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?
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