Fine Arts

The Einstein's Brain Project is a collaborative group of artists and scientists who have been working together for the past 9 years. A central aim of the group is the visualization of the biological state of the body through the fabrication of environments, simulations and installations. The Project has developed numerous installations using analog to digital interfaces to direct the output of the human body to virtual environments that are constantly being altered through feedback from a participant's biological body. The core of the Einstein's Brain Project is a discursive space that engages with ideas about the constructed body in the world and its digital cybernetic and post-human forms. This paper describes the form and context of the performance Body Degree Zero.

In this paper, Telematic Art is examined to determine its application in creating telematic digital world music ensembles by specific focus on Persian music. The main inspiration in creating the Persian music pieces are from poems of Molana Jalaleding Mohammad Balkhi, known as Rumi, who is one of the greatest Persian mystics. This paper provides background information regarding Persian music, electronic music, Persian electronic music, telematic art, social presence theory, actor network theory and describes step by step process of developing a telematic digital world music ensembles as an experiment. This research involved three groups of artist from different locations, a group of 3D designer who developed 3D environment in Indiana, United State and a group of western acoustic and digital musicians in Indiana, United State and a group of artists in Calgary, Canada who developed set designs, real time video processing and electronic Persian music. This project was developed collaboratively among the entire participating artist. During the process of this research, it became clear that there are existing technology such as Jack Trip, Ableton Live, VDMX, Virtool and Life Size camera system, in use in the current telematic field of practice that could be easily applied without any further alterations where as " how to use these technology in harmony" requires further development.

of Storyboard Review," looks at the context of storyboarding in an animation studio and describes that a storyboard is a pictorial representation of a sequence of scenes and that it is critical for the development of concepts in collaborative projects (Blatter 2007).

In the digital age, the act of taking selfies has evolved into a complex and multifaceted form of self-expression, akin to the historical tradition of self-portraiture. While psychologist Jean Twenge argues that selfies can promote narcissism, their responsible use can foster self-esteem and personal creativity. Selfies, like the intricate self-portraits of past artists, allow individuals to capture and convey their identities, emotions, and experiences through a modern lens. This digital self-representation, enhanced by the accessibility of social media, transforms selfies into a legitimate art form, bridging personal narratives with broader cultural and social contexts. By meticulously selecting environments, lighting, and filters, individuals use selfies to document significant moments and engage in a deeper exploration of self, fostering connections and preserving memories. In this light, selfies emerge as intimate time capsules, embodying the enduring legacy of artistic expression and the contemporary quest for identity and belonging.

This article reviews findings from scientific research that has been conducted in the United States since 1980 on the educational outcomes of English language learners (ELLs). The studies selected for review here are a subset of a more comprehensive body of research conducted during this period that is reported in Genesee, Lindholm-Leary, Saunders, and Christian (in press). Major findings on the oral language, literacy, and academic achievement of ELLs are discussed in 3 separate sections of this article, in addition to a discussion of the gaps and shortcomings in current research in each domain. Recommendations for future research are also presented, including the need for sustained theory-driven research that examines the longitudinal development of and influences of instruction on the oral language, literacy, and academic skills of diverse groups of ELLs across the K-12 span.

My journey of self-education and overcoming undiagnosed dyslexia has profoundly shaped my life, fueling my passion for art and education while revealing the unique strengths dyslexia can bring. Struggling with reading and writing, I discovered my condition in 2019, which explained the difficulties I faced with traditional learning methods. Despite these challenges, I pursued a multi-disciplinary Master’s degree in "Computational Media Design," using various art forms and technology to communicate complex ideas, culminating in a comprehensive thesis that received academic acclaim. Like Malcolm X, I embraced self-education, using tools like an old dictionary and radio broadcasts to expand my English vocabulary. This experience inspired me to become a high school art and design teacher, creating an inclusive learning environment that celebrates diversity and encourages students to embrace their uniqueness. My journey demonstrates that dyslexia is a challenge and a source of unique strengths, driving me to think creatively, embrace new communication methods, and pursue my dreams with determination.