In recent years, SchoolArts has invited our contributing editors and other art educators to choose a theme and coedit an issue. David Gran, our guest editor for this issue, teaches innovation, design, and IB film at Shanghai American School in Shanghai, China, and is a long-time contributing editor to SchoolArts.
|Nancy waiting for tickets at the historic Jean Cocteau Cinema, owned by George R.R. Martin, author of the series A Song of Ice and Fire (Game of Thrones), in Santa Fe.
He also wrote a media arts column for SchoolArts for five years. For a theme we’ve not explored before, David suggested we focus on film and animation, thus the theme of movement.
Movement can be actual or implied. A well-known example of implied movement is Vincent van Gogh’s The Starry Night, with its swirling, rhythmic, curving lines that guide your eye around the canvas.
The suggestion of movement can also be produced through optical illusions, visual trickery that fools the Nancy waiting for tickets at the historic Jean Cocteau Cinema, owned by George R.R. Martin, author of the series A Song of Ice and Fire (Game of Thrones), in Santa Fe. Visit SchoolArtsRoom.com Follow me on eye, and with judicious arrangements of lines and shapes in nonobjective work. Victor Vasarely’s work is a fitting example of this. Actual movement occurs in kinetic artworks, which have parts that can be set in motion, such as Alexander Calder’s mobiles.
Yet the most powerful forms of movement that engage our students today may be found in motion graphics, animation, and film. These can be laden with meaning, having the power to influence and inspire change in our students through their ubiquitous access to smartphones, tablets, computers, digital cameras, streaming services, and the internet. This month, we offer articles that will set you in motion as you motivate your students to effectively and positively use the powers of our digital age.