ART 4101

Moving Image Art

OSU Art & Technology

Autumn 2020

August 25 - December 10


Class Sessions

Tuesdays & Thursdays 3:55PM - 6:40PM EST

Hybrid Delivery Method

Hopkins Hall 354

Zoom Link | Passcode: 4101

Class Discord Server (

Recorded Lectures


Dalena Tran 🔗

Office hours by appointment


This studio course critically engages with moving images. We will generate, manipulate, and animate digital imagery into durative, artistic projects. To develop a broader context around moving images, we will watch, read, create, critique, and discuss. We will screen time-based works and study a collection of texts in relationship to historical, contemporary, and experimental uses of time-based digital media.

The developments in digital imaging, computer simulation, and animation has shifted notions of cinema and techniques of film/artmaking into ever-evolving forms. In the beginning of this course, we will create a constellation of short, experimental projects that aim to familiarize our art practices with various media, software, techniques, contexts, and implications of animated computer imaging. The later duration of this course is aimed at synthesizing the relevant technical and creative concepts learned throughout the course into a self-directed, final project. Final works will be publicly exhibited at the end of the semester.

Experimentation with media, non-traditional tools, platforms, and methods are encouraged.

Learning Goals

  • Create original art using digital imaging, computer animation, and sequencing tools such as Blender, Davinci Resolve/Adobe Premiere, and After Effects
  • Principles of editing, compositing, color manipulation, 2D & 3D animation, computer simulation, duration, encoding, video performance, machinima, and montage.
  • Develop a dynamic relationship between strategy and experimentation with moving image concepts and tools
  • Engage with critical discourse around moving images through class screenings, readings, assignments, and critiques
  • Use of technology for the purposes of social, critical, speculative, and artistic exploration
  • Relevant vocabulary and jargon that enables advanced, self-directed studies and practice in related fields
  • Means of exhibition and dissemination of moving image art through screenings, installation, online circulation, & online exhibition

Health & Safety Requirements

All students, faculty and staff are required to comply with and stay up to date on all university safety and health guidance (, which includes wearing a face mask in any indoor space and maintaining a safe physical distance at all times. Non-compliance will be warned first and disciplinary actions will be taken for repeated offenses.

Format & Delivery

This is a process-oriented studio. It is comprised of presentations, assignments, participatory activities and exercises, individual and group discussions, and reviews. This course is hybrid or in-person. Synchronous Zoom meetings will be used for the introduction of assignments, some demonstrations, breakout group meetings, and group critique discussions. Other activities such as working on assignments and exercises, viewing videos, and reading assignments will be executed synchronously and asynchronously. In-person activities will include demonstrations, presentations, group exercises, and critiques. Weekly announcements will serve to inform when activities will take place.

Departmental Note:

A hybrid course provides online learning opportunities for up to 74% of the semester. That means that up to three-fourths of your in-class meeting time may occur at a distance with the expectation that your full attention will be given to this course during the scheduled two hour and forty minute long meeting times, regardless if you are meeting physically or otherwise.

Credit Hours & Work Expectations

This is a 3-credit-hour, 16-week studio course. According to Ohio State policy, students should expect around 6 hours per week of time spent on direct instruction (instructor content and Carmen activities, for example) in addition to 3 hours of out of class work such as reading, viewing videos and films, exercises, projects, & discord interactions to receive a grade of (C) average. In total, students should be prepared to commit a minimum of 9 hours per week to this course.


Please arrive on time for each class session. If you are more than 10 minutes late, you will be marked tardy. Three tardies result in one unexcused absence. The Department of Art acknowledges that illness, family obligations, and other conflicts with your classes do occur from time to time and up to three absences are allowed for any reason during the semester without penalty. All absences from class will be counted, however, and in the instance that you miss three class meetings, you are required to meet us to discuss strategies for avoiding additional absences. Each unexcused absence afterwards will result in one full letter grade deduction (e.g. B+ to C+). Six unexcused absences (20% of the semester) results in a failure of the course. Absences will not be excused after the fact except in extreme circumstances. Illness requires a doctor’s note. Any disputes should be discussed within two weeks.

Departmental Note:

It has been determined that some in-person learning is necessary for you to successfully engage with your instructor and peers, course activities, and to meet learning objectives. Timely and consistent contributions are critical in all formats used to deliver the content of this course. In the instance of class-wide quarantine or campus closure, a course contingency plan has been designed so that we can transition to an exclusively online format if we are required to actuate one. Attendance will be taken regardless of delivery format.


Attendance, productive class activity and meeting in-progress deadlines are factors in the assessment of your progress. You are expected to be present and active for the entire class period. Participation is critical to passing and enjoying this class. Do the work, share your thoughts, ask questions, prepare for class meetings and discussions, offer feedback during critiques. This class is meant to be a safe space in which you feel encouraged and supported in learning and taking creative risks. This means being aware and considerate of different backgrounds, perspectives, and identities. Respect each other and this space we are building together. Don’t assume, ask. Remain open, be willing to take responsibility, apologize, and learn. Help each other in this. If you have concerns, please let us know.


Discord ( is used as our primary mode of communication. You are required to signup for an account, join our server, and keep up to date with announcements and group discussions. Discord is also used to organize resources, readings, screenings, and learning materials. Here, you will also submit your assignments.

Discord Server Interaction

Ongoing weekly discussions and participation in the Discord server is required. We will use Discord to gather and share resources, respond to readings and peers' works, and to share your work in progress.

Each week should feature at least:

  • Link to your exercise/project with a short description of your learning process, concept, challenges, and triumphs. This way your work is contextualized for your peers in relation to your creative inputs and the readings.
  • Respond to at least two of your peers' exercises and project submissions.

Readings & Discussions

During the semester, you will be assigned readings on a variety of topics. The readings are intended to familiarize you with some of the relevant discussions that relate to the field. Each reading is followed by a prompt. You are to write a written response to the prompt and submit it to the discord server before the start of class. We will discuss our findings and thoughts with our peers in class. Your participation in these discussions matters. The discussions serve as a dialectical engagement to learn from one another and explore the readings in conversation. Moreover, the readings serve as a foundation for discussing the screenings, which are purposefully picked to convey some of the ideas from the readings in practice.


Projects are due at the start of class on the date assigned. Projects may be turned in up to one week late for a one letter grade deduction off the project grade. Work that is more than one week late will not be accepted. If you are absent, you are still expected to turn in projects online by the deadline. Extra time will not be given for work lost due to save issues, software errors, computer crash, etc. You should regularly backup your files on your desktop, online, and/or on an external hard drive or USB stick in case your computer is lost.


Percentage breakdown is as follows:

Your work will be assessed according to your overall enthusiasm: The amount of time, effort, and thought you contribute to the course; your willingness to explore, take risks, and expand into a new range of experiences; attention to quality of ideas and quality in execution of your ideas; critical thought; skills in craft according to assignment objectives; an understanding of materials presented in class and an ability to relate course materials to discussions, assignments, and your own art practice.

Late Assignments

If you miss deadlines due to valid, extenuating circumstances you may submit the required work at a date agreed upon with us. Please contact us to discuss modifying the deadline prior to the original deadline.

Grading Scale

A (93-100)
Work, initiative, and participation of exceptional quality
A-  (90-92) 
Work, initiative and participation of very high quality 
B+ (87-89)
Work, initiative and participation of high quality 
B (83-86) 
Very good work, initiative and participation 
B- (80-82)  Slightly above average work, initiative and participation
C+ (77-79) 
Average work, initiative and participation
C (73-76) 
Adequate work; less than average level of initiative and participation 
C- (70-72) 
Passing but below good academic standing; less than average level 
D+ (67-69) 
Below average work, initiative and participation 
D (60-66) 
Well below average work, initiative and participation 
E (59.9-0) 
Unsuccessful completion of work. Limited or no participation.

Course Tools, Technology, & Accounts

  • A stable internet connection & a focused working environment
  • Basic computer and web-browsing skills
  • Let Me Google That For You (
  • CarmenZoom Virtual Meetings (
  • Hardware
    • Computer: OS X, Windows 7+, or Linux
    • Portable Hard drive 1TB+
    • Webcam
    • Microphone
    • Recommended Hardware (in order of importance):
      • 64-bit quad core CPU
      • 16 GB+ RAM
      • Full HD Display
      • Headphones/Earphones
      • Additional monitor (to work with software while following demonstrations in Zoom)
      • Graphics Card (GPU) with 4 GB+ RAM
      • Drawing Tablet
  • Software/Accounts
    • Carmen Account
    • Discord Account & App
    • Vimeo Account
    • Blender for 2D/3D computer graphics and compositing
    • Davinci Resolve for video editing & post-processing
    • Adobe After Effects for special effects
    • ffmpeg for Encoding

Data Responsibility

Back up your work. Inevitably, computers crash. Sometimes they get stolen. There are measures that you can take to prevent significant loss of data. These include Cloud back-ups, external devices or disc storage.

Commitment to Equity & Diversity

The classroom is a space for practicing freedom; where one may challenge psychic, social, and cultural borders and create meaningful artistic expressions. To do so we must acknowledge and embrace the different identities and backgrounds we inhabit. This means that we will use preferred pronouns, respect self-identifications, and be mindful of special needs. Disagreement is encouraged and supported, however our differences affect our conceptualization and experience of reality, and it is extremely important to remember that certain gender, race, sex, and class identities are more privileged while others are undermined and marginalized. Consequently, this makes some people feel more protected or vulnerable during debates and discussions. A collaborative effort between the students and instructors is needed to create a supportive learning environment. While everyone should feel free to experiment creatively and conceptually, if a class member points out that something you have said or shared with the group is offensive, avoid being defensive; instead approach the discussion as a valuable opportunity for us to grow and learn from one another. Alternatively if you feel that something said in discussion or included in a piece of work is harmful, you are encouraged to speak with the instructor. (voidlab)

Departmental Note:

The Ohio State University affirms the importance and value of diversity in the student body. Our programs and curricula reflect our multicultural society and global economy and seek to provide opportunities for students to learn more about persons who are different from them. We are committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among each member of our community; and encourages each individual to strive to reach \sout{his or her} their own potential. Discrimination against any individual based upon protected status, which is defined as age, color, disability, gender identity or expression, national origin, race, religion, sex, sexual orientation, or veteran status, is prohibited.

Disability Services

The University strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on your disability (including mental health, chronic or temporary medical conditions), please let us know immediately so that we can privately discuss options. To establish reasonable accommodations, we may request that you register with Student Life Disability Services. After registration, make arrangements with us as soon as possible to discuss your accommodations so that they may be implemented in a timely fashion. Fore more information contact the SLDS office.

Departmental Notes & College Policies

PPE & Related College Covid Policies

Safe campus requirements include but are not limited to wearing masks, hand hygiene, physical distancing, health symptom monitoring, participating in contact tracing, quarantine and isolation, and additional safety expectations detailed at All Ohio State students, faculty and staff are expected to meet the behavioral and safety expectations under the Safe Campus Requirements when they physically participate in any university activity, on or off campus. All students, faculty and staff also will be required to perform a daily health check to report body temperature each day they intend to be physically on an Ohio State campus. Failure to adhere to these requirements will be addressed through standard enforcement mechanisms, and an approach built on escalation, whereby adherence will be reinforced through education, choice and peer support before escalating to disciplinary action whenever possible. Where violations are serious and/or ongoing, however, they will be addressed as follows:

  • A student and/or student organization will be referred for disciplinary action where the student and/or student organization's behavior endangers the health or safety of campus community members, on or off campus, and/or fails to comply with the directives outlined in the Safe Campus Requirements. o During an incident in which a student is not adhering, the student should first be asked to comply (e.g., to wear a mask). If this does not resolve the situation, the student should be reminded about safe and healthy requirements. If the student continues to refuse, the student should be told to leave the location and not to return until they are prepared to follow the requirements.
  • For all situations, except those students who quickly comply when reminded, the incident should be reported to the Office of Student Life Student Conduct for potential disciplinary action and to assist with appropriate tracking. Even if the student's name is unknown, a report to Student Conduct should be made to assist the university in evaluating adherence efforts; however, it should be acknowledged that Student Conduct will be unable to take disciplinary action without identifying information.
  • Read more about campus safety policies on Safe and Healthy Campus Expectations and Accountability Measures

COVID-19 Related Attendance Concerns and Planned Course Modifications

Students unable to attend class because of positive diagnosis, symptoms, or required quarantine due to exposure will transition course activities to distance learning to the extent that they are able during periods of mandated absence. Students will work with instructors to confirm their ability to participate or alternative learning activities related to course objectives and assignments will be provided.

If an entire class is required to quarantine, instruction will transition to online interactions and learning at a distance will occur. All university standards and policies remain in place as related to Title IX, academic misconduct, allowances for students with disabilities, studio conduct and respect for others, and other related issues. We will be meeting and interacting in an online format, not an anonymous one. We will conduct ourselves and treat others as if we are meeting in person.

If the university suspends in-person classes, this course will transition to an online delivery mode for the remainder of the semester.

If an instructor is unable to attend class in person because of positive COVID-19 diagnosis, symptoms, or required quarantine, a substitute instructor may be assigned to ensure course continuity. If the instructor is able, the course may transition to an online delivery mode temporarily.


In-person classes (as well as the in-person components of hybrid classes) are expected to make reasonable accommodations for students who are unable to be safely present in the classroom and have been approved for an accommodation by the office of Student Life Disability Services (SLDS). For a lecture course, such an accommodation might mean streaming lectures on Zoom or making recordings available to the students. For classes that involve laboratory work, studio work, or a mix of lecture and discussion, a reasonable accommodation will not always be possible. Students are expected to work with their advisors and, where appropriate, SLDS to find workable solutions to their scheduling needs.

Sexual Misconduct/Relationship Violence

Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories (e.g., race). If you or someone you know has been sexually harassed or assaulted, you may find the appropriate resources at \href{}{} or by contacting the Ohio State Title IX Coordinator, Kellie Brennan, at

Trigger Warning

Some content of this course may involve media that may be triggering to some students due to descriptions of and/or scenes depicting acts of violence, acts of war, or sexual violence and its aftermath. If needed, please take care of yourself while watching/reading this material (leaving classroom to take a water/bathroom break, debriefing with a friend, contacting a Sexual Violence Support Coordinator at 614-292-1111, or Counseling and Consultation Services at 614-292-5766, and contacting the instructor if needed). Expectations are that we all will be respectful of our classmates while consuming this media and that we will create a safe space for each other. Failure to show respect to each other may result in dismissal from the class.

General Class and Studio Policies

Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender identity and expression, and nationalities. Class rosters are provided to the instructor and may include the student's legal name unless changed via the University Name Change policy. We will gladly honor your request to address you by another name or gender pronoun. Please advise us of this early in the semester so that we may make appropriate changes to our records.

Tolerance. Required and elective art courses contain content that can include some language, imagery, or dialogue that may be challenging or offend some students. While no student is required to participate in a presentation or discussion of art or design that offends them, it is important to remain open-minded and participate in a cooperative and respectful manner. Art can often challenge our ideas and experiences, and can lead us into some lively discussion, concepts and imagery. Differences (in ideas, perspectives, experiences, etc.) can be positive, productive and educational, challenging and provocative, so please, engage in the exchange of ideas respectfully. Please see us with your concerns as soon as possible.

Please contact us in advance (during the first week of class or as soon as circumstances develop during the term) if you have circumstances that may affect your performance and ability to fulfill your responsibilities in this course.



Exercises Due Before Class
Projects Due Before Class
Assigned Materials Due Before Class
Semester-Long Requirements Due Before Class
Week Date Program
1 8/25


  • Introductions & Discussion
    • Claim Forms, Computer & Door Access
    • Distanced Learning Survey
    • Syllabus Overview
    • Overview: Exercise 1, Exercise X, & Project 1
    • Logistics & Communication
    • Software & Accounts


  • Complete Class Survey
  • Fill out and submit OSU Department of Art release claims
  • Introduce yourself in the Discord (#introductions)
    • Name, where you're from, major, year of school you're in, your experience with moving images, and a couple sentences reflecting on what you are interested in gaining from this class.
    • Share a project (or two) you've worked on or are currently working on
    • Share 2 videos that are interesting to you that engage with moving images
  • Download the following Adobe programs on your personal computer for now (guide here):
    • Photoshop
    • Illustrator
    • Premiere
  • If space on your computer permits, download the remaining programs
    • After Effects
    • Audition
    • Media Encoder
  • Introductions Presentation
  • Discord Overview
  • Screenings:
    • Fairytales of Motion (2019) by Alan Warburton
    • Goodbye Uncanny Valley (1988) by Alan Warburton
  • Presentation: Net Collectives, Clubs, and Curation Presentation & Discussions
2 9/1


  • DUE Exercise X: Collage Chain Consumption (part 1)
  • Exercise X Discussion & Part 2 Assignments
  • Reading & Discussion
  • Project 1 Overview
  • Screening & Discussion
  • Reading:
    • A Visual Remix, Teju Cole
    • Prompt:What is your relationship to digital images on a day-to-day basis? Where are you exposed to images the most? Would you say you create more than you consume images? Why or why not? What are the most prevalent "genres" of images that you capture on your phone? What does this say about you or the devices that we use to take photographs? In the reading, Cole presents examples of artists who do not take or create images but rather collects them and represents them in a different context. What is the allure or aim of these new presentations of mass imagery? Do you think they are valid efforts at art-making if they themselves did not create the images? Why or why not?
      Submit your Discord response in MATERIALS & DISCUSSIONS #week-2
  • Lessons:Basic Video Editing, Import Video & Sound, Cut, Speed, Transform, & Export
  • Screenings:


  • DUE Exercise 1: The Moving Image
  • Exercise 1 Screening & Discussion
  • Screening & Discussion
  • Demo Lecture
  • Screenings:
    • The World According to Koreeda Hirokazu (2013) by kogonada
    • Planet of the Arabs (2005) by Jacqueline Reem Salloum
    • The Reagans Speak Out on Drugs (1988) by Cliff Roth
    • State of the Union (2001) by Bryan Boyce
  • Lessons:Finding Footage/Materials, Layering, Collage, Montage, Keying, Masking
3 9/8


  • DUE Project 1: Appropriation (part 1)
  • Project 1 Presentations & Discussion
  • Reading & Discussion
  • Exercise 2 (part 1) Overview
  • Demo Lecture
  • Reading:
    • In the Domain of Montage: Compilation, Collage, Appropriation from Recycled Images, William C. Wees
    • Prompt:William Wees describes three categories as the framework to study the use of found footage. Choose a video we watched in class (from week 2) and describe what methodology was used (compliation, collage, or appropriation) and explain your reasoning. Wees compares two moving image pieces to each other: the 1982 documentary, "The Atomic Cafe" and Michael Jackson's 1988 music video "Man in the Mirror". How do their representations of the same footage of an atomic explosion differ? Wees further makes the argument that compliation films versus appropriated films have a different relationship to the historicity of the image. How does the author support this claim? Do you agree with the reasoning behind this distinction? Wees mentions collages inherent behavior of referentiality. What does the author mean by this? Do you agree? Lastly, how do collage films challenge the media? Why would an artist want to actively critique media either as material or as an institution?
      Submit your Discord response in MATERIALS & DISCUSSIONS #week-3


  • Open-studio for Project 1 & Exercise 2 (part 1)
In-person | Sign Up
Remote | Zoom Link
4 9/15


  • DUE Exercise 2: Sound for an Expanding Image(part 1)
  • Exercise 2 part 2 overview & assignment
  • Podcast & Discussion
  • Read:
    • Projections of Sound on the Image, Michel Chion
    • Prompt:What does Chion mean by "added value"? What is sound's relationship to time and the image? Choose a scene from a film and describe how both the moving image and the audio work together or what it would be like without one or the other.
      Submit your Discord response in MATERIALS & DISCUSSIONS #week-4
  • Screenings:
  • Lessons:Working with Sound: Finding sound, Recording Sound, Editing Sound; Basic AfterEffects: Interface, Import/Export, Keying, Tracking


  • Open-studio for Project 1 & Exercise 2 (part 2)
In-person | Sign Up
Remote | Zoom Link
5 9/22


  • Reading & Discussion on Critique
  • Demo Lecture
  • Readings:
    • Pragmatics of Studio Critique, Judith Leeman
    • Prompt:Why would Leeman suggest to take the time to make "obvious, verifiable observations" about a piece of work? After reading Leeman's piece, how do you see the role of critique in your work or art practice? Leeman suggests how little trust the public has in their own experience of art viewing. "A person fully capable of noticing and responding to a tree outside a gallery crosses the threshold into the gallery and becomes suddenly unable to muster that same capacity facing a work of art." Would you agree with this claim? Please explain your reasoning.
      Submit your Discord response in MATERIALS & DISCUSSIONS #week-5
  • Screening:
  • Lessons: Blender Overview: Interface, Importing & Creating 3D Objects, Camera/Perspectives, Attributes, Keyframing, Exporting


  • Open-studio for Project 1
In-person | Sign Up
Remote | Zoom Link
6 9/29




7 10/6


  • DUE Project 2: Memory, Media, & Time (part 1)
  • Exercise 2 (part 1 & 2) Presentations & Discussion
  • Demo Lecture
  • Exercise 3 Overview
  • Discover & Share:
    • Find a scene from a moving image work that demonstrates a phenomenon of memory or dreams
    • Prompt:Share a clip from the scene and describe how and why it relates to memory or dreams.
      Submit your Discord response in MATERIALS & DISCUSSIONS #week-7
  • Lessons: Blender Overview: Interface, Importing & Creating 3D Objects, Camera/Perspectives, Attributes, Keyframing, Exporting


  • Demo Lecture
  • Lessons: Blender Intermediate: Lighting/HDRI, Advanced Materials, Constraints, Drivers, Blender Grease Pencil
8 10/13


  • Screenings & Discussions
  • Demo Lecture
  • Screening:
  • Lessons: Motion Tracking & Keying


9 10/20


  • Exercise 3 Discussions
  • Open-studio for Project 2


  • Open-studio for Project 2
10 10/27




  • Critique
  • Datamosh Workshopping Class
  • Discover & Share:
    • Find 2 or more video clips to use for datamoshing during class
    • Prompt:We will be doing a datamoshing workshop during class and sharing your work by the end of class. Please gain access to a second screen for this class session if possible. Or watch the zoom meeting from your phone while working on your workshop assignment during class.
      Submit your datamosh video in MATERIALS & DISCUSSIONS #week-10
  • Lessons: Datamoshing, Glitching, & History of Corrupting Media
11 11/3




12 11/10


  • Machinima Workshop
  • Discover & Share:
    • Prompt:We will be doing a machinima workshop during class and sharing your work by the end of class. We will be playing Among Us as a class. You can download the game for free on mobile (iOS & Android) but if you can spare $5, I would download it on Steam (for PC users only). Please gain access to a second screen for this class session if possible. Download OBS to do a screen recording.


  • DUE Open-studio Update @ End of Class
  • Open-studio for Final Project
13 11/17




  • DUE Open-studio Update @ End of Class
  • Open-studio for Final Project
14 11/24




15 12/1


  • DUE Open-studio Update @ End of Class
  • Open-studio for Final Project


  • DUE Open-studio Update @ End of Class
  • Open-studio for Final Project
16 12/8



Exercises in the course are detailed and specific in scope to introduce us to formal and conceptual practices of moving images. If you are putting an undue amount of time or pressure on yourself on an exercise, then you are doing it wrong! They are meant to be quick and playful. Your exercises will be screened in class to launch us into discussions about exploration, process, and form. The skills and techniques gained from our exercises will equipt us with strategies to produce our class projects throughout the semester.

Exercise 1: The Moving Image

Exercise 2: Sound for an Expanding Image

Exercise 3: Verb Veranda

Exercise 4: Irregular Imaging


The aim of this exercise is to find unconventional, subversive, or innovative ways to create moving images. Create a 30+ second video about anything you like that uses a technique, software, or tool in a way that it is not normally to be used. We will learn about datamoshing, screen recording, and machinima in class. You may use these same methods from class but it is highly encouraged that you conceive or find a technique or tool that we did not workshop together in class. Be experimental. Be prepared to explain why the imaging technique you used is unconventional.

  • 30+ second video
  • Video should be 1920 x 1080 in resolution and exported as an .MP4 format
  • Name the file "ex_4_lastname_firstname.mp4"
  • Upload the video to the class dropbox AND to your Vimeo account
  • Share your Vimeo link on our Discord (#exercise-4)

Exercise X: Collage Chain Consumption


Exercise X is a semester-long collaborative project in which we will experiment with the creation, curation, and dissemination of digital images in a networked society. It is separated into two parts:


Pick a search term. Collect 10 images from the search results using the search term (Ask me if you need help getting the photo from a platform). This can be Google Images, DuckDuckGo, Twitter, Instagram,, Tumblr, Pintrest, Facebook, Amazon, Reddit, Flickr, and so on ++ Your selected images will contribute to a collective database for class collaging. Be mindful of your peers and the content that we will be engaged with. I will use my own discretion to moderate the collection of images. If images submitted contain hateful, violent, or offensive material, it may not make it into the collection.
  • Images should be larger than 500px
  • Acceptable image formats include .png, .jpeg, .tiff, & .gif
  • Name each image from 0 to 9 (for example: 0.png, 1.jpg, 2.png, and so on)
  • Compress all images into a .zip and name it "ex_X_lastname_firstname"
  • Upload your .zip to the dropbox


One after another, each student will have 4 days to generate a collage using only the images from our curated database. This exercise will utilize the exhibition practices inherit in Instagram's grid feature. Collages will be uploaded onto our class Instagram account as they are generated.

  • Your final collage should be 900px resolution or larger
  • Acceptable image formats include .png or .jpeg (for images) & .mp4 or .mov (for videos)
  • Name the image or video file "ex_X_pt2_lastname_firstname"
  • Upload to the dropbox
  • Share your image to our Discord (#exercise-X) & tag the next person scheduled after you to let them know it is their turn

This exercise is designed to challenge this course's implications of what a "moving image" is. Instead of contextualizing moving images purely within the scope of time-based art (usually resulting in a video format), this exercise asks us to consider how digital images may move within social spaces, digital platforms, data infrastructures; how images today are consumed, curated, manipulated, generated, disseminated, and exhibited; how digital images may contribute to larger technological and social structures in our daily lives.



  • Julian R. - Sept 1-4
  • Joshua L. - Sept 5-8
  • Ada H. - Sept 9-12
  • Rivka O. - Sept 13-16
  • Bella R. - Sept 17-20
  • Alejandro P. - Sept 21-24
  • Amanda H.- Sept 25-28
  • Robert B. - Sept 29- Oct 2
  • Zach M. - Oct 3-6
  • Lucia P. - Oct 7-10
  • Pen A.- Oct 11-14
  • Andrew Y. - Oct 15-18
  • Noora K. - Oct 19-22
  • Austin M. - Oct 23-26
  • Zack N. - Oct 27-30
  • Dylan R. - Oct 31-Nov 3
  • Joshua G. - Nov 4-7
  • Madalyn B. - Nov 8-11
  • Sope R. - Nov 12-15
  • Free for all - Nov 16-Dec 18

Calendar View (1); Calendar View (2); Calendar View (3); Calendar View (4)

Check out these collaborative/ curatorial net projects:

    • organized by Leah Beeferman and Matthew Harvey
    • "Invited artists are given a set of images taken from deliberate web searches and asked to create a web-specific piece in response to one of them".
    • curated by Claudia Maté & Carlos Sáez
    • Screencap
    • "Cloaque works like a digital landfill. It is the result of the collection, treatment and joining together of a series of images found online, to create a column of digital compost. Therefore, many of the images that make up the collage are not owned by Cloaque. If any images of you or any images that you own are included in the composition, and you are not happy with this, please contact us regarding their immediate removal."
    • founded by Guillaume Hugon & Daniel Littlewood
    • Phone Arts is an International collaborative project experimenting using only the mobile phone as the medium to create unique compositions. They explore the boundaries of the phone to create graphic illustrations and designs.
    • curated by Joe Hamilton
    • "In selecting the images I was looking at our notion of environment and the changing and overlapping definitions of natural, built and networked environments. I gathered images that speak of these definitions and blended them together in to new compositions. An attempt to create a feeling of some type of hybrid environment, a hyper geography."
  • Exquisite Worker's IG


Project 1: Appropriation

Project 2: Memory, Media, & Time

Final Project: Self-Directed Moving Image Art


Your final project is an open investigation of your interests and the techniques learned throughout the course that culminate into a single video. Your project must synthesize the course materials and techniques and/or respond to some of the subjects discussed in the class. It must be paired with audio which can be musical, ambient, environmental, or experimental. The required length of the project is 2+ minutes. You are free to explore any topic that interests you. These can range from exploration of advanced and experimental techniques, software and frameworks that were not touched on in the class, social and political issues, personal and interpersonal investigations, investigations of aesthetics, etc. Collaboration, invention, and exploration are highly encouraged. Your final projects will be exhibited online on a dedicated website.


Develop a project treatment for your video that can be clearly communicated to others:

  • Prepare a storyboard, an outline, a moodboard, a set of diagrams, drawings, and/or text.
  • Describe and define aspects of your project conceptually and technically in a few paragraphs. Some questions to help you:
    • What emotions or ideas do you intend to convey to your viewer? Is there a specific story? Is it more abstract?
    • What aspects of your project are planned and what room in your creative process and execution have you left for yourself to experiment?
    • What techniques, methods, and/or softwares are you using?
    • What parts of your project are you unfamiliar with and would need to spend more time on?
    • Based on all of these reflections, will you be able to accomplish it in time?
  • Export your treatment as a PDF
  • Name the file "p3_lastname_firstname.pdf"
  • Upload your treatment document to the class dropbox
  • Share your treatment on our Discord (#final-project-treatment)
  • Be prepared to discuss your treatment in class
Note: Project treatments help you, me, and your peers understand the scope of your project, the elements you are working with, the limitations and constraints you may run up against, and various ways of achieving your idea. Please include anything in your process that you would like feedback on


Weekly Progress
  • For this part of the project, you are to show weekly progress made towards your Final Project. This assignment is not meant to show “how much” progress you have made, but to demonstrate that you are actively working towards your Final Project. Submit proof of your prototypes, tests, sketches, backgrounds, lighting, camera work, sound, etc. Post your images/videos to the appropriate Discord channel.
  • Share your updates on our Discord (#final-project-updates)


  • 2+ minute video
  • Video should be 1920 x 1080 in resolution and exported as an .MP4 format
  • Name the file "p3_lastname_firstname.mp4"
  • Upload the video to the class dropbox AND to your Vimeo account
  • Share your Vimeo link on our Discord (#final-project-submissions)


  • 2+ minute video
  • Video should be 1920 x 1080 in resolution and exported as an .MP4 format
  • Name the file "p3_lastname_firstname.mp4"
  • Upload the video to the class dropbox AND to your Vimeo account
  • Share your Vimeo link on our Discord (#final-project-submission)

Project Extended: Self-Directed Semester-Long


For repeating students who are pursuing a semester-long project. This project overview only applies to those who are repeating this course for a second time. If this is the first time you are taking 4101, this is NOT you! Moreover, if you are repeating this course and want to follow the standard syllabus this does not apply to you either. Rough timeline of deliverables and development plan for the next 12 weeks. A detailed storyboard, if your project is narrative work, or a mood board if your project does not follow conventional linear storytelling and narratives. A list of artists whose work you find inspiring in realizing your own project. These can be curated based on aesthetics, technique, software, and/or concept. List of the software you are using and how you plan to use them.


You must submit a proposal outlining your plan, concepts, ideas, and software. Your proposal must include:

  • 500-word description of your idea and concept
  • Include the approximate length of your animation.
  • Rough timeline of deliverables and development plan for the next 13 weeks.
  • A detailed storyboard, if your project is narrative work, or a mood board if your project does not follow conventional linear storytelling and narratives.
  • A list of artists whose work you find inspiring in realizing your own project. These can be curated based on aesthetics, technique, software, and/or concept.
  • List of the software you are using and how you plan to use them.
  • Export your proposal as a PDF
  • Name the file "pExtended_lastname_firstname.pdf"
  • Upload your proposal document to the class dropbox
  • Share your proposal on our Discord (#project-extended)
  • Be prepared to discuss your proposal in class

Note: As you progress through your project, we understand that things change. Creative work is part accident, part intention. This proposal enables us to better assist you in realizing your project and to follow and track your progress along the way. It is not a binding contract, so don’t worry if things change. Your proposal helps you, me, and your peers understand the scope of your project, the elements you are working with, the limitations and constraints you may run up against, and various ways of achieving your idea. Please include anything in your process that you would like feedback on.


Weekly updates should be shared to #project-extended. This can include:

  • Screenshots w/ description of progress
  • Rough cuts
  • Screen recordings describing progress
  • Challenges or success updates in the form of audio recordings, video recordings, or 3 paragraphs


Prepare presentation or a rough cut of project on days of class critique for Projects 1 & 2 & 3. Submit files to our class dropbox AND shared to our Discord on #project-extended.

Note: On the day of Project 3 critiques, you should have a rough version ready for viewing.


  • 3-10 minute video
  • Video should be 1920 x 1080 in resolution and exported as an .MP4 format
  • Name the file "pExtended_lastname_firstname.mp4"
  • Upload the video to the class dropbox AND to your Vimeo account
  • Share your Vimeo link on our Discord (#project-extended)

Class Grading Rubric

Percentage breakdown is as follows: