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.

8/3 Lesson Plan- "Glitchy Self-Portraits"

“Glitchy Self-Portraits-” Scanography Lesson Plan

Grade 5

Visual Standards: VA:Cr2.3.5a (Identity and personal connection through art)

Students will look at traditional self-portraits from photography.  One or two volunteers may share their personal “selfies.”  Students will discuss what makes these pictures “self portraits,” and how they can add personalization.  What do they choose to include?

Demonstration with scanner- teacher asks a helper to scan a document- projector is showing live results.  Teacher “messes up” the scan by moving it too early.  Students discuss results.  Essential question posed: How can we use this scanner to make a self portrait?

A new volunteer comes up and makes a scan of his/her face.  Class discusses results.  Essential question posed: How can I transform my portrait, using this scanner?

Demonstration of movement with the scanner.

Students will then create a “glitchy self-portrait.”  They will be assessed on whether they included personal references, additional materials, movement, different approaches to form and color, etc.  

Students who are finished early may explore a series of portraits that tell a story about themselves.  They may also edit their final image in Photoshop (if program has been previously scaffolded in lessons).


Students will discuss their work in group critique and share what they discovered about the scanner.