My IFTTT Recipe is the one that I am getting a notification when it starts to rain. It is really easy to set up but I wish there were more platforms that I can connect and play with.
I enjoyed Deren's workshop although our photon was not working with my phone. I see its possibilities are almost unlimited. This certainly foster the visual communication between people. The workshop give me a chance that I can "design" the interactions and communications which is attractive. I also like the idea to educate kids with this materials so they can creatively design their own ways. It can really make things that I imagined when I was a kid happen in daily life. I would like to experiment and play more with photon and breadboard.
Wednesday, April 27, 2016
(HW)13-2 Artist(s) = Maker
Theaster Gates is an American Social Practice installation artist who lives and works in Chicago. His works are transforming the neighborhood; transforming abandoned houses or buildings to create communities where people gather and connect. Culture takes an important role in his works as it fosters this process of transformation. Through his art projects, he cultivates spaces where people live, interact, make and share, and thus create sustainable communities.
More: http://www.pbs.org/newshour/bb/artist-theaster-gates-turns-chicagos-empty-spaces-into-incubators-for-culture/
the image is from: http://theastergates.com/home.html
More: http://www.pbs.org/newshour/bb/artist-theaster-gates-turns-chicagos-empty-spaces-into-incubators-for-culture/
the image is from: http://theastergates.com/home.html
(HW)13-3 "Making" Readings
Martinez S. L.& Stager G. S (2013). Invent to learn; making, tinkering, and engineering in the classroom
Notes from the reading
* Making things and then making those things better is at the core of humanity (p.7).
* Knowledge does not result from receipt of information transmitted by someone else without the learner undergoing an internal process of sense making (p. 17).
* Neli Gershenfeld described the next technological revolution as one in which users would make the tools they need to solve their own problems (p. 28).
* Making lets you take control of your life, be more active, and be responsible for your own learning (p. 33).
* Making is a stance that puts the learner at the center of the educational process and creates opportunities that students may never have encountered themselves (p. 33).
* Making is the universal infrastructure of production (p. 35).
* Making is a type of applied thinking that sits at the core of creating new knowledge of all kinds, and the sensibilities of making should actively be made a part of our future (p. 35).
* The power of making is that it fulfills each of these essential human needs (p.38).
Questions
- How can we lead our making to active creation and invention rathe than passive consumptions (p.33)? What kind of pedagogies can let students to be "makers"? What other educations would align with this "making" education that taken as "problem-solving"?
Notes from the reading
* Making things and then making those things better is at the core of humanity (p.7).
* Knowledge does not result from receipt of information transmitted by someone else without the learner undergoing an internal process of sense making (p. 17).
* Neli Gershenfeld described the next technological revolution as one in which users would make the tools they need to solve their own problems (p. 28).
* Making lets you take control of your life, be more active, and be responsible for your own learning (p. 33).
* Making is a stance that puts the learner at the center of the educational process and creates opportunities that students may never have encountered themselves (p. 33).
* Making is the universal infrastructure of production (p. 35).
* Making is a type of applied thinking that sits at the core of creating new knowledge of all kinds, and the sensibilities of making should actively be made a part of our future (p. 35).
* The power of making is that it fulfills each of these essential human needs (p.38).
Questions
- How can we lead our making to active creation and invention rathe than passive consumptions (p.33)? What kind of pedagogies can let students to be "makers"? What other educations would align with this "making" education that taken as "problem-solving"?
Wednesday, April 20, 2016
(HW)12-1 Pop-up Card (Basic Circuit w/ Battery &LED)
 |
| last week class experimentation |
I liked what I made in the last week, so I decided to make it again with better and clear interactive form between the battery and LED. Differently from the first one I made which the battery is located at the back of the fish, I located the battery at the bottom of the mouse, so the battery location can be easily seen. As this pop-up card needs "interaction" to be functioned, I paid more attention to making "clear, easy and inviting" interactive design.
step by step guide
(HW)12-2 Artist(s) working with Physical Computing Creatively
Markus Kayser
I think many artists working with physical computing also use programming together, and aim to activate human interaction. Markus Kayser is, however, combine the environmental elements (sunlight and sand) to the laser cutting and 3D printing machines, which is fascinating.
all images are from and more images and projects are at :http://www.markuskayser.com/work/solarsinter/
I think many artists working with physical computing also use programming together, and aim to activate human interaction. Markus Kayser is, however, combine the environmental elements (sunlight and sand) to the laser cutting and 3D printing machines, which is fascinating.
all images are from and more images and projects are at :http://www.markuskayser.com/work/solarsinter/
(HW)12-3 Final Project Initial Idea
Themes: voice
Traditional medium: found material
New media: circuitry and fabtronics
Traditional medium: found material
New media: circuitry and fabtronics
The voice (story) of the found material that are initiated by the circuitry interaction. I haven't decided which found material I would use yet, but I am thinking to use "written form" for the voice which would appear on the surface of found material through the circuit interaction.
Monday, April 18, 2016
(HW)12-4 Revised Lesson Plans & Comments on Others
Lesson Plan #1: Relay Digital Collage / Drawing / Painting
The goal of the class: exploring digital collage and experience how the process and the mechanism of digital collage are different from traditional collage.
The elements in digital collage can be easily copied, reproduced, and retouched as well as the making-process can be easily seen through "history" function.
Target students: High school or college level
Program needed: Photoshop
0. Exploring the basic tools on PhotoShop for digital collage
1. Starting
option 1-1. students can start to draw images or find images from the Internet to start.
option 1-2. all students start from the same image to manipulate.
- see how they create the outcome with different ways of handling and manipulating the image. (given time: class time duration - time for step 0 & 4 / the number of students*)
2. Passing the file to others
After first 10 minutes of exploration, students pass the file to the one who sits next. Start working on other's outcome (For example, if there are student A, B, C, and D, student A's image is passed to student B, student B's image is passed to student C, student C's image is passed to student D, and student D's image passed to student A). (given time: class time duration - time for step 0 & 4 / the number of students*)
- Make sure the original file that each student work on is saved. When a new student starts working on new images, duplicate the layer(s) of the image and work with duplicated one. It will allow students to see the each student's process of digital collage.
3. Continue the step 2. Working time for each image (class time duration - time for step 0 & 4 / the number of students*) is allocated by the number of students. Distribute time equally for each drawing.
4. After all, students work on each image, look at the images together. Using the layer and history functions, see and discuss how the image has transformed by different students.
Lesson Plan #2: Performing scanography
The goal of the class: Exploring scanography - in the relationship with performance
Understanding the mechanism how the scanner works and create images, and thinking about how this can be related to the other forms of art activities. In this class session, performance will be focused as a primary form to be explored with the scanner.
Target students: First-year art college students who are in the phrase of exploring several medium and methods of art-making.
what are needed: Scanner
0. Explore the basic function of scanner to understand its mechanism.
1. Play with several factors that affect on the light of scanner, such as reflective materials, moving objects, etc.
2. Use one's body movement, experiment performative scanography
- While scanning, freely moving stuff or your body on the scanner to test how the movements are captured. Try several different ways playing with time, space and speed of movement.
3. Create the story of movement in one scanography
4. Understand the relation between movement and narrative
5. Discussion
Lesson Plan #3 Performative-sound Performance
The goal of this lesson is to understand the performance in conjunction with the sound and be conscious on how to perform sound in daily settings.
Target students: art college students (first or second year)
Needed material: recorder (or smart phone), speakers
1. Being familiar with sound: observing, creating, finding, exploring and mixing the sound.
1-1. observing the sound
1-2. finding a sound
1-3. creating sounds
1-4. exploring the sound
1-5. mixing sounds
1-6. playing with sounds
2. Make a connection between the movement and the sound
2-1. observing the movement of the nature
2-2. observing the movement of artifacts
2-3. observing the movement of others
2-4. observing the movement of oneself
2-5. observing the movement of the air
3. Creating performative sound
4. Design a movement and sound in the space
4-1. exploring the space
4-2. imagining the sound and movement in the space
4-3. deciding on the materials for sound performance
4-4. experimentation.
5. Execution
6. Discussion
commnets:
To Gina:
Hi Gina, I like your lesson plan ideas as they let students be more conscious on their everyday lives. The first one, however, is not clear to me as I think it needs several class times. I wonder how each class would be organized since it seems like there are several different technical explorations are required including the traditional painting, digital painting and scanning.
To Anita:
I really like your combination of new and traditional media in laser cut woodblocks lesson. Tele-movie lesson is also interesting, but I am wondering how the process is going after first two students. The third student makes another new 15-second video that response to the first 15-second video and audio that made by first two students, or only the audio that made by the second student?
The goal of the class: exploring digital collage and experience how the process and the mechanism of digital collage are different from traditional collage.
The elements in digital collage can be easily copied, reproduced, and retouched as well as the making-process can be easily seen through "history" function.
Target students: High school or college level
Program needed: Photoshop
0. Exploring the basic tools on PhotoShop for digital collage
1. Starting
option 1-1. students can start to draw images or find images from the Internet to start.
option 1-2. all students start from the same image to manipulate.
- see how they create the outcome with different ways of handling and manipulating the image. (given time: class time duration - time for step 0 & 4 / the number of students*)
2. Passing the file to others
After first 10 minutes of exploration, students pass the file to the one who sits next. Start working on other's outcome (For example, if there are student A, B, C, and D, student A's image is passed to student B, student B's image is passed to student C, student C's image is passed to student D, and student D's image passed to student A). (given time: class time duration - time for step 0 & 4 / the number of students*)
- Make sure the original file that each student work on is saved. When a new student starts working on new images, duplicate the layer(s) of the image and work with duplicated one. It will allow students to see the each student's process of digital collage.
3. Continue the step 2. Working time for each image (class time duration - time for step 0 & 4 / the number of students*) is allocated by the number of students. Distribute time equally for each drawing.
4. After all, students work on each image, look at the images together. Using the layer and history functions, see and discuss how the image has transformed by different students.
Lesson Plan #2: Performing scanography
The goal of the class: Exploring scanography - in the relationship with performance
Understanding the mechanism how the scanner works and create images, and thinking about how this can be related to the other forms of art activities. In this class session, performance will be focused as a primary form to be explored with the scanner.
Target students: First-year art college students who are in the phrase of exploring several medium and methods of art-making.
what are needed: Scanner
0. Explore the basic function of scanner to understand its mechanism.
1. Play with several factors that affect on the light of scanner, such as reflective materials, moving objects, etc.
2. Use one's body movement, experiment performative scanography
- While scanning, freely moving stuff or your body on the scanner to test how the movements are captured. Try several different ways playing with time, space and speed of movement.
3. Create the story of movement in one scanography
4. Understand the relation between movement and narrative
5. Discussion
Lesson Plan #3 Performative-sound Performance
The goal of this lesson is to understand the performance in conjunction with the sound and be conscious on how to perform sound in daily settings.
Target students: art college students (first or second year)
Needed material: recorder (or smart phone), speakers
1. Being familiar with sound: observing, creating, finding, exploring and mixing the sound.
1-1. observing the sound
1-2. finding a sound
1-3. creating sounds
1-4. exploring the sound
1-5. mixing sounds
1-6. playing with sounds
2. Make a connection between the movement and the sound
2-1. observing the movement of the nature
2-2. observing the movement of artifacts
2-3. observing the movement of others
2-4. observing the movement of oneself
2-5. observing the movement of the air
3. Creating performative sound
4. Design a movement and sound in the space
4-1. exploring the space
4-2. imagining the sound and movement in the space
4-3. deciding on the materials for sound performance
4-4. experimentation.
5. Execution
6. Discussion
commnets:
To Gina:
Hi Gina, I like your lesson plan ideas as they let students be more conscious on their everyday lives. The first one, however, is not clear to me as I think it needs several class times. I wonder how each class would be organized since it seems like there are several different technical explorations are required including the traditional painting, digital painting and scanning.
To Anita:
I really like your combination of new and traditional media in laser cut woodblocks lesson. Tele-movie lesson is also interesting, but I am wondering how the process is going after first two students. The third student makes another new 15-second video that response to the first 15-second video and audio that made by first two students, or only the audio that made by the second student?
Monday, April 11, 2016
(HW)11-1 3D Modeling (Tinkercad)
Doing a digital fabrication, I am more into
creating something practical. So, with a 3D printer, I was looking around what
I might need and decided to make a phone case.
The outcome
: I realized it takes long time to print the phone case (the estimated time was almost 7 hours), and also the tension that most of phone cases has wouldn't be attained with this 3D printing material.
So I printed a smaller object that I can use.
(HW)11-2 Artist(s) using 3D-printing
Digital Grotesque
Digital Grotesque is an architectural project using 3D printer by Michael Hansmeyer and Benjamin Dillenburger. It is interesting not only because of its scale but also the way how to create the patterns and structures between chaos and order, as they stand for. This project shows how sophisticated outcomes the3D printer can make, as well as the possibilities of materials.
more at: http://www.digital-grotesque.com
Digital Grotesque is an architectural project using 3D printer by Michael Hansmeyer and Benjamin Dillenburger. It is interesting not only because of its scale but also the way how to create the patterns and structures between chaos and order, as they stand for. This project shows how sophisticated outcomes the3D printer can make, as well as the possibilities of materials.
more at: http://www.digital-grotesque.com
(HW)11-3 Empty Assignment_GIF 2
I wanted to back to the gif exploration that I had done in my first blank project. This time, I used the images from scanography that we covered in the class. It was fun to play with the images that are scanned as they have more sharp details than the digital collages that I used for the first gif exploration. I also wanted to create certain rhythm and the vibe from the changes of colors and movement.
(HW)11-4 Lesson Plan (Sound - Performance - Installation)
Lesson Plan for Performative Sound Installations
- The lever of target students: art College students (first or second year)
1. being familiar with sound: observing, creating, finding, exploring and mixing the sound.
1-1. observing the sound
1-2. finding a sound
1-3. creating sounds
1-4. exploring the sound
1-5. mixing sounds
1-6. playing with sounds
2. make a connection between the movement and the sound
2-1. observing the movement of the nature
2-2. observing the movement of artifacts
2-3. observing the movement of others
2-4. observing the movement of oneself
2-5. observing the movement of the air
3. creating performative sound
4. design a movement and sound in the space
4-1. exploring the space
4-2. imagining the sound and movement in the space
4-3. deciding on the materials for performative installation
4-4. experimentation.
5. execution
6. interaction
7. documentation
8. evaluation
- The lever of target students: art College students (first or second year)
1. being familiar with sound: observing, creating, finding, exploring and mixing the sound.
1-1. observing the sound
1-2. finding a sound
1-3. creating sounds
1-4. exploring the sound
1-5. mixing sounds
1-6. playing with sounds
2. make a connection between the movement and the sound
2-1. observing the movement of the nature
2-2. observing the movement of artifacts
2-3. observing the movement of others
2-4. observing the movement of oneself
2-5. observing the movement of the air
3. creating performative sound
4. design a movement and sound in the space
4-1. exploring the space
4-2. imagining the sound and movement in the space
4-3. deciding on the materials for performative installation
4-4. experimentation.
5. execution
6. interaction
7. documentation
8. evaluation
(HW)11-5 Thoughts from the Student-teachers' Visiting
I had thought that it would be difficult to lead
an art class focusing on media without proper equipment such as a personal
laptop, camera, etc. However, from the experiences of student-teachers in the
last week class, I realized that it would be more interesting to play with
whatever available.
Students can play with their smartphone, which
many of them might have. The development of the smartphone applications is a
fun and exciting part of the art classes which do not have high-tech facilities.
Students can play with the art-making applications such as drawing apps, video
editing apps, stop-motion apps, 3D modeling apps and more. And there are
several applications as well students can explore new technologies such as
virtual realities.
How to properly provide the information to
students to guide them play around with whatever available with more creativity
would be the key for instructors. Students can also share the programs and apps
they know (they might search and explore better than instructors), and it would
be one interesting way to lead the art class.
Wednesday, April 6, 2016
(HW)10-1 Laser Cutter Project
Laser cutting workshop was fun to experience. I knew that there are facilities in the school but haven't used. The workshop helps me to enter to the studio space that I wouldn't go by myself.
I wanted to make something practical using a laser cutter as it can give us "polished" quality without that much craft skills. I decided to test on card holders, and started to play with the materials that available in the studio first. I would love to experiment more with other materials such as leathers and more designs to see how this technology can open the door to people to make "products" more easily.
(HW)10-2 Maker Spaces / Design Thinking / Art Classroom / Education
Through the readings of this week, I found that "the community" is an essential part of the maker spaces. As Douglas and John pointed out, the role of the instructor is changing, as the community online can provide more resources than the individual instructor (a growing digital, networked infrastructure is amplifying our ability to access and use nearly unlimited resources and incredible instruments while connecting with one another at the same time). I remember when I was taking programming classes, usually the sessions were for the collaborative efforts to figure out the errors as well as searching similar errors online to figure out how others have solved them. Especially programming and coding are built collectively; it is important to share and work together (not necessarily in the same space and time). As can see in Sam's Story (Douglas and John), Scratch is one of the nice platforms, which is a simplified and well-organized version of other programming community.
From the readings, I also came up with the idea of "curating". As the significance of the class seems to move from "what to teach" to " how to connect", connecting not only people but also proper resources is required to the instructors. There are ideal concepts for maker spaces, yet how to execute the idea of providing proper resources and guide to students to express themselves and accommodating interactive environments would be a key concern and challenge. Along with this concern, how the instructor positions oneself between rules and players would also be an interesting challenge (play can be defined as the tension between the rules of the game and the freedom to act within those rules).
Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
From the readings, I also came up with the idea of "curating". As the significance of the class seems to move from "what to teach" to " how to connect", connecting not only people but also proper resources is required to the instructors. There are ideal concepts for maker spaces, yet how to execute the idea of providing proper resources and guide to students to express themselves and accommodating interactive environments would be a key concern and challenge. Along with this concern, how the instructor positions oneself between rules and players would also be an interesting challenge (play can be defined as the tension between the rules of the game and the freedom to act within those rules).
Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
(HW)10-3 Commnets on others
Gina's HW 9.3 Corey Arcangel
I enjoyed watching and I found this is very meditating. It is interesting to see how the reduction of some elements of the game repositions me from the player to the audience. It is also nice to see how the tool of entertainment turns into the one of contemplation. thank you for sharing!
Gina's HW 7.1 Video Template
I like how you take your inspiration into your video and add your own meaning. I especially like the adaption of the style and some manipulation you made for that :)
Leying's HW# 8/1 Sound Creation: Intro to Sound
I like how you turn daily activities into the sound piece. It is the combination of sounds that are likely I am making and hearing every day but not usually paying attention that much. Making them recorded and played back on the computer refreshes me and makes me reflect my mundane daily activities.
Ava's Sound Artist (8/1)
I like how the image also features in this melody. Especially Wishery has interesting intro part that shows how the repetition of sound has used here. It is nice to see as well how this new composition creates a new story that is intertwined with the original one that I am familiar with.
Carianna's HW 5.1 & 5.3 SCANOGRAPHY AND MY ARTIST PRACTICE
What I like about your scanography is that they are not documentations of paintings but new images that stand by themselves. It is interesting to see how the scanning process added new qualities and meanings, and thus turned paintings to different imagery data.
I enjoyed watching and I found this is very meditating. It is interesting to see how the reduction of some elements of the game repositions me from the player to the audience. It is also nice to see how the tool of entertainment turns into the one of contemplation. thank you for sharing!
Gina's HW 7.1 Video Template
I like how you take your inspiration into your video and add your own meaning. I especially like the adaption of the style and some manipulation you made for that :)
Leying's HW# 8/1 Sound Creation: Intro to Sound
I like how you turn daily activities into the sound piece. It is the combination of sounds that are likely I am making and hearing every day but not usually paying attention that much. Making them recorded and played back on the computer refreshes me and makes me reflect my mundane daily activities.
Ava's Sound Artist (8/1)
I like how the image also features in this melody. Especially Wishery has interesting intro part that shows how the repetition of sound has used here. It is nice to see as well how this new composition creates a new story that is intertwined with the original one that I am familiar with.
Carianna's HW 5.1 & 5.3 SCANOGRAPHY AND MY ARTIST PRACTICE
What I like about your scanography is that they are not documentations of paintings but new images that stand by themselves. It is interesting to see how the scanning process added new qualities and meanings, and thus turned paintings to different imagery data.
Hannah's HW9.1 Scratch Project: Emoji Waltz
I enjoyed watching and liked your decisions on the images,
compositions, and movements. I agree with Anita about adding some music, but
even without the music, I could feel the waltz vibe, which was fascinating.
Samantha's HW 9.3 : Research Artist : Programming
This is really cool! I like how this project is interactive both visually and aurally. It is especially interesting to see how the sounds from the participants were rendered and turned into electronic ones that are in accordant with the images.
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