There are many opportunities available to the student body, faculty and staff when alternative platforms are considered for introduction to the ATEC program-at-large. Many considerations the student body has organized as itself. The representative artistic works already taken on and completed by students that reflect the tenacity to influence and make a difference in the environment have shown (on a local scale) that using the available tools to change processes is beneficial. This transformative feature is essential to identifying new market opportunities AND ACTING ON THEM. The technological drive behind the program, as is, sustains artistic projects in-class. An issue with these projects is the generalized portfolio that contains numbers of the same final outcomes from student to student. There must be time devoted to original work by students.
In order to redirect our focus here at ATEC, from generally vague concepts of progress (i.e. a diploma) toward variety and competitive edged work, that is necessary to survive in the media world, there must be a collaborative entity to mediate outside-of-the-class work done by students. Suggestions of platforms are analogous to Atecpresents.com. This student created website ran for two years only to be met with complacency and a lethargy that would discourage the most diligent scholars. Unfortunately the website left with the students once they graduated. The idea was a little soon to put into motion.
Was it, “Ahead of its time”?
There are several student created website portfolios every semester in Internet studio classes. This exponential growth strategy can be given a domain with the right direction and assistance from Faculty Sponsors to establish the agenda of encouraging new student innovations.
Recently a new organization within ATEC was created, The Animation Guild. This entity lacks deliverables for now as a leadership be needed to account for its development. The formation is a tangible group that increases stakeholders day by day. A main focus for the Guild meeting two Fridays ago was to manage and create demo-reels for 2d and 3d artists per future job prospects.
The growth strategies at play consist of four main entities:
Student created content
Collaborative Demo Reels
Forming markets between the University and Industry Clients
Many students offer original ideas that, with the right direction, can generate revenue streams. The main focus for students in this program is to collaborate and interact with one another. In the industry in order to ensure you get a job, you must be a team player. In an unintended contradiction, traditionally the classes here were user-centric, independent projects worked on by students per class. This is where the deviation can contribute its inspiration from. In order to innovate further upon what we have developed here at ATEC we must investigate what is currently at work here.
To illustrate how structures are reforming around technological tools, look to the science of networks as an example. Its not what you know, more-so who you know. What is in demand in the ATEC program is a platform to synthesize information and generate competitive work. Not only that, but this platform is to link this work to companies and the mainstream. Student created content not including websites would be music and student formed organizations that loosely (and unofficially) conduct meetings or workshops.
To drop some Networking terminology these “small-worlds” otherwise known as unofficial student formed organizations, form outside of class to work on original work. We may not be being taught to compete more than how-to compete.
There is an opportunity for students and the staff alike to form classroom-internal project teams that declare a deadline for the work of their interest [concerning the subject] and work on that unique and original piece. This will eliminate the marginalization of student final projects as opposed to the objective to emulate the original piece. This agenda of “uniqueness” can be applied to upper-level courses excluding the introduction classes.
I have seen a steady shift towards this agenda since I arrived at the program in 2009. Merely two years ago!