(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

(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

(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.

(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.

(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. 

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.