11/2

I will use circuits to illuminate multiple natural landscapes glued together with cardboard and other found materials.  The landscape will include 2D imagery and a 3D architectural element.  It will rest it on top of multiple pieces of cardboard.  I do not know yet what landscapes I will include.

11/1

This project began with a short youtube tutorial (https://www.youtube.com/watch?v=gwkIOSUNpVM) on making a sword in tinkercad.  I followed a number of the steps involved in the process and learned how to create this object using a variety of different tools.

Once I printed the sword I spent some time removing the support since I did not want to break the thin blade.  I carefully pulled the support off without damaging the blade.  The bottom side of the blade was not as smooth as I thought it would be.  As I brushed my finger over the bottom side I punctured my thumb and drew a little blood.  If I teach this in a classroom, I will mention the danger of exposed plastic parts to students.

 

10/2

I gave comments to Wei, Sophia, Nebular, Nicholas, Trisha, Katherine, Regina, and Seung. 

I really enjoyed looking through and reading about everyone's projects and ideas from class.  Everyone seemingly experimented with each media.  There are so many other projects that I really like and they inspire me to go back to projects that I would like to do more with. (Sorry for not including all of my comments here - I cannot figure out how to find all of the comments I left). 

10/1

Please refer to Shenzhen's post - 10/2 Laser Cutter Experiment - for more information on our process and final product

10/1

Final Project on

Circuitry and fabtronics
Nature
Found material

9/2

Scratch experience

I found scratch somewhat challenging to work with.  I did not enjoy the process since I have very little patience while learning a new language or process that depends so heavily on structure. Similar to Adobe Photoshop’s combination of layering and precise formation of imagery, scratch requires you to work according to its rules. 

My project changed a lot since it began. While looking at other projects online, I found one called “Music Inventor” by powerpoint56 in which one plays a variety of different instruments simply by moving his/ her clicker over depicted strings. This inspired me to incorporate sound into my project. 

While I still do not understand powerpoint56’s code, I spoke to a friend about making three shapes play three different sounds when the clicker passes over them (one shape plays one sound).  This did not work out so I ended up having a triangle dance around as one plays the three sounds I recorded. 

Connections to the art classroom

1.  I think students with great patience and interest in learning how to code would love scratch.  It enables students to compose a range of simple and complex moving projects.  I would like to go over the basics of scratch with students before assigning scratch homework or sending them off to complete their own in class project.  Students may find it frustrating to make a composition without the understanding of different tools to navigate around the program. 

2.  Scratch combines a number of different tools to make a project.  Teachers can assign a variety of assignments to challenge students’ creative approach to creating a new stage, costume, sound, script etc. Each of these different tools can be composed in a variety of ways. Teachers can assign numerous tasks challenging students’ aptitude with different tools. 

9/1

Scratch project 1: Dancing triangle