Using Digital Imaging Software

Grade 10-12 Studio Art or Art History

Many arts-related digital applications adopt an interface and process that is analogous to traditional art making practices. For instance, Adobe Photoshop — and many other image/bitmap applications — utilize layers and compositing functions that closely resemble montage, photomontage and collage introduced by modern art movements of the early-mid twentieth century. Digital Dada explores technical capabilities inherent in image-based applications, and draws direct correlations to art historical precedent found in the artistic technique and social, historical impact of Hannah Hoch and other leading Dadaists.

Objectives:

1. To understand the concept of photomontage the juxtaposition of photo images and fragments of images to create new images and meanings.

2. To learn about Hannah Hoch and the Dadaists who created new, unexpected images that represented chaos and collision of modern life, especially relating to mass media, the rise of consumerism and sexual identity.

3. To use digital technology, specifically image-based applications such as Photoshop.

4. To create works of art, using digital technology employing the concept of photomontage as seen in the work of Hannah Hoch and the Dadaists.

5. To understand photomontage, both as art historical precedent and as a process that is highly revelant to contemporary digital imagery.

Time Required:

2 class periods for presentation of Hannah Hoch and Dadaists.

4 class sessions for introduction of Photoshop.

3 class periods for scanning of photos.

3 sessions for compositing of final project.

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3 week project

• Photoshop 3 - 5.5 or similar image-based application
• At least 1 computer and scanning station for every two students
• Zip disks or other portable storage for each student group

1. Cut with the Kitchen Knife - the Weimar Photomontages of
   Hannah Hoch. This is a good general resource book to gain a familiarity with Hannah Hoch, the Dadaists and Photomontage:
   http://www.amazon.com/exec/obidos/ISBN%3D0300061641/
   gregorycosmohaunA/104-9912131-6364426

2. A general resource site for montage, photomontage, the Dadaists and Hannah Hoch:
   http://photography.about.com/arts/photography/library/weekly/aa101199.htm

3. This is an online site dedicated to the concept and spirit of photomontage. Exemplary use of photomontage as guiding principal in the exploration of digital technology online:
   http://www.photomontage.com/

4. Webmonkey offers clear, concise tutorials for many web-based applications. This section deals specifically with Photoshop, and provides a good introductory tutorial for the procedure of Digital Dada:
   http://hotwired.lycos.com/webmonkey/graphics_fonts/tutorials/tutorial1.html

5. Adobe’s general product site offers good links and information for Photoshop and its other image-based applications:
   http://www.adobe.com/

In this project, teachers will need familiarity with the work of Hannah Hoch and the Dadaists; an understanding of the concept of montage and its attendant meanings and impact within modern art; a familiarity with scanning, layers and compositing capabilities of image-based applications such as Adobe Photoshop.

Many web-based information and imagery sources can be located online; a suggested sampling is located in the Materials section. For images of Hannah Hoch’s work, several may be downloaded from the web; others may be procured from books and projected digitally or as overhead transparency as needed for classroom presentation.

It will be advantageous to have a maintained, capable computer lab with necessary hardware and software as noted in the materials section. Teams of two students will work well in this project, but larger groups will be difficult to accommodate as this project requires focused, individual attention and experience working within the image-based application.

This project fits well within an art studio class that has had some experience with Photoshop and digital imagery. Additionally, an art history class may adopt this project to reinforce study surrounding early-mid twentieth century modern art movements that utilized photomontage and collage.

Prerequisite Student Knowledge:

It is important for all participating students to have an introductory understanding of how computers generally function - saving files, opening applications, importing through peripherals such as scanners; and an understanding of portable storage such as Zip disks or external hard drives. Additionally, students will be better served by this project if they possess a familiarity with modern art movements and their intentions of disruption and innovation; and the quest for new imagery in the age of mass media and social change that marked the early-mid twentieth century.

Procedure:

Introduction:

1. Present images of Hannah Hoch’s artwork to students. Juxtapose images to paintings and photographs that do not utilize montage, but maintain coherent representation or documentation. The photographs of Robert Frank and paintings by Edward Hopper are just two excellent contrasts to the work of Hannah Hoch.

2. In the presentation of these contrasted artworks, bring attention to the radical disruption and recomposition found in Hannah Hoch’s images. Discuss the multiplicity of meaning provided by photomontage. These images do not maintain a singular, focused intent; rather they are defined by their multiple viewpoints and divergent, radical associative meanings. These images are many things and ideas at once.

3. In summary, discuss how two World Wars, rapid technological advancement and the rise of mass media and consumerism changed society by radical leaps and bounds in the early-mid twentieth century.

1. Following the introduction to Hannah Hoch, print images of her work utilizing montage and place these images close to where students will be working on computers- a subtle reinforcement of this project’s focus.

2. Have students form groups of two, and open up image-based application such as Photoshop. Specific, detailed tutorial of layering and compositing options may be found on the Webmonkey site as noted in the materials section.

3. Students scan and import one image (magazine or newspaper) and save that image on the computer desktop in their own folder. After saving, students open this image in Photoshop and create two additional layers for that image in the layers option window - layer 1 (background), layer 2, and layer 3. Using the selection tool, students copy and then paste a portion of the image onto the 2nd layer. Repeat and paste another portion of the original image into the 3rd layer. Students now have an image that has 2 added portions of the original image interspersed through layers 1/2/3.

Students then make manipulations to each layer as practiced in the Introduction to Photoshop. Students continue this process on other “final” images to create a portfolio utilizing the art concept of montage in digital process and format. This portfolio can then be printed on a ink jet printer for color, or a B/W laser printer.

Discussion, Assessment and Rubric:

Bring students together in a group; each student group has possession of their montage portfolio and original image folder, while Hannah Hoch and other montage artist images are located around the classroom. Each student group presents their montage images with the following discussion questions to guide each presentation:

• In looking at original images in the first paper folder, juxtapose these to the final montage pieces. How does the process of montage alter and create new meanings for the original images?

• What are the similarities and differences between each group’s montages and those of Hannah Hoch? In each group’s portfolio, do there exist pieces that utilize the original images in striking and captivating ways, especially as compared to the works of Hannah Hoch?

• Each student group discusses their favorite montage piece, its process of creation and its resulting meanings. Once again, how does the recombination and juxtaposition of source images bring forth new meanings and narrative possibilities?

Student Learning Standards:

Visual Arts

Upon graduation students will be able to:

10.	Apply the visual arts vocabulary in oral and written form; use refined and subtle discriminations to analyze the interrelationship of the elements and principles of the visual arts found in student's own work, the work of others, and the environment
11.	Create original artworks based on personal experiences or responses, using artistic skills from a variety of visual art media and technical processes; demonstrate the ability to organize different subject themes, images and visual metaphors
National Education Technology Standards for students addressed:
1.	Basic operations and concepts:
	Students demonstrate a sound understanding of the nature and operation of technology systems. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. Students use productivity tools to collaborate in constructing technolgy-enhanced models, preparing publications, and producing other creative works.
2.	Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs.