Relevant bibliographies by topics / Media arts

Academic literature on the topic 'Media arts'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Media arts"

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Brown, Joshua. "Arts and Media." Labor History 44, no. 2 (May 2003): 167–69. http://dx.doi.org/10.1080/00236560306513.

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Mcgann, Nadine L. "Media Arts Fund Update." Afterimage 20, no. 5 (December 1, 1992): 2. http://dx.doi.org/10.1525/aft.1992.20.5.2.

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Joris, Eric, Mireille Losco-Lena, and Izabella Pluta. "Live arts, live media." Ligeia N° 137-140, no. 1 (2015): 134. http://dx.doi.org/10.3917/lige.137.0134.

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Bots, Mascha, and Oswald Nunes. "Uitlatingen arts in media." Zorgvisie 46, no. 4 (April 2016): 15. http://dx.doi.org/10.1007/s41187-016-0045-1.

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Morgan, Amy. "Review: Screen Media Arts." Media International Australia 135, no. 1 (May 2010): 157–58. http://dx.doi.org/10.1177/1329878x1013500120.

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Goodall, Peter. "Media Representing Visual Arts." Media Information Australia 55, no. 1 (February 1990): 62–64. http://dx.doi.org/10.1177/1329878x9005500115.

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Hecht, Leo, Caryl Emerson, and Nicholas Rzhevsky. "Media→←Media Slavic and East European Arts." Slavic and East European Journal 37, no. 2 (1993): 265. http://dx.doi.org/10.2307/309240.

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Peppler, Kylie A. "Media Arts: Arts Education for a Digital Age." Teachers College Record: The Voice of Scholarship in Education 112, no. 8 (August 2010): 2118–53. http://dx.doi.org/10.1177/016146811011200806.

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Background/Context New technologies have been largely absent in arts education curriculum even though they offer opportunities to address arts integration, equity, and the technological prerequisites of an increasingly digital age. This paper draws upon the emerging professional field of “media arts” and the ways in which youth use new technologies for communication to design a 21st-century K-12 arts education curriculum. Description of prior research on the subject and/or its intellectual context and/or policy context Building on sociocultural theories of constructionism as well as Dewey's theories of the arts and aesthetics as a democratic pedagogy, this study draws upon over three years of extensive field study at a digital design studio where underprivileged youth accessed programming environments emphasizing graphics, music, and video. Purpose/Objective/Research Question/Focus of the Study This study documents what youth learn through media art making in informal settings, the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment. Research Design A mixed-methods approach was utilized that analyzed data from participants and professional interviews, an archive of youths’ media art, and videotape documentation of youth at work on their projects. Conclusions/Recommendations Findings point to the ways in which youth engage with technology that encourages active learning and how new types of software can be used to illustrate and encourage this process.
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McGuire, Andrew. "Media Arts: A Shifting Paradigm?" Arts Education Policy Review 113, no. 3 (July 2012): 119–22. http://dx.doi.org/10.1080/10632913.2012.687342.

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Hope, Samuel. "Media and Arts Education Policy." Design For Arts in Education 88, no. 6 (August 1987): 20–28. http://dx.doi.org/10.1080/07320973.1987.9935501.

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Dissertations / Theses on the topic "Media arts"

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Antunes, Rui Filipe. "On computational ecosystems in media arts." Thesis, Goldsmiths College (University of London), 2013. http://research.gold.ac.uk/10423/.

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This research is an exploration of issues surrounding the artistic production of Computational Ecosystems. A Computational Ecosystem is a system of agents designed to emulate, in the computer, biological systems where autonomous individuals are organized in a hierarchical food chain and interact by trading units of energy. This thesis maps out this field and examines the modes of production and functions of these systems. The central claim is focused on how the narratives normally associated with these systems and their functioning are two complementary, but separate entities. By virtue of considering these separately the computational ecosystem is argued to be an abstract generative engine for heterogeneity, spontaneity, and even novelty. It is contended that the set of methods of production developed by exploratory artists using these artefacts might be instrumentalized as generative methods for the animation of general purpose non-player characters in virtual worlds.
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Lam, Yui-yim Margaret. "Realm of media art." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947382.

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Yen, Koon-wai Michael, and 嚴觀偉. "Urban channel for electronic media and arts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31983121.

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Yen, Koon-wai Michael. "Urban channel for electronic media and arts." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25951397.

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Hughes, Pamela. "Microcomputers as creative media in fine arts education." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28240.

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Microcomputer applications to fine arts areas of education have received limited attention although the need for interdisciplinary education made evident in a substantial body of literature would seem to make such applications desirable. The use of microcomputers as creative media for the composition of poetry, art images, and music by grade four students at an elementary school in British Columbia, Canada was observed and analyzed in order to discern what actually happened as a result of the juxtaposition of microcomputers and creative aspects of fine arts. Ethnographic research methodology allowed the classroom teacher to conduct the study in a participant-observer role throughout the 1988-1989 school year. As a side aspect to the study, it was observed that students developed problem solving strategies that involved assessments and value judgements which encouraged those students to accept responsibility for their own learning. Word processed poetry engendered visual awareness that promoted extensive editing and proofreading and stimulated exploration of visual presentations in the genre of concrete poetry. Art images of nonrepresentational and abstract styles predominated because microcomputer capabilities supported such compositions and allowed students to experience satisfaction in their work regardless of their personally perceived proclivities toward portrayal in realistic style. The use of microcomputers facilitated image processing: the explorations of single ideas that resulted in the creation of series of related images. The students revealed developmental stages in music composition approaches and perceptions by the manner in which they structured sound into music. The students integrated concepts and techniques that involved poetry, art, and music into single works and thus demonstrated associative thought processing skills. Microcomputers used as creative media in the fine arts areas of poetry, art, and music enabled unique learning outcomes, provided a previously unavailable means whereby the developmental stages of child music composition were able to be observed, and constantly allowed students to be simultaneously creators and observers of their own work. The students were thus in position to concurrently recognize and respond to artistic form: a position in which aesthetic experiences are possible.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Brandeis, Judy. "English Language Arts and Media Education-making links." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/MQ50500.pdf.

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Brandeis, Judy. "English language arts and media education : making links." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21197.

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The purpose of this study is to advance existing Media Education theory by looking at similarities in English Language Arts (ELA) theory and Media Education theory. The study explores similarities and differences between the two areas of study creating a broader understanding of literacy, English Language Arts, Media Education and pedagogy.
In order to clarify the co-relation between English Language Arts theory and Media Education theory, I interviewed experts in both fields to shed light on how these two areas of study complement one another and where the points of difference lie. The information points to the development in theory and opportunities for research that may help teachers in training and classroom teachers integrate Media Education and ELA education.
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Levido, Amanda. "The implementation of media arts in Australian primary schools." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/211142/1/Amanda_Levido_Thesis.pdf.

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This thesis explores how primary school teachers implement the Media Arts subject strand of the Australian Curriculum: The Arts into their classrooms. The study presents three case studies that explore how teachers and students engage with the key concepts of Media Arts and what pedagogical approaches are employed to foster Media Arts learning. The thesis makes a series of recommendations, based on the findings of this study, about how to implement Media Arts in more cohesive ways into primary school classrooms.
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Dunfee, Melissa Catherine. "Financial Challenges of New Media Art in Contemporary Arts Institutions." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1487646333901318.

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Saunders, Ryan C. "Beyond media literacy in the language arts classroom [electronic resource] /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Saunders_RCMIT2010.pdf.

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Books on the topic "Media arts"

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Juan, Salazar, and Barkat Iqbal, eds. Screen media arts. South Melbourne, Vic: Oxford University Press, 2009.

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Media to geijutsu: Media and arts. Tōkyō-to Bunkyō-ku: Bunka Shobō Hakubunsha, 2015.

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Knochel, Aaron D., and Osamu Sahara, eds. Global Media Arts Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-05476-1.

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Labour Party. Arts & media: Our cultural future. London: Labour Party, 1991.

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Langley, Stephen. Jobs in arts and media management. New York: ACA Books, 1992.

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Sue, Warr, and ebrary Inc, eds. Teaching creative arts and media 14+. Berkshire, England: McGraw-Hill/Open University Press, 2011.

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Mixed media. Beograd: V.B.Z., 2010.

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E, Dennis Everette, ed. Understanding mass communication: A liberal arts perspective. 7th ed. Boston: Houghton Mifflin, 2002.

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DeFleur, Melvin L. Understanding mass communication: A liberal arts perspective. 5th ed. Boston: Houghton Mifflin, 1994.

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E, Dennis Everette, ed. Understanding mass communication: A liberal arts perspective. Boston: Houghton Mifflin, 1996.

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Book chapters on the topic "Media arts"

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Moore, Jerilou J., and Kerry P. Holmes. "Media Arts." In The A in STEAM, 276–300. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003010760-12.

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Murray, Timothy. "New Media Arts." In The Routledge Companion to Media Studies and Digital Humanities, 362–71. New York : Routledge, Taylor & Francis Group, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315730479-38.

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Thevenin, Benjamin. "Valuing the Arts." In Making Media Matter, 218–44. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003057925-10.

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Gibson, Robyn. "Leading with Media Arts." In Transforming the Curriculum Through the Arts, 115–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52797-6_8.

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Feenstra, Enne. "Arts en sociale media." In Kernboek, 47–57. Houten: Bohn Stafleu van Loghum, 2014. http://dx.doi.org/10.1007/978-90-368-0373-1_5.

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Teti, Matthew. "Media Hijack." In Terrorism and the Arts, 196–207. New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429433818-12.

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Thevenin, Benjamin. "Integrating Media Studies, Media Arts, and Media Literacy Education." In Making Media Matter, 11–30. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003057925-2.

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Prior, Jennifer, and Pamela Powell. "Creative Connections: Technology and the Arts." In Media Rich Instruction, 137–51. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00152-4_9.

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Bell, Desmond. "Creative arts and media research." In Research in the Creative and Media Arts, 9–34. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429491948-2.

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Henshall, Nicholas. "Media and Messages: the Arts." In The Zenith of European Monarchy and its Elites, 119–92. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-08875-8_5.

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Conference papers on the topic "Media arts"

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Yamaguchi, Lina. "Japan media arts festival." In ACM SIGGRAPH 2008 art gallery. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1400385.1400467.

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NHK International Inc. "Japan Media Arts Festival." In ACM SIGGRAPH 2013 Computer Animation Festival. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2503541.2503542.

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Reinhuber, Elke. "Counterfactuals in Media Arts." In Electronic Visualisation and the Arts (EVA 2014). BCS Learning & Development, 2014. http://dx.doi.org/10.14236/ewic/eva2014.19.

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Santiago, Gabriela Virginia. "Acoustic Meanings in Media Arts." In SAE Brasil International Noise and Vibration Colloquium 2014. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2014. http://dx.doi.org/10.4271/2014-36-0762.

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Akin, Atif. "User Frames in Media Arts." In Electronic Visualisation and the Arts (EVA 2013). BCS Learning & Development, 2013. http://dx.doi.org/10.14236/ewic/eva2013.9.

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Adamczyk, Piotr D., Kevin Hamilton, Michael B. Twidale, and Brian P. Bailey. "HCI and new media arts." In CHI '07 extended abstracts. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1240866.1241084.

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Fauzan Zuhairi, Rini, Wong Chee Onn, and Ruslan Abdul Rahim. "An Evolution of Media Arts." In ARTECH 2021: 10th International Conference on Digital and Interactive Arts. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3483529.3483700.

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Zhou Feng. "Study of new digital media arts." In 2009 IEEE 10th International Conference on Computer-Aided Industrial Design & Conceptual Design. IEEE, 2009. http://dx.doi.org/10.1109/caidcd.2009.5375371.

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Brown, Andrew R., and Andrew Sorensen. "Dynamic media arts programming in impromptu." In the 6th ACM SIGCHI conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1254960.1254995.

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Rusyada, Gozin Najah, and Sutiyono. "Art and Social Media." In 4th International Conference on Arts and Arts Education (ICAAE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210602.006.

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Reports on the topic "Media arts"

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Frykman, Judith. A series of paintings, drawings, and compositions, oriented toward a fine arts direction in the use of synthetic and mixed media. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.224.

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Schell, Laurie. The Power of the Individual in Advocacy. Creative Generation, March 2022. http://dx.doi.org/10.51163/creative-gen010.

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A central component to case-making and systems change is personal advocacy, driven by the individual. How we translate our personal beliefs and biases into tactics for advocacy is an essential skill for all practitioners. This article shares four tactics to guide practitioners through this process, including storytelling, social media use, word choice, and relationship forming. Within each, guiding questions are formed through three lenses focused on communications strategies, the dynamics of systems change, and acknowledging progress. It concludes with a call to action about the professional responsibility of arts and cultural education practitioners to become effective advocates to make the case and affect systems change.
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Schell, Laurie. The Power of the Individual in Advocacy. Creative Generation, March 2022. http://dx.doi.org/10.51163/creative-genxxx.

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A central component to case-making and systems change is personal advocacy, driven by the individual. How we translate our personal beliefs and biases into tactics for advocacy is an essential skill for all practitioners. This article shares four tactics to guide practitioners through this process, including storytelling, social media use, word choice, and relationship forming. Within each, guiding questions are formed through three lenses focused on communications strategies, the dynamics of systems change, and acknowledging progress. It concludes with a call to action about the professional responsibility of arts and cultural education practitioners to become effective advocates to make the case and affect systems change.
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Butyrina, Maria, and Valentina Ryvlina. MEDIATIZATION OF ART: VIRTUAL MUSEUM AS MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11075.

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The research is devoted to the study of the phenomenon of mediatization of art on the example of virtual museums. Main objective of the study is to give communication characteristics of the mediatized socio-cultural institutions. The subject of the research is forms, directions and communication features of virtual museums. Methodology. In the process of study, the method of communication analysis, which allowed to identify and characterize the main factors of the museum’s functioning as a communication system, was used. Among them, special emphasis is put on receptive and metalinguistic functions. Results / findings and conclusions. The need to be competitive in the information space determines the gradual transformation of socio-cultural institutions into mass media, which is reflected in the content and forms of dialogue with recipients. When cultural institutions begin to function as media, they take on the features of media structures that create a communication environment localized by the functions of communicators and audience expectations. Museums function in such a way that along with the real art space they form a virtual space, which puts the recipients into the reality of the exhibitions based on the principle of immersion. Mediaization of art on the example of virtual museum institutions allows us to talk about: expanding of the perceptual capabilities of the audience; improvement of the exposition function of mediatized museums with the help of Internet technologies; interactivity of museum expositions; providing broad contextual background knowledge necessary for a deep understanding of the content of works of art; the possibility to have a delayed viewing of works of art; absence of thematic, time and space restrictions; possibility of communication between visitors; a huge target audience. Significance. The study of the mediatized forms of communication between museums and visitors as well as the directions of their transformation into media are certainly of interest to the scientific field of “Social Communications”.
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Gastelum, Zoe N., and Kevin M. Whattam. State-of-the-Art of Social Media Analytics Research. Office of Scientific and Technical Information (OSTI), January 2013. http://dx.doi.org/10.2172/1077994.

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Stephen Goss, Stephen Goss. Youth on the Move: Re-Storying Urban Communities with Public Art and Digital Media. Experiment, November 2016. http://dx.doi.org/10.18258/8558.

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Van Hooft, Andreu. Ahora sí desde una distancia o el arte de medir palabras desde los encuentros. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/scriptura.2019.27.04.

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Wezeman, Siemon T. International Transfers of Combat Aircraft, 2005–2009. Stockholm International Peace Research Institute, November 2010. http://dx.doi.org/10.55163/urrc9996.

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Stories like the United State's planned sale of combat aircraft to Saudi Arabia, Israel's and Canada's selection of the US Joint Strike Fighter, and ongoing competition for large orders from India and Brazil are making headlines in the media. This SIPRI Fact Sheet shows that combat aircraft together with related weapons and components accounted for one-third of worldwide arms transfers in the past five years and highlights concerns about the economic and security consequences of these transfers.
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Jin, Xiongnan, Yooyoung Lee, Jonathan Fiscus, Haiying Guan, Amy N. Yates, Andrew Delgado, and Daniel F. Zhou. Media Forensics Challenge Image Provenance Evaluation and State-of-the-Art Analysis on Large-Scale Benchmark Datasets. National Institute of Standards and Technology, October 2020. http://dx.doi.org/10.6028/nist.ir.8325.

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Nucera, Diana J., and Catalina Vallejo. Media-making Pedagogies for Empowerment & Social Change: An Interview with Diana J. Nucera (AKA Mother Cyborg). Just Tech, Social Science Research Council, February 2022. http://dx.doi.org/10.35650/jt.3022.d.2022.

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" As part of our “What Is Just Tech?” series, we invited several social researchers–scholars, practitioners, artists, and activists—to respond to a simple yet fundamental question: “What is just technology?” This interview was conducted by Just Tech program officer Catalina Vallejo, who spoke with Diana J. Nucera, AKA Mother Cyborg, a multimedia artist, educator, and organizer based in Detroit, Michigan. Nucera (she/her) uses music, performance, DIY publishing, community-organizing tactics, and popular education methods to elevate collective technological consciousness and agency. Her art draws from and includes eleven years of community organizing work in Detroit. In their conversation, Vallejo and Nucera spoke about the history of independent media and the internet, the potential of media-making pedagogies for empowerment and social change, and being optimistic about opportunity in the midst of great challenges."
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