Auto-Destructive Art

For the auto-destructive project, my group decided to create a simple scope of how erosion works. We sprinkled dirt around a piece of drawing paper on an incline to simulate a hill. We then poured water at the top of the hill to see what the reaction the dirt had to the water. We learned that the dirt will wash away and leave a thin watery residue on the paper. The final result ended in an artistic array of a muddy pattern. The final piece functioned exactly as expected and was what I hoped it to be. I learned that water is a universal that will destroy any material.

Auto-destructive art is a piece of work that destroys itself without outside support. For example, a robotic piece of art that is made to catch on fire is considered auto-destructive art. I can use my artistic training to develop auto-destructive art by working backwards. Let me explain: In class, we have discussed that while we are trained to work logically and clearly to end up with a polished item. Within the auto-destructive art world, it is important to have a clear beginning and idea to end up with a chaotic finish. This artistic expression clearly shows that society strives for perfection; it is perfectly fine to have a “messy” process and come up with a solution that is not organized and well thought out.

The STEM disciplines has an imperative role in auto-destructive art. Although, yes, it is art that is being made, the sciences, technology, engineering, and math have high regards to that kind of art. You need to be able to put together a piece of art that is well thought out logically in order to make that piece destroys itself successfully.

Media Violence

 During this unit, I learned to appreciate the media and closely analyze the content being delivered to society. Prior to this unit, I never thought about the amount of violence portrayed in video games, the news, and in films. It is fascinating that the world we once lived in – a world filled with the hunter/gatherer life style – has now become a world filled with vile information not pertinent to daily living. We don’t need violence to live our lives to the fullest extent; rather, it is only something that gets in the way. Violence is discussed in the news because of the human’s natural need for action and dominance. Humans have always wanted to feel empowered and on the top. However, the media uses violence as a way to pull in people to their product.

Wakeford discussed violence through the ages. The media (paintings) that was shown in class pictured the violence through the years.

Grendlein focused on the violence found in psychology and a variety of medias. King’s unit assisted in tying all of the classes together.

The project seen below depicts how the media promotes violence throughout the years and how the media has changed because of it. As seen, headlines and magazine covers have evolved throughout the years in order to excite the reader so they will want to know more.

If I were to do this project over again, I would attempt to use a different layout. While all of the information that was going to be used, was used, I would have laid it out in a way that would be easier to understand what was being conveyed.