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20 Years in Record Time

February 7, 2013 by arichard@uoregon.edu

AAD 585 Multimedia In Arts Administration

Biopic Assignment

Assignment Description: Students create a 2-4 minute video biopic or one based on a passion that represents who they are, an interest, etc… but the intent is to create a piece that demonstrates their knowledge of how to use video as a viable communication tool in their Arts Management area study; that it can be included as a work sample on their Showcase ePortfolio. Use of video and still images, and audio trackediting is encouraged, as are other content features and editing unique to this presentation medium. This will be exported in a Quicktime or MP4 video format at the Vimeo recommended export standards. Videos will be made accessible via Vimeo or another video sharing network.

[vimeo]http://vimeo.com/59129530[/vimeo]

This video, which I titled “20 Years in Record Time,” chronicles the last two decades of my life in photographs and music albums. I picked a photo that spoke to a major theme in that year for my personal development, and accompanied it with an audio clip from my favorite album of the year. This was incredibly challenging. Not only was choosing the pictures difficult (and I had to scan hard copies in of most), but cutting the soundtrack of each year to a mere 11 seconds was sort of painful. Music and people are the two biggest influences on my personal development, and I felt strange having to leave out some key individuals and albums due to the constraints of the project. But,it was still a deeply satisfying experience. This video is not, of course, exhaustive. It is a snapshot. I made the video with iMovie, and imported photos that I processed in Photoshop, as well as mp3s from iTunes. The sound editing was actually my favorite part. I considered adding captions to the photo or a voiceover describing them, but decided that since I couldn’t string them together into some cohesive narrative, the descriptions would be forgettable and therefore, inessential. I think the video does manage to reflect where I’ve come from and who I am now–and how music has shaped and supported me throughout the years.

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Personal Learning Environment

February 7, 2013 by arichard@uoregon.edu
AAD 585 Multimedia In Arts Administration

PLE and Narrative Assignment

PLE Assignment Description– Students create a graphic representation of their Personal Learning Environment – examples on my blog from past cohorts, and links to PLE sites. A written and/or recorded narrative must accompany the PLE (depending on the media type used for presentation).

PLE

I chose to represent my personal learning environment (PLE) as a village because I feel as though I am immersed in a community that offers new avenues for learning at every turn. I have a lot of fun entering different spaces—both actual and metaphorical—to acquire the information I need.
- The University represents the University of Oregon. This is a new element to my PLE. While I learn much in the buildings and classrooms I frequent, my cohort and professors are responsible for inspiring me every day, and challenge me to work harder.
- The Theatre/Music Hall symbolizes WOW Hall, where I am currently engaged in a practicum, as well as all the music venues in Portland and Eugene where I have rehearsed, performed, or seen live music. I learn from the performers I watch, and I learn something about myself every time I sing publicly.
- The Radio Station is the media hub. Since moving to Eugene, U of O’s radio station, KWVA has become a fixture in my life. I also learn of music and news stories through NPR, and discover many favorite new bands through KEXP, U of W’s radio station. I included television and Netflix under this category, as well. This is part of how I stay connected to local, national, and international entertainment and current events.
- The Library symbolizes all the learning that I engage in through the written word—either online, or through books and periodicals. Reading has taken center stage since I began this program, and I expect it to occupy an even greater space as I begin to engage in research. The library, metaphorically, is the place where I feel most comfortable in this village, besides Home.
- Home is my friends and family, as well as the base from which I operate. This is where I feel safe to hash out ideas, to learn about myself, and glean wisdom from those close to me. This is my chosen social community, and also includes public places where I can observe people. Facebook is part of home, a site that helps me stay current on the affairs of those who are important to me.
- The Apothecary is where I go to get well, at least, that’s the goal. I have spent much time in doctor’s offices since I was a baby. I learn from healthcare professionals, clinics, and pharmacies, and teach myself about medical issues using medical websites.
- The Spiritual Center is where I find solace and guidance. I learn about my religion from books, websites, and tools such as astrology and tarot. I learn by practicing at home, and out in nature. I sometimes attend churches, as well.
- The Music Store helps me learn about new music, along with the Radio Station. In the past, I’ve worked in a record store and wrote for a music blog, and I gather “Best Of” lists every December to make a spreadsheet with the critics’ top albums of the year. I learn both by checking out others’ music recommendations and exploring new music in physical stores and in iTunes.
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VideoPlay Assignment

January 25, 2013 by arichard@uoregon.edu

AAD 585 Multimedia In Arts Administration

January 24th, 2012

30-60 second VideoPlay Assignment

Here is the link for my VideoPlay assignment. I’ve made the video private because it contains music from a video recording I took of a live performance by musician Reggie Watts. I didn’t get permission from Reggie, and I don’t know if he would want the audio available to anyone on the internet (actually, I don’t think he would mind, but just to be safe…). The password is NYC.

VideoPlay

The performance session from which I took the music was during a conference I recently attended: the Association of Performing Arts Presenters in New York City. Reggie (whom I have seen before in Portland) is an excellent performer, and he excels at improvisation and freestyling. The song I chose to excerpt featured a large chunk of improvising about New York. I thought it was fitting, so I used it to accompany images of some of my best moments on the trip. Separating the audio from the video was the most time-consuming and difficult part of the process of making this video. For some reason, iMovie (the program I used to make the video) wouldn’t let me detach the audio from the video. I eventually figured out that I could import the video into GarageBand and separate the audio in that program. I’m familiar with GarageBand already, so manipulating the audio after it was detached was a cinch. I used the image processor function in Photoshop to make all my images uniform in size and resolution, and it was there that I added the wood frame look. Finally, I spent a decent amount of the time adding different headings to each photo. It’s not necessarily a “clean” look, because I used four different heading styles, but I just couldn’t help myself! Next time I use iMovie, I would like to experiment with the voiceover function, and try different kinds of transitions. For this assignment, I kept it pretty basic. I had a lot of fun making this video.

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Showcase ePortfolio Webmap and Narrative

January 22, 2013 by arichard@uoregon.edu

AAD 585 Multimedia Design and Presentation, Winter 2013

Assignments #1a and 1b: Showcase ePortfolio Project Narrative and Webmap

Alexandra Richardson

For my Showcase ePortfolio, I plan on including these headings and subheadings: 1) About; 2) Resume; 2a) Performance Resume; 3) Internship; 4) Work Samples; 4a) Writing; 4b) Design; 5) Research; 6) Professional; and 7) Contact. Thus, I will have seven main headings/pages and a total of three sub-pages. I personally do not like navigating many subheadings, so I wanted to include as much information as possible on the front end of the site. The main headings will be laid out vertically on the left side of the page. Vertical heading layouts are less common, but I think easier to use. I want my site to be bold and warm at the same time. I want it to convey strength and style, and communicate my achievements clearly to a casual reader.

1) The About page will be a basic bio with some info about my outside-of-school interests, plus an explanation of the site and a “thank you for visiting.”

2) The Resume section will have all the resume text on the parent page, as well as including a link to a PDF version. There will be one sub-page- a separate page for a performance resume. This page will be laid out the same as the main resume page (all info there with a PDF link). I may also include photos or videos to creative work I have done.

3) The Internship section will have all info on the one page, describing what I did Summer 2013. Additionally, I will house information about my current (and future, if applicable) practicum.

4) Work Samples- This basic explanatory page will contain two sub-pages: Writing and Design. Under Writing, I will include PDFs to papers, as well as a link to my Transmedia Field Guide. Design will contain samples from Advanced Info Design class, and possibly this class.

5) Research will contain a brief explanation of my terminal research and maybe a paragraph discussing future areas of inquiry.

6) The Professional page will have a list of the organizations to which I belong, a list of professional conferences I have attended, and any other applicable info not elsewhere on the site.

7) Contact: straightforward. Will have my contact info, as well as links to my coursework ePortfolio, LinkedIn profile, and Tumblr blog (which I am in the process of developing).

Showcase ePortfolio Webmap PDF

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Values Prioritization

January 21, 2013 by arichard@uoregon.edu
Values Prioritization Assignment

AAD 604 Internship 1, Winter 2013

Alexandra Richardson

I really enjoyed the Values Prioritization assignment. My top six values and some reflection on each, including their possible correlate qualities within an internship, are below.
- Personal development/growth orientation: Preferring activities and environments that contribute to personal growth, needs, sense of purpose, and/or spirituality.
At this point in my life, the most important thing to me is pushing myself and learning and growing intellectually/spiritually. In an internship, I expect to have a large degree of trust put in me by my superiors, and being given autonomy to make the organization (and myself) proud with the work I do. I want to be somewhere where we all take our work seriously.
- Altruism/social service/helping society and others: Wanting to contribute to improving the human condition, society, and/or individuals’ quality of life.
I would like to intern amongst people that value taking care of others (or simply enriching the lives of others through the arts), and see their job as an extension of that value.
- Social relations/affiliation/community/cultural identity/family orientation: Needing to have a supportive circle of friends inside or outside the workplace. Belonging to a cultural, religious, or civil group. Strong emphasis on relationships, family, and friendships.
I appreciate working in an organization where staff collaborate with and support one another—both in work projects through good communication and respect for one another’s ideas, and informally, acting as extended family when possible/appropriate.
- Competence/ability utilization/intellectual status: making full use of skills and knowledge in a job. Having a mastery orientation. Liking to express expertise.
In past work experiences and in school, I like to have the time, space, and tools to do high-quality work and I aim to never cut corners. It’s important to me to do a good job and feel like I am utilizing my skills to the fullest extent possible (as well as having the opportunity to learn new skills).
- Lifestyle/location: Preferring to live according to own choices, wishes, and desires and/or finding a place to live that facilitates living own lifestyle.
Geographical location is a big factor in where I will intern and later, work. I prefer to live in a large, culturally-rich metropolis. I also would like to work in a fun environment that celebrates diversity, creativity and the uniqueness of the employees.
- Task specificity/structure/precision work: Having clear guidelines, procedures, and/or specifications to follow in completing work; attention to detail and accuracy in accomplishing tasks.
Work environments that are established, have clear ethical standards, and consistent operational methods are most comfortable for me. I like when my job duties to match my job description and feeling that I know exactly what is expected of me. I enjoy taking on new projects and can adapt to changes, but I still like to have my basic responsibilities outlined clearly.
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Second-Year Interview and Learning Objectives

January 21, 2013 by arichard@uoregon.edu

Interview with Second-Year AAD Student Jamie Walsh/

Learning Objectives

AAD 630 Research Methods, Winter 2013

Alexandra Richardson

Jamie’s Research

I interviewed Jamie Walsh about her research topic and methods. Her research is entitled “Access and Inclusion: Artwork by Artists With Developmental Disabilities and Mental Illnesses.” At this time last year, Jamie was researching funding issues in several art centers in the Bay-area. While she is still focusing on the same art centers for her terminal research, she has shifted her focus away from funding to an area about which she is more passionate: how art centers can be more inclusive of artists with developmental disabilities and mental illnesses. She initially picked funding as a research topic because she thought it was practical, but ultimately decided that it would not sustain her interest for the duration of her research project.

Jamie’s terminal research will take the form of a project (as opposed to a thesis or capstone). Her research methods include: literature review (specifically, reviewing literature concerning the historical segregation of individuals with developmental disabilities and mental illnesses, and the topic of “outsider art”); case studies of three art centers; interviews; and documentation and analysis. Jamie expects to end her paper with recommendations for other art centers that would like to be more inclusive of individuals with developmental disabilities and mental illnesses.

Jamie’s research is positioned from social constructivist and subjectivist perspectives, as she is situating her inquiry in a historical and sociological framework. Since much of her topic involves the perceptions people have of developmentally disabled and mentally ill individuals, her research necessarily acknowledges multiple viewpoints and subjective truths. For this reason, I would say that Jamie’s epistemological approach is undoubtedly post-positivist.

Learning Objectives

As I undertake my own research this term in Research Methods, I hope to better define both where I fall on the positivist/post-positivist spectrum (is it a spectrum?), and what epistemology is appropriate for my research area. As I believe my terminal research will ultimately be based on case studies, I think my findings will be subjective by nature. As I explained in my Initial Research Idea post for this class, I expect that my research will also be explorative and descriptive, rather than geared towards testing a defined hypothesis. I think the results of my research will be, for example, transferable versus generalizable, and auditable versus reproducible. However, through this term in Research Methods, I also hope to discover a way to include surveying and experimental methods into my inquiry. I don’t know if it is possible to combine a more “hard science” approach with a softer social science approach, but both approaches to research interest me. My overall goal in my terminal research is to produce usable tools for venues or community music centers to enrich their offerings with more interactive, healing- or transformation-centered programming. Through this class, I want to learn the best way to design my research in order to meet that practical end, while working with concepts as subjective and slippery as “transformation” and “healing.”

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Initial Research Idea

January 21, 2013 by arichard@uoregon.edu

Initial Research Brainstorm

AAD 630 Research Methods

Alexandra Richardson

After reading the first few chapters of the text The Essential Guide to Doing Your Research Project by Zina O’Leary (2010), I think I have narrowed down a good preliminary research topic. I have not yet satisfactorily articulated the perfect research question, but I have discovered that I likely will not require or have need for a hypothesis, as I believe my research will be more descriptive or explorative. After reading the text, I have also discovered that I am naturally leaning towards a postmodern or post-positivist epistemological approach to research. Here are a few ways I phrased my research question as I brainstormed:

How can arts administrators (venue managers, specifically) use their musical programming to intentionally combat isolation and alienation often experienced by individuals in large urban settings?

I realized that it would be very difficult to measure “isolation” and “alienation!” Further refined questions included:

What are the quantifiable ways that music improves lives? What are the specific benefits (for the concert attendant) of participatory and/or interdisciplinary music concerts? How do traditional rock venues encourage participation from audience members? Are concert attendants more likely to have a transformative or “peak” experience at a venue that is especially “customer-oriented” or a venue that in some way prioritizes customer participation?

This led to a basic, succinct question, one which I actually attempted to answer with this project from last term’s Art in Society class.

How can a musical venue increase the power of the live music experience for the attendants?

The research aim for this question would be to identify factors or variables involved in a transformative or healing live music experience. Identifying what makes a live music experience transformative or healing would certainly require me to be comfortable with a subjective approach to my research. My research would likely involve human subjects. Because of my background in psychology, this appeals to me. I would look at what venues currently do to engage their audiences. These methods could include, but are certainly not limited to: encouraging social media usage before, during, and after concerts; running a volunteer and/or apprenticeship program for interested customers; programming interdisciplinary, innovative, or experimental performing acts; soliciting customer feedback via surveys or other means; the effect the aesthetic setting of the venue has; and nonprofit vs. for-profit venue issues. I would like to also investigate new ways venues can engage audiences. Why don’t traditional rock venues offer masterclasses, or for that matter, season ticket subscriptions?

There are many different directions I could take this research area, and of course I must narrow it down. I am excited, though, to see where reviewing current literature in some of the above arenas leads me. I suspect seeing what scholarship is out there will help me to clarify what I would like to contribute to the arts administration body of research.

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Graphic Standards Final Project

December 4, 2012 by arichard@uoregon.edu

Assignment Description: The Graphic Standards represents a culmination of students’ logo design, collateral pieces and other presentation specification around their organizations brand. Specifications and examples of past cohort standards are provided. The standards are presented at Finals.

Info Design Graphic Standards Final PDF

I enjoyed using InDesign to create graphic standards for one of two Advanced Information Design and Presentation final projects (the other can be found here). I like the degree of precision InDesign accommodates. After setting the purple bars as design elements on the master pages of the document, as well as page numbers (with the help of Prof. Eric Schiff), I was off and running. The most time-consuming part of the creation of this project was making the measures for the collateral pieces. It was also a bit difficult to make sure the text boxes for each page were placed consistently between all the pages. I set my margins pretty far in for all the pages, so I didn’t have a lot of space to work with, but I did so intentionally because I thought it looked a little more modern and less like a Word document with some images thrown in. I had to scale down the collateral, logo images, and display ad in order to fit the text and each image comfortably on the same page, so I hope I didn’t make those images (and the measurements) too small to see. I think it turned out well, and I am pleased that I was able to create something that looked so (relative to, say, my event poster) formal and professional.

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PowerPoint Final Project

December 4, 2012 by arichard@uoregon.edu

Assignment Description:

It is recommended that the Powerpoint presentation topic be the Prototype shell of the students’ Winter term professional ePortfolio website they will produce. Students have the option to choose a different presentation topic. Examples and specifications of both are shown. The Powerpoint piece is one of three presented at Finals. Note: Students choosing to do the Showcase/Professional ePortfolio website prototype must include the following PRIMARY navigation links/categories. Please reference the following flow chart PDF for the sample. Secondary navigation links/categories may vary depending on individual experience.

Info Design PowerPoint Final PDF Format

Info Design PowerPoint Final PPT Format

For the final PowerPoint project for Advanced Info Design and Presentation (one of two finals–the other can be found here), I made a fully navigable prototype of my WordPress site, bestshowevereugene.wordpress.com. This site was my Transmedia Field Guide for another class, Art in Society. The prototype looks more amatuer-ish than the actual site. But that’s to be expected, because for the site I used a pre-made, professional-looking WordPress template (although I did use my Photoshop skills, gained from this class, to make the banner!). I like aspects of the prototype though (which is set up almost identically to the real site, which itself was based off the SmartArt flow chart I made for this class). In particular, I like the yellow star that indicates which page you’re on, and fonts I used –Popstars for the title “Best Show Ever,” and Richard Murray for the headings. I got both of these at dafont.com, my new favorite website. For the background image, I screened a stock photo of a disco ball way back in Illustrator. I was planning on making the background similar to the banner for my site, adding a photo from one of the concerts I attended, but it was way too busy-looking. This project was an exercise in self-control–I kept it simple this time. I also became much more comfortable with PowerPoint as a result of this project.

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Learning Objectives, Part B

December 2, 2012 by arichard@uoregon.edu
Part B Student Learning Portfolio

Art In Society AAD 550

12/02/12

1. When I began this class, I stated in my learning objectives that I wanted to get back into the habit of abstract thinking, saying that this class could be “physical fitness for my frontal lobe.” I do feel that I achieved that. My frontal lobe is in much better shape. I enjoyed using my imagination (like for Module 4, when we talked about the future of arts programming), and as the term went on, I found it easier to understand and analyze dense texts like Becker’s Art Worlds.

2. I wanted to become better acquainted with Eugene through my Field Guide. I have definitely accomplished this. When working on the Guide, I went to five different music venues in town. I also met and interviewed people working in music locally. This was a great way feel more at home here in my new locale.

3. I hoped “to understand my position better as an arts administrator within society.” I had detailed questions that I hoped to be able to answer:
- How does an arts manager/administrator contribute to the artistic process or the generation of creative output? In answer to this question, in the case of working for a music venue, I would say there is a great range depending on the type of position the administrator holds. It has a lot to do with the size of the venue, the staffing structure, whether it’s nonprofit or for-profit, and what the organization’s mission or guiding values are. I learned that if I want to be a part of the creative process in an organization, I’ll have to make that a goal when it’s time to find a job—not all arts admin positions afford this opportunity. Additionally, not all organizations care equally about the quality of art they promote.
- What is an arts administrator’s responsibility to facilitate the making of “good” art? Making “good,” or meaningful, or important art is not a goal or value to all arts administrators. It’s only an arts administrator’s responsibility if they make it so—although they also must keep in mind the wants and needs of the stakeholders and constituents of their organization, especially if it’s a nonprofit.
- Is the arts administrator’s responsibility to the artist they are supporting, the audience, their organization? Who is the most important to please? Again, there’s a lot of variance here—it depends on the individual and organization. I still haven’t answered this question. I think generally, though, the responsibility should be to the audience/public, since that’s ultimately who the arts administrator is working for.
4. I hoped to be able to define “transmedia” and find examples that “excited” me. I did become comfortable with the idea of transmedia by about the midpoint of the course. I found many live music-related examples for my Field Guide, and I enjoyed “curating” them. What I discovered is that transmedia is a pretty broad term, at least as we used it in this class. It is basically anything that expands the content or narrative of a central topic. What best summed the term up for me is a Jenkins quote from “Transmedia Storytelling 101”: “This process of world-building encourages an encyclopedic impulse in both readers and writers. We are drawn to master what can be known about a world which always expands beyond our grasp.”

5. I wanted “to deepen and broaden my current base of Internet resources for all things art and society.” I have done that; I’ve discovered and bookmarked many new blogs and websites. Again, research for my Field Guide was especially helpful in this regard.

6. Finally, I said, “As an artist myself, I would like to remember to consider all course readings and material from that point of view, not just as an outside analyzer or future arts manager.” This wasn’t so much a learning objective as a directive to myself. I did consider readings and class discussions from both points of view—arts administrator and artist—as well as consumer/audience/patron, and indirect supporter of the arts (like Becker talking about the people that manufacture canvas for a painter they’ll never know). This class helped me to think about the arts more globally.
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