Lab 1

confidence, inspire, clever, come back, find my vision, be yourself, focus on your path, your own creativity, power of consumers and as individuals, self express, mindfulness, where do clothes come from, what we buy oppresses others, fashion is manifestation of culture, participate in your communicate, give back mentality, mobilize, organize, influence and impact your community, make your statement, shop and shop and shop and throw away??, who gets affected?

lab 2

Lecture April 22 slides

upload your hours and send email to haydeejimenez@gmail.com with proof of community service hours: signed papers, flyers or types of documents, screenshots, pictures etc.

Where to share and post:

YouTube
Vimeo
Daily Motion
Instagram –  explore length
Facebook

What are qualities of a good instructional videos?

example 

example 2 

What are your favorite instructional videos?

Infographics
how-to-make-an-infographic-in-5-steps

Who is the audience?  Designers, Artists, Educators, Students in LA and TJ.  Age?

Zine Examples grrrlzines.net or grassrootsfeminism.org

Consider the Aesthetics

Charles Glaubitz

Who are the artists you admire? how would their style translate into a graphic?

• READ: https://socialengagementffm.files.wordpress.com/2018/04/waste-couture.pdf
• answer the question “how many t-shirts in your house hold?”

Bring two 2-3 T-shirt’s for yarn balls

This assignment considers the t-shirt supply chain and how individuals can do their part in recycling garments and creative problem solving skill sharing across borders.  In groups of two, students will generate a project that addresses the problem of the t-shirt: labor, textile waste and creative solutions for personal use. Students will produce a  digital zine page using infographics, images, and Spanish and English text; and a Spanish English instructional video demonstrating the activity in their poster. 30 pts. (LO:1-5)
Samples and instructionals will be shared with Casa de Unidad and Nett Nett in Tijuana. The goal is to share upcycling techniques that ultimately disrupt the supply chain in fashion, and at the same time, to create opportunities for creative learning and experience-based design. Instructional videos and zine will be shared with anyone who is interested in taking these techniques to their own communities.

Complete assignments include:

• • upcycled t-shirt product/sample

• • Instructional/ inspiration zine page

• • Instructional video (5-10 minutes)

• • 500 word project brief*

Written project brief due May 8

Upcycled item and instructional video, zine page (pdf & print) due May 13

*500 word  project brief (PDF/MLA)
– description/concept and working plan on how to accomplish the project; describe poster and video content
-a series of questions you want answered with this project (thesis)
-examples of artists, projects graphics, and instructional videos inspirations (research)

Students will be graded on:

Concept of the project  – 500 word written project brief: proposal and working plan to accomplish the project with support images on due Wednesday MAY 8

Digital Zine Page Quality  – clear message, call to action, contemporary graphics, use of infographics. Page Size 8.5x11in

Instructional Video Quality  – clear message, detail shots of instruction, use of performing the activity you want the viewer to do. 5-10 minutes

APRIL 8 PERFORMING A MESSAGE

SCHEDULE

9:00 schedule overview

9:10 all students go to Lab to drop off equipment/supplies

       2 people (runners) from logistics team “A” stay at lecture room to direct late arrivals

• Runners have a list of names of performers for each group and schedule readily available at all times

       *Film/camera: get students’ agreements for filming, strategize filming schedule     

9:15 rehearsal group 1 @ tree behind arts department

       rehearsal group 2 @ performance site (in front of PE building)

      2 runners team “B”  go to rehearsal with group 1

      2 runners team “C”  go to rehearsal with group 2

• will be keeping track of time/schedule/starting and wrapping up rehearsal

9:20 Runners team “A” return to LAB

9:40 both groups return to lab

• make sure to return by 9:45 for further instructions/updates

GROUP 1

*10:00 makeup / costumes / flyers / online communication

*10:20 2 runners team “B” go to performance site and set up props/crowd control

*10:35 2 runners team “C” direct transition to performance space

*10:45-11:00 Performance

11:00 Group 1 performers transition to back  LAB

         Runners team “B” clean up / wrap up performance space

         Runners team “C” rush to LAB to prepare for performers’ arrival to wrap up

GROUP 1 Performers

GROUP 1 Runners Team “A” SCHEDULE/Go to people for info

                Runners Team “B” Set Up / Wrap Up

                Runners Team “C” Transitions (rush to site, lead back to LAB)

                Communications Team “A” Flyers/Flyering

                Communications Team “B” online media (invite, document, share)

                Communications Team “C” filming, photographing

GROUP 2 Performers (ALL)

                Artistic Director CHOREOGRAPHY

                Production Assistant

12:00 makeup / costumes / collect flyers / online communication

*12:20 Production Assistants go to performance site and set up props/crowd control

• wait for performers and hold the performance space

12:35 Transition to performance space

12:45-1:00 Performance

1:00   Group 2 performers transition back to LAB

Social Media HANDLES:

Assignment completed with 1 page paper MLA style due Monday 15,

no exceptions

Write reflection on personal performance role and apparel/message, cooperative production and participatory action.