Archive for the ‘Art, Photography and Performing Arts’ Category

Keeping the Spirit of the Sixties Alive: Getting to Know Frank Capri

March 12, 2013

When it comes to the 1960’s, photographer and documentary filmmaker, Frank Capri recalls the legendary decade well. For Frank, it was not only a time of national change, but also a personal awakening that led him down a path he had never before considered.

Frank, a prominent peace activist in the sixties, grew up in a wealthy family in Virginia, in a community whose affluence isolated him from politics and other current issues. America was emerging from the “sleepy fifties,” a decade without much in the way of national turmoil. But the sixties brought with them two wars, the war abroad and the war over civil rights at home. Suddenly the children of the quiet fifties were young adults in the tumultuous sixties and many of them, including Frank, saw it as a call to conscience.

John F. Kennedy’s inaugural speech in January of 1961 was Frank’s first major inspiration. As a teenager, he was in attendance of the inauguration, and was profoundly moved by Kennedy’s call to the nation’s young people. As Frank explains it, the message given by those in power in the past had been, “conform, follow, fit in.” JFK’s speech, however, encouraged the nation’s youth to “be active and to speak up.” It was the first time he had heard a politician speak directly toward the younger generation, and was inspired by the president’s openness to change and his admittance that there were some serious issues that needed to be addressed.

The Civil Rights Movement heated up, and was a slow awakening for the rich, sheltered kids in suburban communities across America to all the violence and injustice happening all around them. During that movement, Frank was particularly inspired by another influential figure: Martin Luther King, Jr. He considered King’s speeches a personal call to active citizenship because King was dealing with the problem of racism that had been all but invisible to Frank. It was through King’s speeches and reading about Gandhi that Frank was made aware of the principles of nonviolence. “Make the way you do something as important as your goal,” Frank explains. “If you want peace, don’t kill for it. If you want justice, don’t discriminate.”

Music was also a big factor that sprang many of his generation into action. Frank recalls his favorite musicians such as Bob Dylan and Peter, Paul and Mary, who reached an entire generation with moving political and social statements in their songs. “[Their music] wasn’t just another political speech,” he says. “Music has a way of getting to your soul.”

In a lot of ways, Frank believes, the sixties were a time when an entire way of life was undergoing revolution. “We were dealing with all levels of change from the personal to the political” — feminism, racism and war. But revolution doesn’t necessarily mean the violent connotation it has come to imply.

Frank’s first major stand as a peace activist was applying as a conscientious objector to the Vietnam War, a position he based on the principles of nonviolence. He admits to being hypocritical, because he didn’t spring into action until the war affected him directly with the draft, but he feels the circumstances of the times forced a lot of people to take action more or less against their will. It was a time when the consequences of war and racism and sexism brought a resurgence of spiritual values to the young people. “[We] turned away from materialism,” Frank says. “[There was] too much materialism and not enough to feed the spirit.”

While a senior at the University of Maryland in 1968, Frank began to speak out against the Vietnam War in his classes. He went on a few marches as well, then applied as a conscientious objector to war, a huge decision because he knew he would likely face several years in jail. But he remained loyal to his values, regardless of the disapproval he received at home. Coming from an affluent family of five doctors, Frank was expected to follow in their footsteps. His parents weren’t supportive of anything that might jeopardize his future. Despite familial obstacles and the knowledge that the draft board in Virginia was especially disapproving of conscientious objectors, Frank remained firm to his moral commitment. On a humorous note, he adds that although he believed seriously in his cause, he drove everyone around him crazy with it — including his parents, his girlfriend, and the nine attorneys who tried to keep him out of jail. Poignantly he recalls his college graduation day which he spent at Robert Kennedy’s funeral instead of his own ceremony.

Frank has just finished a rough draft on a book on his experience with peace activism during the sixties, I Refuse to Kill, which he hopes will help balance out the negative picture he feels dominates the media’s perspective of the era. “A common stereotype [of the sixties] was that everyone was a hippie and on drugs,” he says. “And that was true to a point, but certainly not as much as the press led people to believe.” He anticipates his book will help illuminate the serious sacrifices made by many young people in their commitment to bring about peace and justice. Despite intense pressures, they questioned their country, yet were still loyal to it. Frank says he can sum up his feelings about his country with a quote from Albert Camus: “The true patriot is not one who loves his country for what it is, but for what it ought to be.”

Frank Capri M.A. in Social Psychology, is a renowned photojournalist and documentary filmmaker who knew and photographed many of America’s most prominent political figures of the 1960s and 70s. His work has been published in many of America’s most prestigious newspapers and magazines. His film, I Refuse to Kill, about his experience as a conscientious objector, is currently in production. You can learn more about Frank at http://www.frankcapri.com. He is teaching Give Peace a Chance: The 1960s and Nonviolent Protests starting April 10, 2013. Enroll today to save your seat!

Focus On Instructors: Elia Locardi

January 25, 2013

About 100 years ago, renowned American photographer Lewis Hine said, “If I could tell the story in words, I wouldn’t need to lug a camera.”

In this day and age, it’s a little easier to do both—and Elia Locardi has chosen to do just that.

Elia Locardi has been a full time travel and landscape photographer since 2010, and in March 2012, he sold nearly all of his possessions and became completely location independent. Throughout that time, Locardi and his wife have logged nearly 1 million miles, 35 countries, and over 100 cities, including Beijing, Dubai, Rome, and Sydney.

Despite the persistent jet lag, Locardi says “2012 has been the most incredible year of my life,” and his work speaks for itself. Locardi’s stunning photos – processed using a technique known as High Dynamic Range (HDR)—portray the world in bold, vivid color, and bring landscapes and moments to life in ways that immerse the viewer.

Radiant Flow

But photography isn’t the end of the story. Locardi has written extensively about the journey on his website and cultivated a large social media following. (For example, a photo that he took in London in 2011 has seen over 32 million views.)

But as the quote from Lewis Hine illustrates, not all stories can be told in photos or words alone. Sometimes a workshop is needed!

On March 23, Locardi will make a brief stop in San Diego to deliver a talk about HDR imaging techniques and his travels abroad. In the workshop, Locardi will walk students through the HDR process, highlight new imaging technologies and techniques that allow artists to push boundaries. Locardi will also discuss how photographers leverage social media to take their careers to the next level.

Learn more and register for Elia Locardi’s workshop >

For more information about Digital Arts courses or to browse Photography courses, visit our website, extension.ucsd.edu.

Focus On Instructors: Leland Foerster

January 23, 2013

“You photograph with all your ideology.” - Sebastiåo Salgado (Popular Photography, March 2008)

We invite you to take a moment to get to know Leland Foerster, a fine art photographer who has taught for UC San Diego Extension for close to twenty years. His recent projects include: The Californios, Taking the Early Bus and There is Work. His photographs are in public and private collections including Scripps, Kaiser and San Diego’s Museum of Photographic Arts.

How did you get started as a photographer?

My mother and father were both amateur artists. There were easels, paints, cameras, and a darkroom in the homes where I grew up. Creating art was seen as a legitimate activity. My father gave me a camera when I went to Brazil as an exchange student during high school. That early experience kindled my love for making photographs and showing people my work. Photography became an important part of my life (often to the point of distraction) as a Peace Corps Volunteer, graduate student and 4-H Youth Adviser.

In 1974, I had the chance to join a small educational film production company and decided to choose a career in photography instead of fitting photography into other duties. Looking back it was a risky decision to make with a young family, but it turned out to be a great decision.

SnLuisGonzagaEM (2)

Mission San Luis Gonzaga. East of of Constitución, Baja California Sur, (c) Leland Foerster

Who is your favorite photographer and why?

There are two.

Elliot Porter, for his choice of subject matter that went beyond breathtaking scenery to making color photographs and dye transfer prints about man’s presence in the natural world, and Sebastiåo Salgado, for his motivation and skill in documenting the human condition with beautiful books and black and white prints about workers of the world.

Seeing Porter’s and Salgado’s prints encouraged me to learn how to make my own fine prints in a traditional, wet darkroom. I continue this quest in my digital darkroom. For me the print is the end point of each memorable photographic experience.

What are your three favorite photography subjects and what was memorable about them?

Stone Legacy, Photographs and Stories of the Historic Stone Churches of Baja California. My yearly expeditions to photograph Jesuit mission sites in remote areas of Baja California were wonderful adventures to discover the history and beauty in and around the old structures—a burning candle, a garden still tended after 250 years, a confessional screen where priest and parishioner communicated, and time worn stone steps leading to a choir loft.

The Baja California Deserts. I loved the routine of two or three week trips with my friend and photographer, Bill Evarts. We bounced along dirt roads in a 4-wheel drive pickup searching for exceptional light on this ragged landscape. Scout, eat and nap in the mid-day. Hike out before sunrise and back after dark to be in position for dawn and dusk photography from some hight point. Then build a mesquite fire, re-load 4×5 film holders inside a black changing bag, tell stories and watch the stars.

The Californios: Stories and Photographs of the Descendants of the Mission Era in Baja California. I have fond memories of long, unhurried trips to visit remote ranches in the mountains around the mission sites in Baja California. I would camp in the back of my truck for three or four days at each ranch. Camera and tripod always within reach, listening to stories, and participating in daily routines With time my hosts would begin to ignore my camera, and I could make photographs. On subsequent trips I would return with work prints to re-do images that fell short, re-tell the stories I had heard, and begin to edit them into book form on the kitchen table with my hosts.

Chema

Chema Aguiar with Goats, Rancho Picacho, Sierra de la Giganta, Baja California Sur, (c) Leland Foerster

What was your all-time favorite location to shoot?

I love the Imperial Valley where I photographed for the book, There is Work, Hay Trabajo, about agriculture and water. Photographing farm workers at dawn and dusk in fields, on harvesters, catfish farms, sheep shearing operations and feedlots are among the best memories of my life.

What are the key elements to include in a robust photography portfolio?

  • Having something of value to say about the human condition
  • Developing a coherent, personal style
  • Paying attention to detail and craftsmanship in the presentation

What are three key pieces of advice you’d give to aspiring photographers?

  • Work on discrete projects with a beginning point and an end point rather than diluting your energy in pursuit of random photographs.
  • Photograph things you know about and care about in a place where you like to be.
  • Choose subjects that allow for repeated access over time so that you can return to your subject to refine your work.

Leland is teaching Nature Photography: From Vision to Print in Spring 2013 (opens for enrollment January 25, 2013).

School of Rock: An Interview with Scott Walton

November 28, 2012

In the words of Neil Young, rock and roll can never die. But to find out how it was born, look no further than MUS-40060: History of Rock Music. Take a journey through the colorful and diverse history of America’s most defining and universal art form, examining both how society has shaped the genre throughout the years and how rock music has shaped society. Geared toward musicians and non-musicians alike, History of Rock Music encourages students to make valuable connections between rock music and their own identities.

We checked in with UC San Diego professor Scott Walton to discuss the course, the art of rebellion, and the ways in which rock and roll continues to impact our daily lives.

Q: What was it that drew you to teaching about the history of rock music?

Scott: In high school I was in several rock and blues bands and was completely absorbed with that music. So I’ve always had an interest, and as an educator, teaching rock history is not only a wonderfully engaging topic, but it’s also easy to connect musical developments with socio-political trends.

Q: How will History of Rock Music use the online medium to complement its subject matter?

Scott: Online teaching platforms such as Blackboard provide wonderful tools for sharing and collaboration. In an online setting, students are often more comfortable expressing opinions and engaging in in-depth conversations with their classmates, compared to a large, face-to-face lecture classroom setting. The lecture notes are PDF-based, and once students download the files from our course Blackboard website, they’ll have a useful resource rich with images, links to various websites, and streaming links to audio and video clips.

Q: Rebellion is a key theme of your course. How has rebellion manifested itself in rock and roll throughout the years?

Scott: Almost all popular music in the U.S. over the past century has served as a site for social or political resistance at some point. Early blues musicians were pushing back at Jim Crow, jazz musicians in the ‘30s were instrumental in desegregating the entertainment industry, and when rock emerged in the 1950s it was resisting the comfortable Eisenhower-era notions of American life. Everything opened up in the ‘60s with rock and soul musicians playing central roles in the civil rights movement, antiwar protests, and the sexual revolution. Activists viewed music as one of the most important emblems of their resistance to mainstream society.

Q: Do you think rock still has the power to affect social and political change?

Scott: I believe it does. One only has to look at the role musicians and actors played in the last presidential election, supporting presidential candidates and helping to get out the vote. Having Bruce Springsteen perform at a political rally gets a whole lot more people out to hear a message!

Q: The phrase “rock is dead” gets tossed around a lot. Do you agree with it?

Scott: People also say that jazz is dead. You can only make a statement like that if you think way too much, and listen way too little.  :-)

Discover the musical, historical, and cultural context of this 20th century American art form and how it’s shifted our political and social attitudes as a nation over the decades in this engaging online course starting January 14th. Make sure to enroll on or before December 10th to receive a $25 discount off of the registration fee.

Getting Personal with Animation Instructor Eric Van Hamersveld

September 17, 2012

Eric Van HamersveldHow often do you have the opportunity to learn from someone who has worked with animators like Chuck Jones and Friz Freleng, helped to bring the classic animated feature “How the Grinch Stole Christmas” to life, animated the Oompa Loopas’ reproachful morality songs in the 1971 version of “Willy Wonka and the Chocolate Factory,” developed aspects of Disney theme parks, and designed Mr. Spock’s 3D chess board for the original Star Trek?

Meet animator and UC San Diego instructor Eric Van Hamersveld, who teaches Animation I: Introduction to Disney’s 12 Principles of Animation and Animation II: Skill Building. We sat down with him to chat about how he got started, what he accomplished in the world of animation and production, and how to make it in the field.

Q: How did you start out in the entertainment field?

Eric: I grew up in Fort Worth, Texas — “Where the West Begins” — to a wonderful set of parents. In today’s world, I probably would have been diagnosed as ADHD and put on Ritalin to calm me down, but ADHD had not been invented yet, so I was happy, but a handful.

The entertainment bug bit me when I was 5 years old and appeared on a local radio program called “Charming Children,” where pre-schoolers were asked various questions about life (much like “Kids Say the Darndest Things”). I remember looking up at the microphone and the director and feeling totally at home.

At 8 years old, much to the surprise of my parents, I took a cardboard box, 100-watt light bulb, and a magnifying glass mounted in a toilet tube for a lens and created a hand-operated projector. My “films” were drawn on adding machine paper rolls. Then it was off to puppets and marionettes. I wrote the scripts and neighborhood kids actually paid to see the performances.

In junior high school, I took up ventriloquism. I created a duck dummy called Danny Duckbill. Danny and I performed at various civic events and even got on local TV.

My love of animation began in high school. I bought an 8mm camera and produced several short stop-motion and cell-animated films, one of which was an animated logo for a local CBS TV station.

All along the way, I dabbled in many activities. I really wanted my characters to come alive, so I joined a community theatre group to learn acting. I was always building strange electronic devices. Using 110vt vacuum tubes, I created a wireless broadcaster that became a un-FCC regulated AM neighborhood radio station that featured my friends performing in skits that we wrote. I became a SCUBA diver, took up sailing, studied astronomy, and got my ham radio license, and learned Morse code.

With all these varied interests it came down to a decision point when it was time to go off to college. I chose a BFA in Television/Film, since it would allow me to participate in all my interests while producing films about them. Mixed into this was animation. The school I attended (TCU) didn’t teach animation, so I did the research, honed my skills, and, with a dash of school-taught directing, writing, and acting, I created a couple of projects while in school including a Coke commercial.

Q: How did you come to work with so many greats in the industry?

Eric: My first job out of college was as a director for a CBS-TV affiliate. I directed and produced news/interview programs and commercials using both live actors and animation. After two years at the station—and now married with a kid on the way—I decided to change my career for something more lucrative. I chose to pursue the production side of the industry, specifically leveraging my passion for animation.

I went to Los Angeles and knocked on several studio doors for about two weeks. I was just about to give up when, by luck, I walked into Warner Bros. They were hiring the bottom of barrel crew (aka inbetweeners) for a new TV series. I took their drawing test (being able to draw clean lines between the animator’s drawings). I had a steady hand with a firm line, so I was hired and launched my new career.

I learned “on the job” at Warners Bros. Chuck Jones, Friz Freleng and other greats in the industry were my teachers. I rapidly worked my way up to Animator for theatrical films. In the animation industry you work when and where you are needed. Along the way, I worked in all the major studios (Hanna-Barbara, Jay Ward Productions, and Filmation).

I also created the first computer character-animated film for Computer Image Corporation using an analog computer called the Scanimate. This led to creating the animated song sequences for the original “Willy Wonka and the Chocolate Factory” film. I was even an Imagineer at Disney working on special effects for EPCOT, Disneyland, and Tokyo Disneyland theme park projects.

I have always been a tinkerer, and just after joining Warner Bros., I built a “2-car Laser Lab” in my garage so that I could dive into the new medium of 3D holography. My hobby culminated in creating a technique of filming live-action or computer generated animation and producing 3D short films that did not require glasses to see—much like the “R2D2-Princess Leia” scene from “Star Wars”. I loved “Star Trek” and had a meeting with creator Gene Roddenberry to see if they would be interested in using holography on the show. He agreed, but unfortunately, by the time we were ready to implement a “special” clipboard for Spock that displayed holographic images, the show was canceled. However, I did have the opportunity to create the original prototype of the Star Trek 3D Chessboard for Gene, so my time was not totally wasted.

Q: How did you transition into teaching?

Eric: Word got out about what I was up to with holography and UCLA asked me if I could teach an extension class in this new medium. I found that, with my diverse background, I had a lot to share and the classroom “stage” was an easy place for me to direct and act. I really took to teaching, so while working for the studios, I also taught for UCLA, USC, and several Community Colleges in the Los Angeles area. I also taught in a variety of other areas: holography, video editing, video production and animation.

Teaching really helped me through the “almost fall” of animation in the late 1980-1990s. Many of my fellow animators were laid-off; animation was not very popular any more. However, the computer was finally coming of age and I could see that very soon computers would hopefully be animation’s salvation. I took a two year break from the industry, and when I returned, animation was again on its way.

At first, the interface of artist and machine was pretty chaotic. My friends, who were 2D pencil and paper guys, had a very hard time switching to the “electronic pencil.” My inquisitive nature seemed to work in my favor, because I took to computer graphics right away. I quickly learned Flash and picked up several major projects. I could also help get the 2D guys up to speed, and teach the CG computer new-comers what basic animation was all about (since it’s never about the computer, but about story and performance).

Q: Can you share a few tips on how to make it in the entertainment industry?

  1. Get really good at a couple of skills. Try to have skills that relate. For example, modeling and rigging; or rigging and animation; or character design and texturing.
  2. You must have a good work ethic. You must get very used to turning projects in on time with no excuses!
  3. Leave your ego at home. You must be a team member. Learn to do the best job you can on a project, then stand back and let anyone throw darts at it without you becoming emotional about the end results. The industry is small. If you get a bad reputation, your career is over.
  4. Network, network, network! This is the only real way you will succeed in this business. The Entertainment Business is built on relationships, not faceless paper shuffling. Multi-million deals are made over coffee at Starbucks. Go to industry events, enter film festivals, join industry organization, etc. Get to know as many people as you can!

Join Eric in his upcoming online courses, Animation I: Introduction to Disney’s 12 Principles of Animation and Animation II: Skill Building, and learn the key elements to becoming a professional animator.

Dreaming Up Children’s Books: An Interview with Artist/Illustrator Joy Chu

September 12, 2012

“Sure, it’s simple, writing for kids…just as simple as bringing them up.” – Ursula K. LeGuin

We recently had a chat with children’s book illustrator and instructor Joy Chu about her taste in children’s literature and for some advice on entering the field. Joy is teaching our first online children’s book illustration course in Winter 2013 (the class opens for enrollment in October)! Here’s what she has to say about working as an illustrator:

1) What’s your favorite children’s book and why?

Tough one. I keep discovering new favorites. A few have remained timeless:

Because it carries themes on multiple levels that both young ones and adults can relate to. It has pitch perfect text. His “monsters” are friendly, and cuddly, while the main character, Max, is the real monster, and he too is tamed by the end of the book. Totally minimal. But every word, every syllable, every “beat” counts.

The words rock! The pictures are of a room from the child’s point of view. Every parent can do his/her own version of the text sequence “good night, chair, good night bear…” Much is left to the imagination. Sheer poetry! Characters are depicted as animals.

  • Current favorite:  Me, Jane by Patrick McDonell.

A book with hardly any words that speaks tomes, with sparse yet meaningful illustrations, combined to form great story-telling.  Pure zen!

2) What are the biggest challenges for aspiring illustrators, and do you have suggestions for overcoming them?

In terms of the profession itself, it’s an exciting time. Much cutting edge art is being created. Subsequently, the field is more competitive than ever. It’s beneficial to meet others with the same goals, encouraging each others efforts in improving art skills.

3) What are the key elements to include in a robust illustration portfolio?

Having a confident assured hand that demonstrates a distinct “voice”. No matter what media is used, each piece speaks clearly, from the same person. A great illustration portfolio contains at least a dozen pieces in a variety of subjects. For children’s books, you must render children! And adults. If the human figure is not your strong suit, draw your favorite animals, birds or beasts, in many poses and situations.

Here’s what a few of Joy’s students are saying about her class in Spring 2012:

“I was needing a jump start in my career and Joy Chu’s course gave me just the challenges I needed to get moving.”

“I expected a general overview and hoped to learn a few new tidbits; this class offered so much valuable information, I’d be inclined to take it again. Working through the creative process again would bring new insights into the ever-improving art of the work.”

“She provides a relaxed atmosphere, yet not so relaxed that there is the temptation to be lazy. She has the ability to motivate without driving too hard, something that encourages creativity.”

Joy Chu has a BFA in painting, and works as a graphic designer and publishing consultant. Her work has been cited by the AIGA, BookBuilders West, the Society of Illustrators, the Society of Children’s Book Writers & Illustrators, the National Book Awards, Print, Step-by-Step, and Publishers Weekly. Prior to running her own studio, she was an art director at Harcourt, and a designer at Holt, T.Y. Crowell and Knopf.

Ready to get started on your book this Fall? Take Writing for Children I with Sarah Tomp.

Jam with the Students of UCSD’s Jazz Camp

August 10, 2012

By Alison Gang

Every summer, a group of talented musicians, ranging in age from 14 to adult, gather together to jam … with jazz, that is.

The five-day Jazz Camp at UC San Diego offers intermediate to advance level musicians a diverse, one-of-a-kind journey into the world of jazz with group courses and workshops, plus private lessons, jam sessions, and concerts. The camp’s extraordinary faculty of leading jazz improvisers and educators help to sharpen students’ performance skills and enrich their experience of jazz as a broad spectrum of options for musical expression.

But the students aren’t the only ones to benefit. UCSD-TV cameras were at this year’s Jazz Camp Finale Concert to capture highlights of the wonderful student ensembles performing standards and new compositions. Watch it on your TV tonight, August 10, at 8pm or get a jump on your jazz fix and enjoy it online now. No jazz hands, please.

 

Focus on Photography: What’s your favorite lens and why?

July 31, 2012

Lens Close Up

We asked a few of your favorite photography instructors about their preferences in lens use. Here’s what they had to say:

“I should choose some cool, funky fisheye, but my students would know I was lying. At the risk of sounding ordinary and old fashioned, I will have to admit that I love the fixed, light-weight, small, inexpensive, plastic (yes, plastic!) 50 mm 1.8 lens. I always have this lens either on the camera or in my camera bag for many reasons: because it doesn’t hurt my lower back, because it is so sharp, because for very little cost I have a very fast, low light lens, because if I drop it in the ocean I can replace it for only $120, and because if I want to get closer to my subject, it forces me to WALK closer to my subject (as I tell my students, “Zoom with your feet!). I bought my first one about 15 years ago to train myself to move around when photographing, and I never did go back to zoom lenses. This lens proves that a photographer doesn’t need all the fancy equipment, but can do just fine with a decent camera body and couple simple, high quality lenses.”

Sarah Meghan Lee

Introduction to Photography in the Digital Age, Fall 2012

 

“I switch lenses depending on the subject I photograph but my nifty 50 F1.4 is my staple for sure. From human eye view I go into wide world because I often shoot landscapes and wide allows me to capture lots of information about a place. Plus I like the perspective distortion that wide angle lenses allow. I enjoy my 85mm F1.8 for capturing portraits. The shallow depth of field with a lower F-stop allows me to concentrate on one part of a busy scene.”

Ellyn Norris

Destination Photography and Digital Camera Basics, Summer 2012

Introduction to Photography in the Digital Age, Fall 2012

 

“My favorite lens is the wonderful Canon EF Zoom lens – 24 mm – 105 mm – F/4.0. (L series). It is excellent quality–to die for and very versatile–but I really want (in addition) the Canon EF 85mm f/1.2 L II USM- stellar quality, awesome FAST portrait lens.”

Rebecca Webb

Photographing People, Summer 2012

 

So, fellow bloggers and photographers, what’s your favorite lens and why?

 

Regarding Inspiration: A Few Words on Being an Artist

July 10, 2012

By Anna Stump

How do we transition from “art student” to “artist?”

An essential component in self-defining as an artist is inspiration.

As art students, we learn skills: to draw, to manipulate the elements of design, to make dynamic compositions, etc. We learn to use media like graphite, gouache, and clay, and to talk about art using accepted vocabulary (the dreaded, but necessary, art-speak). Just as a carpenter requires a full tool-belt to build a house, we need technical skills before we can create art.

Our teachers guide us in carefully programmed projects to build confidence using these skills. The moment comes, however, when we no longer have an assignment. Faced with a blank white paper, canvas, or workspace, what do we say? 

Fine artists need no outside teacher, client, or peers to create. Of course, most seek out criticism from fellow artists, mentors, curators or collectors. We do need input. We keep gaining new skills. But the basic drive to create art is self-generated.

We are inspired. Or driven. Or obsessed. Possessed. Only the work matters—the possible results of money or fame have little bearing. Time spent is not wasted nor regretted.

But how is the artist inspired?

Here are a few of my personal inspirations as an artist:

  • I see other art. I go to museums as often as I can, and always pay attention to what moves me. I attend gallery openings, artist lectures, and talk to other artists. Seeing art produces more art in me.
  • I notice what irritates or excites me, such as politics, religion, or cultural issues. I think about how art can address problems.
  • I pay attention to what is around me, such as the human body, nature, color, texture, and light.
  • I keep a sketchbook filled with ideas and images, my own and others.
  • I take long walks, ride my bike, or sleep on a small kernel of an idea that intrigues me. I think about art when I’m driving. Sometimes an idea comes suddenly, but usually inspiration is generated in bits and pieces.
  • I pay attention to intuition.

Inspiration plays a key part in the creative act. For me, being an artist is feeding this special drive to construct something out of nothing, only to please myself.

Anna Stump, MFA from SDSU and B.A. in art from Occidental College. Skilled in drawing and painting, she also works in performance art, digital imaging, interactive video, and book arts. She has exhibited her work nationally and abroad and has been featured in numerous publications. She also makes public artworks: a children’s sculpture in Turkey and murals in San Diego. She is teaching Drawing: Refining Technique (Intermediate) in Summer and Life Painting in Fall 2012.

All the World’s a Stage: Meet Acting Instructor Allison Spratt Pearce

June 8, 2012

by Allison Spratt Pearce

Growing up with a father in the military shaped my creative life from a very young age. I was lucky to live, study and travel all around the world. I learned different languages, arts, religions, and cultures. I quickly became captivated by people; their actions, reactions, speech, body language, movement…the very way they acted.

At age eight, I wholeheartedly committed myself to the performing arts and never looked back. After graduating with a BFA in Music Theatre, I was cast in leading roles of national and international tours. When I moved to New York City after touring, I took on roles in films, television, commercials and Broadway. This only made me yearn for more growth as an actress. I had always lacked the knowledge and experience of the works of Shakespeare and the classics, so I took a class from Karen Kohlhaas at The Atlantic Theatre Company. Doing so opened my eyes to this genre, and from then on, I was hooked.

Graduate school was always on the horizon for me, I had always wanted to teach acting at a college level. When the time was right, I decided to apply to one of the most demanding and prestigious graduate acting programs in the country, The Old Globe/University of San Diego. When I was accepted, I knew this was an opportunity of a lifetime. Getting my masters was creatively the best decision I’ve ever made.

There are so many paths to acting. While pursuing the craft, I’ve learned some key factors in how to hone the process of defining a character, and it starts with three primary questions:

  • How do I get what I want?
  • Who am I trying to convince?
  • What are the internal conflicts and external obstacles?

The best actors are those who study different situations of life, their environment and relationships, drawing upon both their own lives and others’. Acting is also a wonderful form of exploration using self-reflection. Taking an acting class can be the best therapy you could ever ask for. Personally, I find that after every coaching or rehearsal, I come out with a brand new outlook on life—not just in others and myself, but the journey I took to get there.

For example, the Stanislavsky method (one of many acting methods) uses this format for the actor:

I want to convince __________ to ________. But __________.

It is what we call our objective and our conflict. By understanding, empathizing and learning from others, we can apply it to create a behavior on stage that feels natural, true and authentic. In learning to listen to our inner selves and to others we become not just actors but re-actors. Working this way—allowing yourself to be aware, alert, and totally present in your situation—can be life-changing. It brings a new sense of confidence in your work and relationships, and a deeper appreciation of who you are as a person and how you fit in with other people.

And isn’t that something that we could all benefit from in our lives?

Allison Spratt Pearce, MFA (USD/The Old Globe), is an accomplished actress, coach, singer and dancer. She has performed in numerous roles—both straight and musical theatre—around the US, including both on- and off-Broadway, and in several acclaimed productions in San Diego, and has been featured in national TV commercials and films. She is teaching Acting II in Summer 2012.


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