TASK A_23/04/2016.” Web log post. Bridget T Creativity. WordPress.com, 23 Apr. 2016. Web. 25 Apr. 2016.)

237130_A2_Week5_Task#1_Visual Literacy _21/04/2016.

Édouard Manet, A Bar at Folies-Bergère, 1881-1882

Smart History Édouard Manet, A Bar at the Folies-Bergère, 1882 speaks to a single artwork and makes explicit the relationship between looking closely and making meaning in a visual analysis of an artwork. (Sourced from Stream)

Mind-Map created with mindmeister.com.

Mind-Map created with mindmeister.com.

One idea taken from the text: Playing and distorting perspective to create emotions

This relates to the painting ‘Las Meninas‘ because its about the perspective of the painter as well as the audience. Where the painter actually is changes depending on the mirror within the text. In relation to the picture discussed within the video, they contain a mirror which plays with the perspective of the audience. ‘Las Meninas’ doesn’t really play with emotions as much as the other image does. Through the use of the mirror, it plays with the way the the artist perceives the subject and how the audience perceives it as well. We as the audience are captivated by the changing perspective and we start to question what the artist was actually trying to show us. The mirror also shows us that this is staged and constructed, the mirror isn’t a metaphor for the truth, they are the mirror of the visual world. Everything that we look at is constructed, based on our point of view, the mirror is a false as it is constructed.

Manet, Edouard. A Bar at the Folies-Bergère. 1882. Courtauld Institute of Art, London. Artstor. Web. 21 Apr. 2016.

Manet, Edouard. A Bar at the Folies-Bergère. 1882. Courtauld Institute of Art, London. Artstor. Web. 21 Apr. 2016.

Velázquez, Diego. Las Meninas. 1656. Museo Nacional Del Prado, Spain. Artstor. Web. 21 Apr. 2016.

Velázquez, Diego. Las Meninas. 1656. Museo Nacional Del Prado, Spain. Artstor. Web. 21 Apr. 2016.

Texts Referenced and Link to video:

https://youtu.be/kMACjCg9r4E

(“Édouard Manet, A Bar at the Folies-Bergère, 1882.” YouTube. N.p., n.d. Web. 21 Apr. 2016.)