Interactive Assessment of Electronic Visuals

 Abstract

Nowadays, more and more is based on technologies and visuals. The goal of this project is to rethink the criteria for evaluating ever changing electronic visuals, to offer a model for assessment of new media graphics, and to support the analysis, planning, and methods of assessment. Analysis and evaluation of works created by professional artists and students within the Computer Graphics program were conducted. This project engaged faculty members and students in working on a new model for assessment, providing opinions and feedback, and was used for improvement of assessment of digitally created visuals techniques to be used in academic environment.
computer graphics, programming, and creating computer art graphics works. This project involved several stages aimed to perform and analyze evaluation of works, to offer a model for assessment of new media artwork, to support the analysis, planning, and methods of assessment in the Computer Graphics area. Art works produced by professional digital artists and by students taking Computer Graphics and Computer Art courses were provided anonymously in order to prevent bias or intimidation of jurors. The works were numbered and no information about the artists and their work was provided to the raters.

Several groups were asked to assess a set of art works. These groups consisted of freshman students, sophomore and seniors, graduate students, the School of Visual Arts and Design faculty, the faculty from the School of Music and Dance, and several non-art related people. Students and faculty who agreed to act as jurors were asked to rate each work from 1 to 10, with 10 being the highest score, on a set of criteria for judging. They were asked to give their active reaction and feedback. After giving scores, each person was asked to create own title for the work under assessment, and to write a short story about each work. Then they were asked to write a critique according to the guides they were provided with. After that, students were asked to evaluate the same set of art works again using the same guides. Following the completion of their rating, writing a critique, and then rating the set of art works again students were asked to formulate their own suggestions for changing the judging criteria provided to them as a guide. The same approach was applied toward evaluating animation. Two animations on the same topic of a city life were shown to two freshman classes. A student from an upper computer graphics course created one animation that was shown, and an award winner, internationally renowned artist, developed another one. No information was provided about the authors of those animations. Students watched the first animation, filled out the scores, then wrote a professional critique according to a handout provided. The discussion followed. After that students were asked to re-score the animation. Same approach was taken with the second animation. Surprisingly, in both cases the students’ scores were lower for both animations after the students wrote a critique and discussed each work of art.

In effect of the research I was able to set the criteria for evaluating electronic visuals, to offer a model for assessment of new media graphics, and to support the analysis, planning, and methods of assessment. After evaluating by students the same set of art works using the same guides, we discussed what they learned about evaluating and critiquing art and how they would change the criteria for judging the artwork. Based on those reactions I was able to modify the criteria, which thus were stated as follows: visual quality, originality, excellence of execution, clarity of design, overall impact of the work, creative, innovative approach, solution of the theme, variety, and creative use of media.

Both the evaluations, titles of the artworks, and the stories that students were asked to write differed very much. Generally, freshmen students assigned higher and less differentiated ratings for the art works than did all other groups of participants. Surprisingly, students’ second ratings did not differ much from the first ones. Students seemed to apply their own preconceptions. For example, some stated they did not have much appreciation for the non-representative art, especially when some abstract concepts were involved.

Further Recommendations

 In cases when the time factor is involved such as in movies and animations devising and refining the assessment criteria is needed, by adding some specific variables to the criteria typical of the framed or sculptural works (2D and 3D art works). This may also refer to other media such as 3-D printing, immersive virtual reality, performance, large-scale installations and interactive exhibitions, both happening physically or virtually, on-stage or online.

Computer Art Graphics 1
Computer Art Graphics 2

Computer Art Graphics 3