Thursday, May 14, 2015
Sculptris (this post was in my drafts and I DID NOT realize I hadn't posted, sorry!)
Sculptris was definitely a time to be had. It was pretty fun at first because of the immediate satisfaction you got from the software after making a mark, or creating a form. This part I actually really enjoyed because after a while it got easier and easier to translate something like drawing into a digitally 3D form, which was really crazy but also cool! What really got me was the paint interface, because of how horribly it did not mesh with my computer (I guess this was the problem). It was so, horribly laggy and making marks on this was very delayed from the actual motion of trying to create a colored part of the form. This made it a really frustrating process to color my whole character, get the details and all sides of him, simply because of laggy and not delayed the actual marks I was making were. However, I did get through it and I was not completely disappointed with the final outcome. But, I do know I would have been a lot more proud of my little sculptris character if my actions and marks were truly aligned with each other and happening in a timely matter. All in all, a cool idea but I wish I was doing it without trying to pull my hair out!
FINAL BLOG POST
1. I really enjoyed Jackie's Maps and Street Art show and tell. I felt that it had a pretty big impact on me because of how it related to the concept of the project cluster in a way that was not just the same idea in a different setting. It really made me consider the importance of locality, which I think was a concept of the cluster that people might have forgotten was one of the main points (thinking more about apps, rather than the importance of place, and how where we are impacts our learning). Jackie's show and tell also helped me develop my lesson plan for the Our Space Your Place lesson plan. This really was something that I enjoyed and made me think about how to use this main idea, along with the idea of street art in a real classroom setting. The resources she provided were also extremely helpful in conceptualizing the idea into something that could be accessible for kids, and something kids would actually want to take part in. It's a really different idea, which made me really consider how to use it in a classroom.
2. From the Bequette & Bequette 2012 reading : "Art, like engineering, is concerned with finding answers to problems and seeking visual solutions using the design process."
This quote really helped me understand the concept of STEAM curriculum and how it is relevant to this class as well as my future as an educator. Art and engineering are two completely separate worlds, and bringing together the opposite ends of the spectrum (not just these 2 but everything in STEAM) makes us able to view the world from more than one point of view.
From Gill 2009 : "Surveys indicated that students were initially motivated to participate in the course because of their enjoyment of popular visual culture, including video games, movies, and TV"
This quote pretty much just sums up what I was really intrigued about with this reading, which was simply just how things that pop culture, video games, movies, and TV, things we usually tell kids not to spend too much time with, was a main motivation for children to learn in their class. It really spoke to me about the way kids are learning now, and will learn in the future. Digital culture is becoming more relevant each day. This reading really emphasized that for me and made me question things like, what teachers should be showing students for motivation? How to motivate kids in general as well as different types of learning we do not think of right away (such as via video games). I really liked this reading because it reminded me that the art classroom is not just about Van Gough and classic examples of art learning, but it is existing in everything happening around us right now.
3. I personally enjoyed the first project cluster (Video) and the last (Our place your space) the most. Maybe that's because I had a good group, though. But I really liked thinking about the local area as an important space for learning and focusing learning. I think that this lesson plan was the one I really wanted to do, and I was writing it and saying wow, this would be such a great project! I think these main ideas of the cluster spoke to me the most. As for the video cluster I think I just enjoyed making the videos the most. It was a medium that I was not fully familiar with, but really made me think about the choices I was making when filming, editing, and creating sound. This was definitely the project where I thought about my artistic decisions the most, which is something I am always pretty proud of. But as for thinking of pedagogy in the 21st century, definitely the 3rd cluster. I think it just gave me the most ideas from the perspective of a teacher, even though they're pretty simple and relevant to times that don't have to be right now (compared to things like 3D printing, which is something very "happening right now"). I think that this class as a whole though definitely gave me a new perspective on teaching in the 21st century, what I want my students to have to be prepared for the ever-changing art world, and how to feel prepared (more prepared) as a future teacher in a more digital time.
2. From the Bequette & Bequette 2012 reading : "Art, like engineering, is concerned with finding answers to problems and seeking visual solutions using the design process."
This quote really helped me understand the concept of STEAM curriculum and how it is relevant to this class as well as my future as an educator. Art and engineering are two completely separate worlds, and bringing together the opposite ends of the spectrum (not just these 2 but everything in STEAM) makes us able to view the world from more than one point of view.
From Gill 2009 : "Surveys indicated that students were initially motivated to participate in the course because of their enjoyment of popular visual culture, including video games, movies, and TV"
This quote pretty much just sums up what I was really intrigued about with this reading, which was simply just how things that pop culture, video games, movies, and TV, things we usually tell kids not to spend too much time with, was a main motivation for children to learn in their class. It really spoke to me about the way kids are learning now, and will learn in the future. Digital culture is becoming more relevant each day. This reading really emphasized that for me and made me question things like, what teachers should be showing students for motivation? How to motivate kids in general as well as different types of learning we do not think of right away (such as via video games). I really liked this reading because it reminded me that the art classroom is not just about Van Gough and classic examples of art learning, but it is existing in everything happening around us right now.
3. I personally enjoyed the first project cluster (Video) and the last (Our place your space) the most. Maybe that's because I had a good group, though. But I really liked thinking about the local area as an important space for learning and focusing learning. I think that this lesson plan was the one I really wanted to do, and I was writing it and saying wow, this would be such a great project! I think these main ideas of the cluster spoke to me the most. As for the video cluster I think I just enjoyed making the videos the most. It was a medium that I was not fully familiar with, but really made me think about the choices I was making when filming, editing, and creating sound. This was definitely the project where I thought about my artistic decisions the most, which is something I am always pretty proud of. But as for thinking of pedagogy in the 21st century, definitely the 3rd cluster. I think it just gave me the most ideas from the perspective of a teacher, even though they're pretty simple and relevant to times that don't have to be right now (compared to things like 3D printing, which is something very "happening right now"). I think that this class as a whole though definitely gave me a new perspective on teaching in the 21st century, what I want my students to have to be prepared for the ever-changing art world, and how to feel prepared (more prepared) as a future teacher in a more digital time.
Finishing the app
Finishing the app Glimpse with my group was pretty fulfilling. It was really cool to see all of our individual parts we did come together to create a final product. As the Research Director, it was definitely cool to see the information I gathered be put to use in the app and to develop the app itself. Here are some pictures of the finished product below:
Thursday, April 23, 2015
Group Project
Developing an app is something that I've never thought I would think about. For this project, my group is developing an app meant to create a community for the artists of New Paltz. Students, and people of New Paltz, to inform them of artistic events happening in the area, on campus, and to expose them to the work the people around them are producing. The app being localized to New Paltz allows for more connections and direct access to things happening close to you.
My role in the group is the research director, and so I've been collecting a lot of different things such as images of art work from people in New Paltz, artist statements and statements about work from artists in New Paltz as well as conducting interviews some contributors.
To collect these different forms of information, I approached each differently. For photos, I posted a broader post on Facebook asking for New Paltz artists to send me some images of their art work. From that, I got around 25-30 images, which was awesome! Of course since that was for general content I made it more general. For the statements, I directly asked some friends and peers that I knew and asked for a statement about a piece of art, as well as an artist statement. I asked them to describe their work based on their medium, perhaps and process, as well as what the piece or their art work means to them. I tried to prompt them to respond as personally as possible, and I think everyone gave pretty great responses. I wanted it to be what they wanted to say, because the point of the website is that artists upload their own content.
For the interviews, both myself and Jenny have reached out to artists that we know in the community to answer some questions that we constructed. As of now I've had one with my Painting TA, and plan to conduct another interview with a friend of mine who is not an art major, but would identify as an artist. I think getting input and ideas from different people in the New Paltz art community is important because it also shows how many people could be using this app. A foundation student, an art minor, a BFA student, or someone who makes art in New Paltz (or doesnt!) and wants to be connected with the art community, and happenings in the area.
My role in the group is the research director, and so I've been collecting a lot of different things such as images of art work from people in New Paltz, artist statements and statements about work from artists in New Paltz as well as conducting interviews some contributors.
To collect these different forms of information, I approached each differently. For photos, I posted a broader post on Facebook asking for New Paltz artists to send me some images of their art work. From that, I got around 25-30 images, which was awesome! Of course since that was for general content I made it more general. For the statements, I directly asked some friends and peers that I knew and asked for a statement about a piece of art, as well as an artist statement. I asked them to describe their work based on their medium, perhaps and process, as well as what the piece or their art work means to them. I tried to prompt them to respond as personally as possible, and I think everyone gave pretty great responses. I wanted it to be what they wanted to say, because the point of the website is that artists upload their own content.
For the interviews, both myself and Jenny have reached out to artists that we know in the community to answer some questions that we constructed. As of now I've had one with my Painting TA, and plan to conduct another interview with a friend of mine who is not an art major, but would identify as an artist. I think getting input and ideas from different people in the New Paltz art community is important because it also shows how many people could be using this app. A foundation student, an art minor, a BFA student, or someone who makes art in New Paltz (or doesnt!) and wants to be connected with the art community, and happenings in the area.
Wednesday, April 15, 2015
3D prosthetics comparing
After 3D printing my original design, I made another print with a larger wrist and a larger section for holding the tool. At first the pen only fit slightly and now fits to the point until it gets bigger, making it stay in place really nicely and firmly. It made really nice marks on the paper and the wrist attachment seems to be large enough for a young child's wrist. I would like to think the new design would be suitable to actually help a child in need of this specific prosthetic in the process of art making and using specific tools!
Thursday, April 9, 2015
3D printed prototype
After test prrinting my 3D prosthetic, it's evident that I actually didn't measure as well as I originally suspected! I think my problem was that I didn't account for the difference between the internally measured space/measured space of a whole part! What I need to change, I think is that the small little loop needs to be bigger to properly fit a tool, and change the section meant to attach to the wrist as a part to use velcro with as well, making it adjustable, more dependable and secure and easy to use by more students.
However, it was interesting to see my design in real life and made it really helpful to understand what I need to do to make progress and a successful tool for students to use.
However, it was interesting to see my design in real life and made it really helpful to understand what I need to do to make progress and a successful tool for students to use.
Sunday, April 5, 2015
DIY Prosthetic
Based on the activity in class, and that I did on my own exploring limited art making, I decided to make my prosthetic hand something that would be able to hold a paint brush, and a variety of pens. Information about the activities in class/that I did on my own can be read about below on my blog! First, I measured the widest point of the brush/pen (which happened to be the same!) and then made sure the attachment on my prosthetic would be able to fit a tool that size. This was really important because it ensured you weren't just guessing!
I also made sure to make a wrist attachment (thinking that this is for a student without a hand). Considering my own wrists are very small, I created them to be able to fit mine/someone a little smaller than myself, like a child in an art class!
To connect these parts (the finger with the part to hold the tool, and the wrist attachment) I created little supports out of the tubing shape on TinkerCad. I copied one tube and then pasted the rest to make sure they were exactly the same and not just a little different.
Although I'm still waiting to see my design 3D printed, I am confident it will do what I intend it to!
I also made sure to make a wrist attachment (thinking that this is for a student without a hand). Considering my own wrists are very small, I created them to be able to fit mine/someone a little smaller than myself, like a child in an art class!
To connect these parts (the finger with the part to hold the tool, and the wrist attachment) I created little supports out of the tubing shape on TinkerCad. I copied one tube and then pasted the rest to make sure they were exactly the same and not just a little different.
Although I'm still waiting to see my design 3D printed, I am confident it will do what I intend it to!
A link to the project: https://www.tinkercad.com/things/l9XyDujNveT-super-sango
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