The continuing revolution in digital computing and global communications has produced a rapidly evolving field for artists who create experiences of image and form with computer screens, intelligent devices and new materials; who also invent tools for exploring, creating, and distributing their ideas and works. We offer concentrations in media practices of animation, photography, and video, with more variations yet to be invented by you.
Courses in imaginative and narrative arts, required for professional work in documentary films, game art and promotion, visualization, motion graphics, interactive art, illustration and short animated film, are offered. An intensive studio program, this curriculum seeks to provide you with knowledge, experience and techniques of media arts informed by theory, experimentation and critique. Extensive digital imaging and interactive media editing and production facilities afford you the opportunity to become highly proficient in the current skills and emerging practices necessary for remarkable work. The media arts are evolving and expanding their reach into culture and society in daily life and global experience. The revolutions in 3D printing, embedded devices and robotics are changing the landscape in which the media artist will operate. This degree prepares you to meet the challenges of continuous change with adaptive ingenuity.
This major is offered as BFA in Media Arts without a concentration, BFA in Media Arts with concentration in Animation, BFA in Media Arts with concentration in Photography and BFA in Media Arts with concentration in Video Arts.
Co-op division is ZA.
CAMD Advising strongly recommends that you start the process by meeting with a faculty mentor in your new major to talk about your interests and goals for the major to make sure it’s the right choice for you. Once you’re ready to make the change, then it’s time to schedule an appointment with your new Academic Advisor to make the change official and start planning for your next semester and beyond.
Any prerequisites should be taken before registering for 2000 level courses and above.Requirements Course Descriptions
Media Arts general learning outcomes
- Demonstrate awareness of the foundation and historical methods of digital media and applying research in portfolio development.
- Analyze and critique artistic media effectively through both verbal and written communication, showing the ability to collaborate with peers and related disciplines.
- Create a large body of portfolio work representing a wide range of concepts reflecting advanced level of analysis
- Evaluate current and future trends in the development digital media by employing skills to disseminate and share information over the medium.
- Explain and employ a unique personal style that shows significant contribution in the medium.
Video Arts concentration learning outcomes
- Identify and apply different registers of aesthetic language and genres to analyze and produce video work.
- Express familiarity with the history and canon of video arts.
- Choose research methods to conceive, produce, and edit video work.
- Demonstrate the ability to understand, plan, and carry out all stages of the production processes of video art work, including collaborative work.
- Plan and carry out distribution, promotion and exhibition of video arts work.
- Appreciate the impact and role of video arts as an agent for cultural and social change.
- Develop a comprehensive portfolio of work in the video arts.
Department of Art + Design’s new offering for this prgoram is BFA in Medial Arts with concentration in Video Arts.
There was a course recommended by David Tames that caught then-middler Chelsea Storino’s attention: Videos for Social Change, instructed by Alessandra Renzi. Chelsea was coming off an arduous four-month documentary project, and while she was certainly proud of it, Alessandra’s assignment allowed her to explore more abstract visual territory.
As It Is Defined was the result, what she describes as a relatable, personal, and visual experience about time, age and beauty. The video features a conversational delivery of dialogue focused on personal interpretations of age and beauty, voiced over mosaic effects of airport and travel imagery, and remains as perhaps the one piece Chelsea is most proud of.
When asked what drew her to the project artistically, she said, “I wanted it to be relatable. If you walked into a room and only heard a snippet of it you would say, ‘Yeah, I’ve felt that way before.’ The human quality really drew me to it.”
She’s now a fourth-year communications/media screen studies and digital art dual major, and is still pursuing her goals of telling meaningful stories in a visual way. After a successful internship at New England Conservatory as a video production co-op, she finds herself at an exciting crossroads – one where she feels she can integrate her academic and professional work.
While Chelsea knew coming in to Northeastern that visual art – especially video – was the field she felt most drawn to, the earliest meaningful academic experience came from a class with Julia Hechtman. “Even though her course wasn’t specifically a video course, it made me hungrier for what the College of Arts, Media, and Design had to offer.” The class was 4-D Foundations, and was her “first toe in the deep end” to the introduction of time-based media.
Chelsea never looked back, immersing herself in most of the production classes available in the College of Arts, Media, and Design. After graduation, Chelsea feels that she can create meaningful, personal stories, and get a real hands-on experience related to her academic work. She’s about to start a second co-op at AMC in New York City, and is enrolled in a summer dialogue to go to Iceland with professor Julia Hechtman.
When asked what advice she would give to incoming students about to start their academic careers at the College of Arts, Media and Design, she replied, “Something really unique about video is that besides your concentration, you also have the opportunity to take so many different courses. You really end up with a more varied course load, as well as a diverse collection of portfolio work, which is key for staying motivated and inspired.”
You can see Chelsea’s featured project, As It Is Defined, as well as an archive of her other work, on her online portfolio: ChelseaStorino.com.
By Nick Marini