Week
2
recap of assessment Rubric
conversation
talk
about examples of existing interactions (which I asked them to find),
and reinventing them. For example:
One
strategy, examining existing interactions, the video of doors David
sent around.https://www.youtube.com/watch?v=yY96hTb8WgI
Another
strategy, taking existing tools and figuring out how else to use
them, as in Evan Roth’s Propulsion
Paintingshttp://www.evan-roth.com/work/propulsion-paintings/
Go
around room for the chosen interaction for assessment ONE
introduction:
this is the interaction and its specific context, and why you chose
it (i.e., “this is the street crossing where I always nearly get
run over”)
describe the physical interaction in some
detail.
historical context: what did this interaction, or things
like it (e.g. this street crossing, or crossing areas generally) look
like previously? How has it developed?
site observation: who
uses this interaction, and how? Do they use it in the way it was made
for?
comparison: find one or two other examples of this type of
interaction, and compare their efficiency, effect, etc.
analysis:
how does the interaction succeed and/or fail? What are its strengths
and weaknesses? How might it be improved?
Final
works, assessment 3https://blogs.brown.edu/visa-1720-s01-fall-2016/
Lecture SOUND – the history of sharing sound through devices and
the level of participation
PASSIVE AUDIENCE participation
- look at seths work – using the user to change the audio
that is being produced
- we take for granted - but put yourself in the place of
someone 1000 years ago, how would they perceive this device
- the Oracle at Delphi, indeed, audio projection from an object
was seen as magic, here participantss believed they were talking to
the statue (gods)
- skip forward in history and heres other 'devices' that create
sound – which was created elsewhere
- this technology (the music roll) has been repurposed by
wintergatan (show video)
ACTIVE AUDIENCE participantion
- simply put, requiring the audience to do something for
something to happen
importants of sound, what level of participation does an
interactive artwork have
Week 2 lecture notes
recap of assessments, Rubric
go around room for the item choosen for assessment ONE
recap of assessment TWO
throw around some ideas for assessment two
lecture
show video of the impossible lego box
https://www.youtube.com/watch?v=6xCd55oSgO4
activity – the impossible box... time based activity
https://www.nchsoftware.com/voicechanger/index.html
Voxal Voice Changer
EMAIL for week 2
Hi All,
Ive attached a simple solution for the impossible lego box we were working on during class to save some sanity. Tho we will be looking at the expanded code version which was on the screen in class next week.
Also think about assessment two, Conceive and propose an interaction that transforms the user’s experience of a space, or their behaviour in it. So think about another interaction so that we can discuss how you would go about prototyping it. Basically what we did with the sound project is all that is expected of a prototype.
Here are some of the links from todays class:
See you next week,
Tristan Griffin
1701QCA Making Interaction
