13_2 Final Project

** LISTEN WITH HEADPHONES ON TO GET THE FULL EXPERIENCE**

*SOUND*PAINTING*MAPPING*

I really enjoyed and was satisfied with the results of the sound project that I collaborated with Stephanie and I wanted to incorporate the sounds from NASA again in my final project.

While revisiting some of the older blog posts, I came across my sound observation post (assignment: 7_2). "When I heard the different sounds from space (from the podcast and from NASA), it was so fascinating to think about how "life" / sound exists outside of our planet. It is amazing to think about how those devices are made to collect samples and travel uncountable amount of miles to travel to their destinations."

Still thinking about the sound and life that exists outside out the world and how these technologically advanced machines are traveling miles and miles to their destinations, I thought about my own forms of transportations and traveling. My main source of transportations after moving to New York changed from driving a car everywhere to taking the train and walking. And the sounds we hear on the train or while walking is something I tune-out or cancel it out by listening to music or a podcast. But I decided to tune back into reality and listen to the sounds that surround me. 

When I started to actively listen and record, I heard the rhythmic sound of the train moving along the tracks, the tone of the conductor's voice announcing the street numbers, the rhythm of my footsteps, the sound of people talking in the streets, cars passing by, and the bells of trains doors closing. 

After listening to the recordings I remembered the rhythmic sound of the sputnik spacecraft (used in the first sound project) was similar to the rhythm of my footsteps and the sound of the interstellar plasma sound was identical to the squeaking of the train slowing down/ stopping. I thought it was really interesting how the sounds of our world imitate the sounds of outer space... or vice versa... 

With this final project, I wanted to explore more the "features" that are provided on Audacity. So I used selection tools and select certain sections of a recording to amplify and used the fade in/out. Then I used the tool on the left-hand side where you can adjust the balance of the sound from left to right. I also tried to align the certain sounds from the "observation" recording with the similar sounds from outer space. Some of the challenging while "remixing" the sounds were that certain recordings tend to get louder in certain parts or the whole audio was too loud. So it was difficult to balance out the sounds so they wouldn't cancel out each other. 

For the painting aspect of dice, I wanted to select the sound waves from Audacity then isolate them and then print them to transfer on paper. But I ran into some difficulty with the scale/ pixelation of the sound waves that I screenshot in photoshop and illustrator.

So I decided to just paint the sound waves while listening to remixed recording. When I started to layer on the paint on top of each other, they started to blend together make a new color ( red and blue combined into a purple shade). Although it was not intentional, I thought it mimicked the idea of layering the sounds and how they collaborated to make this new track.

I decided to title the piece, Scale because I was again thinking about the scale of our self within the whole galaxy and in theory those devices traveling in outer space are still small in comparison to the size of the "world" they are traveling in ( Not to even mention the theory of black holes and whole different galaxies within each other).

Here is the image of my painting:

I want to maybe take it further and figure out a way to print and transfer the actual sound waves and paint it a little larger scale. But overall it was a fun project and newly discovered my new interest of NASA/ outer space sounds. 

13_1 S.E.L.F.I.E

Show my process
Explained my outcome
Linked to vocabulary 
Found multiple possibilities 
I preserved through the work 
Eliminated carelessness 

My Learning Objectives
1. Recognize how new media art can influence the learners in different ways
2. Identify ways to make technology/ media art available to educators/learners
3.Investigate how to use technology/ media art in a way that is enjoyable for everyone with different skill levels


Looking over my blog/ posts, I feel as if I have successfully met all my learning objectives. Being from a "traditional art background", I was "afraid" of new media art. But after learning about various medium within new media art, and reading articles (https://blogs.scientificamerican.com/guest-blog/teaching-blind-students-with-3-d-prints/) about how it helps students and students with disabilities can benefit from these mediums. Having students from the current generation, we as educators have to understand how technology is a huge part of their lives. It may be a foreign subject for us but this may be the only way some students can learn and understand certain subjects/ topics. 

Invent To Learn: Making, Tinkering, and Engineering in the classroom article really opened up my eyes on how to having technology-infused materials doesn't require a fancy/ high-tech equipment. Introducing to something simple as making a podcast, something I listen to every day, did not cross my mind and didn't see the potential of having an "artistic" approach to it. Technology-infused materials are definitely something that is available for all educators, we just have to be creative and really think outside of the box.

I think working on my own assignments and also seeing my classmate's projects allowed me to understand how different technology. media art is applicable to all students, and even educators, at different levels. For example the last project with basic circuits, my project was simple and followed the template that was provided. But Avery's project was very advanced and more thought was put into it. It was a challenging process to make sure that the circuits worked but it was still an enjoyable process and definitely a great learning process as well. 

By taking the SELFIE, I was consciously thinking about showing my process, and thinking how it is important to visually show my students the steps that can go into a project with technological materials. Explaining my outcome taught me how to verbally explain my process and link the vocabulary to my work. It is important for educators to explain the process behind projects and "tell a story" about a certain idea to my students, and having to explain my outcome was a stepping stone that will help me with lesson plans later on. Finding different possibilities of the materials and different possibilities to approach assignments helped me open my eyes to one my learning objectives about how to make new media art accessible and enjoyable for students at different skill levels. I preserved through the work and eliminated carelessness but doing additional research on certain topics when I ran into challenges working out the kinks of using technologies I was unfamiliar with. 

12_2 Readings

1. Art educators shouldn't limit themselves to just traditional materials and allowed themselves (and students) to explore the idea of using computers as a creative tool. Additionally allowing students to be exposed to coding and relating how subjects can be interdisciplinary and make connections to the world around them

2. A good reminder of how educators are core resources and providers of providing an environment that students are comfortable with. With their comfort in the classroom and their trust, we as educators can help build their repertoire that is individualized and geared towards their interests. We are not here to make more "cookie cutter" students.

3.  "Students will learn, they will invent, they will teach, they will collaborate, and they will
share knowledge when it best suits their needs, interests, and style (Martinez, 2013)" We have to understand that student's potentials are endless. We have to be able to challenge students and give guidance in a that won't hinder their growth and not "tell" them what to do.

12_1

• First, think of a project idea that includes the led light in some way. (I thought of a lighthouse that shines the flashy colorful led light as the light operator. )
• Then cut out the shapes that you will need in making your object(s) with construction paper or any materials you would like. 
• Remember that the bottom side of the battery (-) side and the top side (+) has to meet a strip of the foil. If you want to make sure the led light to light up, figure out a design that incorporates some type of mechanism that will allow the strips of foil and batteries to meet. (For my lighthouse I designed the door as the mechanism that will "ignite" the battery and the foil by "closing" the door.)
• Following the simple circuit template, figure out the best way to arrange the strips of foil. (In my case, for the foil to meet the + side of the battery, I had to make a door and find a way to wrap the foil from the background paper to the "closeable" door.)
• After figuring out the paths of your foil, test to see if the circuit works. 
• Then glue on all the parts of the objects and finally test again to see if the circuit works with all the parts glued together. 

11_2 Final Project Idea

Mapping * Painting * Sound

For my final project I am not 100% set on an idea of what I am going to records but maybe incorporate the mapping aspect by actually mapping the places the sound recordings came from. And the graphics or the "painting" of the map would be done with the sound waves from the recordings. 

11_1 3D Printed Earrings

Overall experience was exciting and fun. The model making portion was a fun process. After Sophia and I decided to replicate "hammer marks" for our earrings, I browsed through the shapes available on tinkercad and found the two semicircles attached together. Then using the sphere shape and turning them into "holes", I was able to make the hammer marks. But even settling on the shape, I explored various of shapes and thought about how it would function when someone is wearings it (like thinking about if it is too wide or too big to be earrings). Then after we had our models, we went into Thingspace and with the help from Andrew, we were able to see our earrings come to life. It was so exciting to see the 3d model on screen and then being able to see and hold it when it came out of the 3d printer.  

10_1

Over the weekend I visited the Renegade Crafts Fair and was inspired by this artist who makes jewelry with the concept of morse code. 

Inspired by her piece I decided to translate the word 'Artist' to morse code and cut it out as a key chain. 

I used the template Sophia and Trisha provided for us and copied the morse code into the template.

The actual process of using the laser cutter was simple and thanks to Sohee at Thingspace it went pretty smoothly.

Here is the final product:

10_2

1. Stephanie

(6/3) Takeaways from Digital Storytelling Readings

I definitely agree with you with the idea of storytelling with Snapchat. Addition to the featured stories, some kids are thoroughly thinking of a story/plot line to make an interesting "story". In a way, they are filmmakers of this generation.

2. Avery 

Impact25 Progress (4-2)

Love love love you and Sophia's idea! I think using the laser engraver gives it another meaningful concept behind it. I think the state representers will be intrigued to received beautifully designed postcards instead of the hundreds of traditional letters they receive.


3. Dahye

5/1 Scanography eBook

I am interested in the process of the first series. I think the sense of depth and layered images give a sense of mystery. It doesn't look like any of the traditional scanography I've seen! (which is very intriguing!)


4. Wei

6/1 Video

This is beautifully done, Wei! I love how you used black and why aesthetics and layering to refer to a dream. It definitely gives me the feeling that I am peering into someone's dream. 

5. Sophia

(5/4) Hair - Edited

I do agree with you that I like the darkness of the first set of images more, before the edits. But I also do like how this set gives you the idea of you and the scanner as a collaborator (how you are the subject matter and scanner is giving you a visual evidence of its presence by giving you the "static"). Mark making also gives you a sense that there is human touch to everything even when technology is a huge part of the process. 

6. Trisha

(7/2) The Sounds of Silence

"sound cannot be "canceled" on earth"... that is such a valid statement. Like you stated how the percussionist said that we are overloading ourselves, I realized that I am doing that every day. I tend to listen to my podcast when I am on the train or walking to places to tune out the sounds of the streets, people, sirens, etc etc. But lately, I noticed that I am tuning out my podcast and just get "lost". In a way, I am listening to silence. I began to wonder if i am tuning out the voices from the podcast and the noise from the environment simply because I am overloading myself physically, mentally, and "soundly"... 

It is also interesting to think about how there is a pattern in  public places when everyone just goes through a moment of silence... and back to talking and the loudness surrounds you. It is true you have to realize the importance of sound (and silence) to understand almost everything around you. 

7. Nebular

Week 6: Impact 25

This was such a great impact 25 project! I think providing the data of how much water they (the vegetarians) have saved was a great way for them to remember that they are having a positive and great impact on the world. And it is so amazing that two of your friends turned vegetarian after seeing this!! Such a big impact on them and to the world! 


Take-away:
Although we get into small groups in class, we are not able to see everyone's work. And I think taking the time to look through everyone's blogs motivates me to keep up and check out everyone's work process. In a way, we are getting to know everyone at an artistic level when we are looking at their blogs. 

https://blogs.scientificamerican.com/guest-blog/teaching-blind-students-with-3-d-prints/

Final project '3 dice'

9_2 classroom connection

My experience with Scratch was surprisingly positive. I always thought programming was a difficult skill to learn but Scratch didn't overwhelm me with different "programming languages" and algorithms. After using Scratch in class, I learned how difficult it still can be because you have to make sure certain commands have to be in "right place" in order for it successfully operate. But I think that was that part that really interesting to me and hooked me into the program. 

Like any medium, Scratch is a great source for storytelling. Students can brainstorm a story and execute the story into an interactive story on Scratch. It allows them to think creatively and share stories to a community. Scratch also allows students to interact with other students who may have the same interests and allow them to collaborate in forming a animations or games. Additionally, the program allows students to be introduced to coding and learn how to problem solve. 

9_1 scratch creative assignment

Traveling Dolly


-Up, down, right & left arrow keys will change the background
- Move the mouse around to move Dolly
-Press the 's' key to stop

8_4 Reading take-aways

1. Invent To Learn: Making, Tinkering, and Engineering in the classroom
When I think of makers classrooms, I imagine having all the high-tech equipments like 3-D printers and special programs that cost hundreds of dollars. And those thoughts made me believe that I can never have a "makers classroom" because I would not have the fundings to get those high-tech inventions. But after reading this article it made me realize that I would be more prepared with "simple" and already-available materials from schools. And even considering making podcasts can help students be creative but also development and advance in skills like writing and oral skills (not just focusing on the "art aspect" but all aspects of core subjects). 

2.  A New Culture of Learning; Cultivating the Imagination for a World of Constant Change; Arc- Of- Life Learning
After reading this article, I am reminded once again that we are lifelong learners and that we learn everyday even outside of school. I loved how it explored different learners in different stages of life and how they use technology differently to support their needs. It was interesting to read the "Googling the Error" section because I tend to Google every little things. But it was nice to read that even "professionals" go on Google to search for solutions and work collaboratively with others to discuss and learn from each other. 

8_3 Lesson plan

Lesson Title:  Photo Scavenger Hunt

Grade Level:	9-12 (Beginner Photography Class)
Amount of time needed:	1-2 classes
Description:	In this lesson students will: Go on a photo scavenger hunt and find different design elements around the school and take photos with the digital camera.
Objectives:	At the end of this lesson, students will be able to: 1. Become comfortable using camera and taking photos 2. Understand the importance of composition  3.  Identify elements and principles of design 4.  Improve observation skills
Materials needed:	Camera Ibook Authors
Instructions:	For the first photography project you will be going on a photo scavenger hunt. You will go around the school and find interesting examples of the items listed below. First, observe the object that exemplifies the items listed. This will help you build your observation skills and notice your surroundings in a careful manner. Then, think about the composition of the photo and take as many photos you would like. After finding all the items, you will sort through your photos and pick three of your favorite shots for each items. And we will make a e-book with your images.            1.     Line – curves, straight, diagonals…            2.     Contrast – in color, shapes, size…            3.     Shapes - geometric, organic, natural…            4.     Texture – smooth, rough, bumpy, sharp…            5.     Symbol – something you can visually        understand without using words            6.     Birds-eye-view – looking from above your normal point-of-view            7.     Self-portrait – not necessarily a picture of yourself but something that represents you visually

8_2 Stop motion process

Materials: color pencils (can also use paint), paper, cellphone, application 'Vine'

-First pick two colors that will mix and produce a new color when combined (I used red and blue to produce purple)
-You can choose a shape (I chose circles)  and draw on the first sheet of paper with two colors pencils, one at each opposite ends of the paper. 
-Grab a new piece of paper and move the shape a little bit forward towards each other 
-Keep getting a new piece of paper each time you draw the shapes as it moves towards each other little-by-little
- When they are starting to get closer, you can start thinking about how the two colors are going to combine to produce the new color (I decided for the blue and red circles to dance around before colliding to make purple)
-After you have all of your drawings grab you phone and open the app 'Vine'
-Find a place you can photograph your drawings without casting a shadow or weird multiple lightings
-Starting with the first drawing of the two colored shapes at opposite ends of the paper and tap on the screen of Vine to "record" the drawings. (I tapped twice to make the video a little longer than .5 seconds) 
-You can also explore with the "ghosting" feature on Vine to make sure that the shapes are not jumping too much at a time 
-Repeat with all of the drawings and discover the excitement of stop-motion

8_1 Stop Motion

7_2 Sound observation

https://www.nasa.gov/multimedia/imagegallery/iotd.html

As I was observing at the restaurants I recorded sounds from, at the first place I did the recording you hear lots of conversation and was a vibrant environment. But when I listened to the second recording from a different restaurant, you can clearly hear the music that was playing in the background. As I re-listened to this recording, I remember seeing lot of couples that would have a short conversation and go back to looking at their phones. Although it was an off time for dinner, it was still a busy restaurant, so it made me remember how technology has a bad influence on our society. 

When I heard the different sounds from space (from the podcast and from NASA), it was so fascinating to think about how "life" / sound exists outside of our planet. It is amazing to think about how those devices are made to collect samples and travel uncountable amount of miles to travel to their destinations. I think it will be interesting to have students think of different places we might not consider hearing interesting sounds from. Or have students create what they think outer space may sound like. 

7_1 Sound; The Pulse of the Human Experience

The Pulse of the Human Experience

For this Sound assignment, Stephanie and I decided to work together. As people, we eat about three times a day if not more. Especially combined with living in the city, we often go out to cafes, restaurants, take out spots to grab food to go or sit down and dine with friends. We decided to make recordings of these everyday spaces. Turns out that there always so much going out around us. Typically, I’m just focused on my own food or my conversation with friends, but there are many conversations all around us. Inspired by the NPR podcast, Regina downloaded a bunch of space noises from the NASA website to incorporate a more structured beat that is very much related to the human existence. In audacity, we cropped down our clips from eating establishments, then layered them with the space noises which were more rhythmic. We utilized “Studio Fade Out” to make them sound somewhat more pleasant together. Towards the end of clip, the noises from the restaurants fade away, leaving just the beeping of our galaxy.

Moving from chaos to tranquility, we have created a multisensory experience from which we begin fully emerged in the commotion of daily life and slowly zoom out to a panoramic shot of our universe.

6_3 Impact 25

I worked with Seung, we documented our #impact25 on Instagram. You can see all the images on Instagram, by searching impactme25. Give us a follow! 

6_2 Potential of Video

http://libertycitys.com/wp-content/uploads/2015/12/dj-khaled-snapchat.jpg

The potential of video is limitless. It is one of the best ways of storytelling. With the popularity of applications/ social media that uses video, like snapchat and vine, the younger age groups are more knowledgeable and comfortable using video as a creative outlet. Using these popular applications, educators can connect with the students and know what their creative interests are.

Video is also a great way for students to collaborative. It takes a writer, videographer, actors, producers, and editors to make a video. It gives options for students to choose what their roles are in the video making process. So if a student is not comfortable using a camera to film, but he/she is a great writer, they can write the script. The collaborative environment of making a video also can help students interact with other students and understand how to 'compromise' within a group that may have different ideas among the students.

6_1 Video creative assignment Part 2

6_1 Creative assignment Part 1: template

5_3 Reading Take-aways

1. In a sense, everything we do is a "remix" of something. Does that mean we need to be more like a "pre-existing" elements and be original?

2. Being able to think outside-of-the-box on simple words like "writing". When you are "remixing" you are expressing your ideas/thoughts...simply put telling a story. And you write to tell a story. For my generation, like the article states, writing includes a pen and paper and physically writing with text. But by producing  images, sound, and video you are telling a story, just in a technologically advanced way. For example, one of the popular social media application is Snapchat. Kids are using Snapchat to "write" a story and express their ideas.

3. Creating serviceware mashup section reminded me how remixing is changing material to create something new. Mashup in a way helped create jobs like UI and UX designers.

5_2 Potentials of Scanography

Scanography from class
Stephanie, Dahye, & Regina

Scanography introduces the idea of "taking" pictures without a camera. So if a classroom is limited on camera or doesn't have a camera, it allows students to explore the idea of camera-less photography. It is one the basics of computer technology and image manipulation. With different techniques, you can manipulate how the images are produced. Students can explore different depths by placing the objects closer or further away from the scanner bed. They can also play with the idea of motion and how different motions/ movement of the objects change the images. Additionally, scanography help tells a story and help ideas come to life, visually. The potential of endless compositions and designs can change that story or idea or even create a new idea.  

5_1 Scanography

Digital Steward: Scanography

Digital Photography and Connections to Children 4_3

1. Children see the world in a different perspective: They are open and free to take pictures without having to worry about composition or follow the rule of thirds. They are not worried about taking the ‘right’ picture to post on Instagram or any other social media (unless they are little older and have those accounts). This allows them to freely take pictures of their interests and allows people to see different perspectives (figuratively and literally). 

2. Children want to explore/ experiment: Digital photography doesn't set a limit on how many pictures you can take. It also allows mistakes to happen without fear of destroying their artwork. The unlimited potential allows children to explore different ideas at once (also in a short amount of time) without having to stop in the middle of a photograph exercise. 

3. Children are storytellers. Digital photography gives children the opportunity to tell a story in a way paintings and drawings cannot. It could be frustrating to children to depict something they want to say/ show via painting if they fear of getting something wrong in the process. But digital photography allows them to set-up an idea via still life or staging friends into poses to convey their ideas.