week 2 lecture notes

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:

•  the video of doors .https://www.youtube.com/watch?v=yY96hTb8WgI
• Evan Roth’s Propulsion Paintingshttp://www.evan-roth.com/work/propulsion-paintings/
• prototype examples for assessment 2  https://blogs.brown.edu/visa-1720-s01-fall-2016/
• the impossible lego box https://www.youtube.com/watch?v=6xCd55oSgO4
• Voxal Voice changer  https://www.nchsoftware.com/voicechanger/index.html

See you next week, 

Tristan Griffin

1701QCA Making Interaction