13/3 Trash Sounds

We throw away everything these days, and the way we treat recyclable materials is also a big problem.  I wanted to take something that we view as "trash" and make it treasurable.  I also wanted people to think about how easily we take things from packages without questioning it.  Our throwaway culture is strong, fueled by commercials and branding.

My project was laser cutting, sound, and found objects.  It occurred to me then that the commercial jingle is so comfortable to listen to: what happens when I deconstruct it?

I recorded several famous jingles, such as Rice Krispies, Chock Full O Nuts, DoubleMint Gum, Campbell's Soup, etc in Audacity.

The sound waves varied widely depending on the volume and sound.  I figured a variety would be a nice way to start.  I took screenshots of interesting parts that also coincided with important parts of each jingle (pictured above).

I then laser cut these images as engravings into cardboard.  I worked with Andrew in the Thingspace to figure out a good power with which to engrave.  My images also needed to be prepped for engraving, which I did in Gimp, a free! resource that mimics Photoshop.

This was a matter of changing the mode of the image to indexed and black and white.  This took out all the grey space in the background.  I decided to keep the thin lines since they seemed to anchor each sound wave in place visually.

Once each piece was engraved (power 60, speed 100%), I began arranging and ripping back layers of cardboard to bring a real material feel to the piece, and assembling the pieces together like a quilt.  

As I worked, I began thinking more about turning the images of the sound waves back into actual sound.  I was sure I had seen someone try this before, and to my surprise, Audacity has the ability!

Importing images as raw data allows you to play around with different settings and transform your images into new sound.  The sounds become quite jarring, and totally reconstruct the recognizable jingle.  

I wanted in class to bring my classmates into the project with me, so I played the music that I got inspiration from, as well as the sound of an image taken in class.  It was really fun to work with a project that meant a lot to me but also brought in elements (namely sound and laser cutting) that I would not normally use in my own practice.  There are lots of explorations to come!

Here is the final product:

Here is a sound clip of some of the jingles:

  

13/1 Taking a SELFIE

Technology in the art classroom is not only exciting and inviting, it is essential.  We need technology to expand our students' horizons and better prepare them for our technology-dependent world.  Learning photoshop or digital photography has a real concrete basis in many of the creative jobs available today.  Moreover, creative problem-solving and tinkering have become necessary for children in order to navigate any challenges they may face- in a supportive and engaging environment.  I felt a little bit like a child in a classroom when we tackled intimidating circuitry or robotics.  However, because we took it from an artistic view and with the hope of empowering each other in our own personal strengths, I felt encouraged to try out new things.  This brings in the power of collaboration, as well.  When we all made music on the makey makey, it was almost magical.  I feel a particular bond with my classmates because we all learned these things together and from each other.  There is great excitement here for students in the art classroom- we need to bridge boundaries now more than ever.

For my own personal work, I was especially taken this semester with doing things for myself, and pursuing ideas that interested me.  I made some works of which I am very fond.  When I spoke about my work or documented it, I stayed true to what I was feeling and what struck me as interesting.  

I will try to address my learning objectives and my selfie here:

1. Understand fluently the various tools and methods of researching new media. 

I wrote this without ever imagining I would confidently work with robotics without shying away.  I feel empowered enough to take my learning and push it further, through research and also feedback/collaboration.

2.  Eradicate any media biases I may have to subjects that seem either too difficult or not relevant to particular age groups.  

I think now that they sky is the limit with materials in the art classroom- I am in the process of writing a lesson plan for my 3rd graders using stop-motion animation that feels much easier and natural to the class and their inquisitive nature.

3. Explore literacy and storytelling and how it may relate to technology and media.  


I definitely try to tell a story in my works- especially my scanographies and photography.  I also think that it is very fun to take something lighthearted and enjoyable and run with it- like the paper cockroach.  I really enjoyed having a bit of humor in my explorations that I do not want to discount.

4. Explore mathematics in how it relates to new media.  

This I approached from a coding mentality- the logical order of code is very much mathematic by nature.  However, I would love to open more doors into integrated art lessons with math, coding, 3D modeling, and robotics/circuitry.  

5.  Think with a critical awareness of the different avenues new media provides.  

I am open to any ideas within new media, as it seems to be a mindset rather than a skill set to utilize.

S- This was the most challenging piece for me; I love talking about my process and sharing my ideas, but I struggle in showing them- it is a real art form in itself!  I think I am learning how to clearly show my work.  I love Instructables.  I even had a stranger favorite my project!

E- The blog has been a great way to show outcomes.  I like choosing what I want to say about each project as well.  It becomes a bit of a performance and adds meaning when I am sharing with my peers.  I enjoyed using this as an opportunity to explain challenges or next steps as well.   

L- Vocabulary has been unavoidable, since I am using what I am learning.  A great example is the word "tinker." It implies a culture of thinking outside of the box and I can't stop using it in my practice!  I also enjoy learning about the technical nuances in 3D printing (rafts are not just for boats!) and robotics.

F- This was the most fun for me.  Multiple possibilities allowed me to pursue my own interests while still working with the group.  My scratch video game started as a simple catch game, but through remixing and thinking of different possibilities, it became something I genuinely had a blast creating.

I- Perseverance is so important, and I used this through some of the more challenging projects- although, I enjoyed each one of them.  I think I learned more that perseverance is a mindset when making projects relevant to your own learning.  I had to constantly think about what was important to me. 

E- Carelessness goes hand in hand with relevance in making, and I needed to be careful in order to always think of my classrooms and how I will use my knowledge to teach.  In this way, connecting back to the classroom has safeguarded me from carelessness!

12/2 Reading Takeaways

1. Daniel Charny points out that making is powerful, and can help us see problems in new ways.  The art classroom can really use this perspective, in order to best prepare its students for the challenges of our world.  Creative critical thinking is a skill that can be used across curricula, and I see value in this when advocating for arts in the schools.

2. Michael Dieter and Geert Lovink state that making is never a solo job.  I love this, because it promotes collaboration and unity in the classroom.  Art classes can be seen as creative problem solving hubs, even when working with traditional media.  The skills learned when working together to tinker can easily be applied to any art form in the classroom.  Collaboration is an excellent thing to promote, and it helps students gain new perspectives and widen their possibilities.

3. Gary Stager's work shows how Piaget and other development psychologists support the process of making, because it allows for actual problem solving in interesting ways.  Applied learning can appeal to all types of learners and allow them to experience creative making in new and challenging ways.

12/1 Circuit Instructable

Here is my circuit Instructable.

I will update this post if I can figure out a good way to embed the link.

Edit: It seems that videos are not supported on Instructable, so I will post them here:

11/2 Final Project- Initial Idea

My final project involves the laser cutter, sound, and found objects.  I am thinking of using recyclable cardboard to visually represent spoken words about our throwaway culture.  Here are some inspiration images to help convey what I mean:

Etsy user EngravedJewelry 

Screen cap from Fantasia

I love the artistic qualities of the sound wave, and what happens when different voices and pitches say the same thing.  I want to try to push a powerful message about how easy it is to buy into throwing things away for convenience, even if we support recycling (examples: the decision to buy food in a styrofoam container, or throw a coffee cup since there are no recycling bins readily available).  

I want to layer cardboard to create a large piece that stands in for the words we say about throwing things away.

11/1 3D Printing

Here are the results of my 3D printing:

I took a hard look at my hedgehog shape and decided that it was too complex to be my first shape.  I wanted to try something simpler and more functional as a start.  The hair clip (bottom) was my result.  I was curious how to size something realistically with a design that works well.

The printing was painless and easy, but I realize now that it was really a trial-and-error process.  The clip does not clip very well in my hair, and I'd like to go back to make adjustments to the design.  Because of the size and simplicity, it printed in about 10 minutes!  I would also like to go back and figure out how to print the hedgehog with the proper supports.  I think with some planning ahead and realistic ideas of what you want out of it, this process could work well with a high school classroom.  

10/2 Comments and Feedback

1. Avery (The Results are In 9-1)

I was so impressed by the amount of work you put into this, Avery! I especially enjoyed that there were multiple coding elements, and that you made a point not to copy a preexisting Scratch project. The implications of working that way can really push kids to think outside the box, and resist temptation to be too simplistic. It definitely seems like a good way to blow off steam about our election!  

How long exactly did this project take? Looking forward, I'd love to see the elements of this project (planning, sprite building, animation, interactivity) broken up into bite-sized pieces. Students could work on it in their own ideas over several weeks, while ideas develop and change based on their needs. 

2. Ned (8/1)

I think you are really effective in showing the tension of your subject reaching towards the camera.  Each movement makes sense with the last and his expression is perfect in each frame!  This brings up a new question in stop-motion animation; if you are working with another person, how do you convey what you want artistically and maintain that in each frame?  It seems like the DSLR on the mug was successful as well- maybe this could be a good way to wrap up a photography unit.

Moving forward, I think I'd like to see more!  What would it be like to extend the tension and make the viewer anticipate the ending?  When the camera moves away, what will bring your video to a definitive end?  

3. Regina (5_1 Scanography)

You seem to be very interested in strong line-making.  It's great.   I like the teabags, personally- translucency is a super interesting concept to pursue as an artist and this object lends itself well to your theme.  

I would be curious to see what other formats you could use to compile your scanographs.  The vertical line is broken up by each page; is there a way to keep that line going on and on?  Or if you like the line break, how can you use that visually?

4.  Nicholas (Film Project Assignment 6.1)

This project really stayed with me. You were very thoughtful in your composition, lighting, and directing; it does not seem hastily done at all. I'm very intrigued also by the video inspiration.  

I think this is a great way to introduce film appreciation! Students have a hands-on approach to filmmaking, using the techniques that they have witnessed, and incorporating complex conceptual themes. A great challenge for high schoolers!

5. Trisha (8/3) Lesson Plan for Stop Motion Animation

Trisha,

I love love love that you are incorporating book scenes in this lesson! It will really get them thinking about the scene in a critical way, and how they personally see it. Will you let them pick their own personal favorite scenes or will you have a curated list based on what you brainstorm on the board? How will you work with students who did not like the book and/or did not read it? 

Moving forward, I would be interested in some examples of storytelling in stop-motion that you could use to get the students excited. Depending on the age group, you could also incorporate some interesting new materials for them to explore (playing with texture, shadow, color, etc).

6. Nebular (Nebular's eBook)

I really like how you used visual similarities in your images! It is really fun to see them evolve in form from image to image. Would you consider changing the text to provoke thought for next time? 

I am curious what conceptual ideas you can get out of this project. What would you like your viewers to see or think based on these images? Or is it pure form? Would you make artwork (painting, sound, etc) in response to this?

7. Yina

Cool concept and explanation! This is visually very easy to read and I think it would be very relatable in a classroom setting. You talk about frustration and I think the rough edges work perfectly to your end.  

What other digital collages could you put together utilizing symbolism? The wifi symbol is so powerfully recognizable. How can you use that recognition to make other statements, or extend your practice to a lesson on symbol design?


Takeaways: I like it best when I'm posing questions to my classmates, since the artwork and homework we have been making is definitely based in inquiry and exploration.  I tried being sensitive to that inquiry.  It also shows me how different all of our work can be and how exciting it is to see each person's unique take on the assignments.  

10/1 2D Project Collaboration

The silly unicorn is Wei's and my starting point.  It was a funny thing we both wanted to cut, but we are hoping to incorporate imagery of things that are meaningful to us as well, in a collaborative collage project.

I am also adding this image:

I went along with a theme of humor and silliness, and narwhals have both of these things!  I also like how nonsensical narwhals and unicorns are.  It is also personal, because I am fascinated by animals and their scientific documentation in field guides.  I am curious what will come out of our collage.

UPDATE:

Here is the final piece!  We liked the colorful wood since it went well with our playful theme.  Our images are lined up in an orderly row showing what is important to us.  We ran the laser cutter twice to ensure that the full image engraved.  Now that I feel empowered to do more with the laser cutter, I can't wait to get back into the Thingspace to make more!  The possibilities really seem endless.

  

10/0 Final Project

My final project categories are: VOICE, FOUND OBJECTS, and 2D/ LASER CUT/ CNC

Stay tuned for more ideas!

9/2 Takeaways on Scratch

I had so much fun with this project!  Scratch can be so silly but also so personal; there is something uncanny about seeing something you made inside a working, interactive video game.  I could not wait to share my work with my friends, and we all had a good laugh.  I knew I wanted to make a funny controllable character, using my images and sound, and I figured adapting the catch game would be a fun and attainable challenge.  I oriented the action on the X axis, rather than the Y as suggested, and incorporated a separate feature for collide.  This did not work entirely as planned since the collision occurs with a moving object.  The sound also became problematic, as I could not figure out how to make different sounds play in different scenarios.  I found that I bargained with the code in order to get something close to what I was hoping for.  The result was still playable.  With time, I could easily check with the Scratch community to see what the best practice is.    

The value in working in Scratch is that because it is challenging, it is so rewarding when it pays off.  My roommate’s immediate reaction was to say, “You made a video game?  That sounds so difficult!”  I was proud of my work, which has not happened so concretely in a while.  I can envision children especially becoming very excited with their games and interactive animations, since it really is a feat for their age.  I also really like the element of breaking stereotypes; you can code no matter what age or gender!  That is very empowering.

A second takeaway for the classroom is the connection to STEM, which is so popular in schools today.  Scratch is especially technology-based, engineering-minded, and mathematically dependent (i.e. probability and event-framing).  I think a really wonderful class would collaborate with other STEM teachers to make a very meaningful, hands-on experience.      

9/1 Scratch Game: A NYC Adventure

Link to game is here for those who have Flash blocked on their web browsers.

This game plays best in fullscreen, with the volume turned on! Try to collect pizza while avoiding the rats and taxi cabs.

8/4 Reading Takeaways (Session III)

     My first takeaway is that I am so excited to see the DIY community embraced and encouraged for a classroom setting by Peppler.  The value is that students are pursuing their own unique interests, but I am specifically interested in the community element.  Working in Scratch, I see that there is a lot of support and opportunity to discuss work with peers and educators.  Featured Scratch projects are a momentous occasion for the creator, and allow other users to get inside their heads and see their approach to coding.  I see this as a perfect way to utilize the Internet and its collaborative processes.

     My second takeaway, from Stager, is that I am intrigued by the many ways familiar materials can provide the access point to unfamiliar media, such as the Squishy Circuits that act as conductive dough.  These are so accessible, since clay is an excellent exploratory medium already.  It surprises me that these unique technological applications are not more well-known.  I think students of all ages will be wowed by this new approach to technology, and I would love to see this be adopted in more classrooms.