Socially Engaged Art

WEEK 1 

Write down 3 ideas for projects that you think act as socially engaged art practice, one paragraph each. These are thought experiments, and do not have to be something you can do right now. 

Idea 1: The Alley-way Project 

This topic came about right after class when Lauren, Ellen and I were in conversation about this assignment. We extended the discussion about public spaces and who has access to them.

I thought of the idea of transforming spaces to change how people feel about them while being in them We have this common perception of an alley being a narrow, unsafe, dirty, and sometimes dark place. The idea is change this notion. So the overarching question is, how can we make an alleyway inviting to others. What can we do, adding or subtracting to them to make people want to walk through them? Our idea was to possibly fill them with  things that one would find at a festival: music, food, and much more.

 

Idea 2: My Shoes, Your Shoes, Our Shoes

The idea is to be able to step into the shoes of other people. This will be done in a public space, possibly on the street or in a park. Participants will be given chalk to outline their shoes on the ground. After outlining their shoes, they will be asked to type a message on their phone that is reflective of their personal narrative.  An Augmented Reality (AR) tracker will somehow be associated with their particular outline and message. Participants will be able to both tell their story and experience the stories of others. And the participants will use some type of app on their phone that detects AR trackers. This will be placed in front of the outline they created. Once another user steps into the outline of a person’s shoes and use the app place it over the tracker, they will be able to read what the person was able to write. In this way people will be figuratively stepping into the shoes, or at least partially, of others.

question: Would including audio into this project have a better impact?

How to make it simple enough that large crowds can participate?

 

 

Idea 3: Living  Walls

This idea aims to highlight what exactly New Yorkers like/dislike about their particular neighborhoods. There will be multiple, portable walls placed in various neighborhoods around NY. The walls will initially be blank(white) and they will be left in each neighborhood for about 2 weeks. After that time all of them will be collected to be displayed in a public art show. The goal is to spark a conversation about the similarities and differences across communities that have been disconnected by affluence. Affluence will be operationalized further.

 

 

 

Animation

WEEK 7

Unity Game

For this assignment I decided to create a game in unity.

This is the first iteration of the game layout. I had a difficult time figuring out how to make the blue plane with the red planes. If I had more time, I would keep with this idea. The direction I would go in would be towards an Assassin’s Creed game. That was one of my favorite games. Ideally I would want the main character to be a black woman.

I also enjoyed the mobile app Subway Surfers. There are many many games that are very similar.

 

 


 

WEEK 6

Be Free

For this assignment I challenged myself to use already-existing footage. Specifically, I used green screen footage that I compiled from YouTube. I believe there is something interesting in using ready-made materials and repurposing them.

I was restricted in how I could tell a narrative because of so. My goal was to try and tell a seamless narrative. However, I learned a lot from this process. For example, I had to re-think my shots and angle.

How did I do it?:

With my current interest in the topic of racial injustices, I knew from a general perspective, what my project would be about.

Green screen footage was perfect because many of the videos I came across stood alone, they were not contextualized. It was when I added background images, and other object into the same frame that these materials began to tell a story.

I was extremely limited in what I could do with the footage because i was limited in After Effects. After learning a few tips and tricks, my footage began to come together.

At first, I contemplated on whether the  video needed audio. I was interested in the silent nature of the story. I also wanted the view to be alone with his or her thoughts.

I then revisited this thought. Again, because there were were some limitations, I decided music has the power to connect the gaps. At least, that was my take on it. In the end I believe the music complemented this piece.

Future directions:

If I had more time I would have made the film more. . .


 

WEEK 5


 

WEEK 4


WEEK 3

I used this week for compiling green screen footage that I would use in my animation. I know I wanted to develop a piece around police brutality. I did a simple Youtube search and that is where I found all of my green screen videos.

 


WEEK 2

For this assignment I created an animation of my character (doesn’t have a name yet) being hit my a ball.  The character first assumes that since the ball is initially traveling at a fast speed, that the impact will cause a lot of pain. However, as the ball approaches, it suddenly slows down and impact is low. The character is “blown” or upset that its expectation was not the reality. So the after the impact of the ball hitting its face the character says “WOW.”

Challenges 

The main challenge I has with this assignment was establishing a new position for each part of the character’s face that I chose to move. For example, when I tried to move the eyes brows it would move and that be the permanent location. And it did not move to the new position once I played the animation.


WEEK 1

Our group decided to make a video of us traveling from our hometowns  to ITP.  We wanted to make sure each of our travels were uniquely different.

Introduction to Computational Media

WEEK 9

Final Project Proposal

Final projects are a creative idea inspired by the concepts in this class. There is no requirement to use a particular aspect of programming. The idea and your enjoyment and interest in the idea is what counts. Some things to remember.

  1. Keeping things simple and small in scope is a plus. If your project idea is a big one, consider documenting the larger idea but implementing just a small piece of it.
  2. Also think about making a final project for a small audience, even one single person like a family member or friend. . . or yourself. This can be a good way to focus your idea and design process. “Generalizing” the idea can come later (or maybe not at all.)
  3. Final projects can be collaborations with anyone in any class.
  4. Final projects can be one part of a larger project integrated with Physical Computing or another class.

For my final project I decided to create a visual to the song HiiiPower by Kendrick Lamar.

How it works:

There is a boombox and a flat screen tv preloaded onto the screen. And there are six buttons on the boombox. As you press each button a section of the song will play. Once the song plays the text will play also. In addition to the audio and text pictures relevant to the lyrics will play on the tv.

This is how the screen will first appear.

Once each button is pressed the screen of the tv will display a visual that is specific to the lyrics that are playing.

Once you press another  button the same will happen.

 


 

WEEK 8


 

WEEK 7

 


 

WEEK 6

  • Create a sketch with one or more of the following. Feel free to add DOM elements to a previous sketch.
    • Pre-defined HTML Elements
    • Pre-defined CSS Styles
    • HTML Elements generated by your p5 sketch
    • Some kind of mouse interaction with an HTML Element using a callback function you write.
    • If you are feeling ambitious, try replacing a DOM element with a “physical sensor!”
  • Questions you might ask yourself while working on the above.
    • When does it make sense define HTML elements in index.html?
    • When does it make sense to “generate” HTML elements with code in p5?
    • When does it make sense to apply styles in code with the style() function vs. predefined styles in style.css?
  • Next week we will look at working with data and APIs in class. If you feel so inclined you can take a look at some of the video tutorials in advance. Please add a link to a data set or “API” that interests you. You don’t have to know anything about how to use it, but having a list of examples we can examine in class next week will add to the discussion. You can also contribute to this wiki list of data sources.


 

WEEK 5


 

WEEK 4

  1. The idea this week is to explore re-organizing your code. It is 100% legitimate to turn in a version of a previous assignment where nothing changes for the end user, but the code has been restructured. You may, however, choose to try a new experiment from scratch. Aim to keep setup() and draw() as clean as possible, and do everything (all calculations, drawing, etc.) in functions that you create yourself. Possibilities (choose one or more):
    • Break code out of setup() and draw() into functions.
    • Use a function to draw a complex design (like this) multiple times with different arguments.
    • Write a function to that returns the result of a mathematical operation that you need to do several times in your code.
  2. An optional quiz to test your knowledge if you like.

 


 

WEEK 3

  1. In general this week, you should work with rule-based animation, motion, and interaction. You can use the ideas below or invent your own assignment. Start by working in pairs/groups as determined in class. Try pair programming, 1 person at keyboard, the other keeping overall picture. Can you divide an idea into two parts and combine those parts? Can you swap sketches and riff of of your partner’s work? You can post together or break off and complete the assignment individually.
    • Try making a rollover, button, or slider from scratch. Compare your code to the examples below. Later we’ll look at how this compare to interface elements we’ll get for free from the browser.
    • Create an algorithmic design with simple parameters. (One example is 10PRINT, see: 10PRINT example.
    • Tie the above two together and have an interface element control the visual design or behavior of other elements in your sketch.
  2. Try this quiz if you want to test your knowledge.


 

WEEK 2

reate a sketch that includes (all of these):

  • One element controlled by the mouse.
  • One element that changes over time, independently of the mouse.
  • One element that is different every time you run the sketch.
  • (You can choose to build off of your week 1 design, but I might suggest starting over and working with one or two simple shapes in order to emphasize practicing with variables. See if you can eliminate all (or as much as you can) hard-coded numbers from the sketch.)

 

 

 

 

 

 


 

WEEK 1

  • Write a blog post about how computation applies to your interests. This could be a subject you’ve studied, a job you’ve worked, a personal hobby, or a cause you care about. What projects do you imagine making this term? What projects do you love? (Review and contribute to the ICM Inspiration Wiki page. In the same post (or a new one), document the process of creating your sketches. What pitfalls did you run into? What could you not figure out how to do? How was the experience of using the web editor? Did you post any issues to github?

3D Printing

 

WEEK 7

Final!

For the final I decided to create an ITP robot. This print is composed of multiple parts: the head, the body, two arms, a foot and a base. The only part that is detachable it the head. I also included two LEDs for the eyes.

I decided to create a new design because I was not truly satisfied with my previous idea.

 

 

 

 

Challenges

The first challenge I had with the final project was coming up with a design that I was happy with. after several drafts of project I found myself satisfied with this project. Secondly, as I was printing several printers broke in the process, and they happened to be the ones I was currently using.  I also had complications with my print. During the printing process, parts of the print raised from the bed of the printing causing it to move as the printhead added a new layer.

 


 

WEEK 6

 

 

 

 

 

 


 

WEEK 5


 

WEEK 4

For this assignment I decided to make a 2-piece print that could snap together. I chose to use Baquiat’s face.

The first step was to mirror his face. I also decided to adjust some of the points from the drawing by turning on the points. I mirrored the shape across the y-axis.

 

 

 

 

 

 

From here I extruded the curve and created a solid. Next I created a box and placed it within both parts of the face. Then I performed the “BooleanUnion” command and joined the left half of the face with the box.

After I subtracted the volume of the box from the right half of the face (BooleanDifference). The result is below (was a whole in the the right side of the face.)

 

 

Below is the original 3D print (far left) and two models that I printed of the above object.

Challenges

I printed a total of three prints because the first two prints had a hangover  at the location where the left print is supposed to insert into the right. To accommodate for this problem I included a support system so that there would not be a resulting overhang.


WEEK 3

I had fun with this week’s assignment. I 3D printed a sketch that I previously created in Illustrator. In order to make this sketch printable I had to make it a solid. I this that by extruding the curve (“ExtrudeCrv”) and making that a solid.

Below is the image I had drawn in Illustrator. It is an image of both Jean Michel Baquiat  (left) and Tupac Shakur (right).

Believe is the second version of the image. I wanted to make Tupac look more realistic.

From that image I was able to trace the outline of each face and create a shape. Next, I patched the surface to make it 2D (“Patch”). Then I extruded the surface to make it a solid. (“ExtrudeSrf”).

 

 

 

 

 

 

The hard part was done and I printed it. I loaded the image into the Cura software to print. Then I sent it off to the 3D printer. Below is the final product.

Challenges

My challenge with this project was that some of the 3D sketch did not print. This was because the width at some places were not large enough to be printed by the printer.


WEEK 2

This week’s assignment was to model an object (can be useful or just for fun) that is composed of at least 2 parts that fit together.

The object I created for this assignment was a refrigerator. The first step that I did was create a box. I knew this would be the foundation of my fridge.

My next step was to create the handles of the fridge. I did this by creating three smaller boxes. I mirrored each of then across the axis where I had split the box. Then I joined each of the handles, respectively to either the top or bottom half of the solid.  (Note: I think it would have been easier to create the complete top handle and then group those solids and then mirror the handle).

Then, I created a line. My hope was that this would be used to slit the fridge in half. I then realized that this would not work since the object had to pass through the box.So, I created a rectangle and then carried out the “patch” command which filled the rectangle. Next, I positioned the new rectangle in the middle of the refrigerator so that it would bisect it (horizontally). And then I carried out the “Booleansplit” command. This then cut the solid in half.

 

 

 

 

 

After that I had to figure out how could I make the two pieces fit together. To do this I decided to create another box within the two boxes. Once I completed that, I joined the top half of the fridge to the box that was inside both sections of the fridge.

Then, I decided to perform the “BooleanDifference” command to make the the “fit” happen. What I realized was that once I did this, one of the solids would delete. So, I decided to duplicate the piece that would delete (copy and paste in the same exact position). When I did this the once section would delete and the other would remain satisfying the assignment.

 

 

 

 

 


WEEK 1

3D Sketch

The first assignment for this class was to create a  3D sketch in the program Rhinoceros that can be printed. I enjoyed the challenge of this assignment. For this sketch, I decided to draw a car. The difficulty I had with this assignment was figuring out how to make my image 3D.

The below image shows the 4 major stages of my 3D model from a top, perspective, front and right view.

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This image is a close-up on the “Perspective” view. The first stage (top left) was a wireframe outline. Initially, I was not sure how to create the car in 3D. So, I figured I would start by drawing the outline. I then moved to stage two (top right) of the sketch. Here, I used shapes that I was familiar with to reflect the sketch that I drew. I assumed that I could create various solids, join them and then trim them so that they can look like my wireframe outline. I found this to be hard for me to do. And I thought there could be an easier way to do. Therefore, I moved to the next phase.

In the next stage (bottom left), is the actual sketch that I would use to print. I had a bit of help. I used the first sketch and joined shapes to close the object. Lastly, I moved to stage 4 (bottom right) and I just enlarged the image so it can be larger when I print.

 

Physical Computing

WEEK 14

The Final: The Starting Line is a game powered by privilege. We wanted to explore re-contextualizing the conversation surrounding privilege in a game format to make even a little easier to talk about.

Lauren and I were referenced by this viral video and a Buzzfeed privilege quiz.

User Flow:

  1. Two users step up to a halo of light in front of two pressure sensor mats that are labeled “Yes” and “No”. This set up is positioned in front of a large screen TV.
  2. The users are presented with a brief description of the project.
  3. The users are presented with direction to run in place for 2 seconds on the “Yes” mat, and standing in still for 2 seconds on the “No” mat.
  4. The users answer a series of yes or no questions. Each answer “yes” signifies privilege.
  5. The users are presented with a final calculation of privilege in the form of a percentage. It’s here where they find out how close their starting line is to their finish line, i.e. how big of a head start do they have in life.
  6. We tell the users that privilege is a powerful tool that can be used to help others and encourage them to discuss their experience.
  7. Finally, we provide small cards with contact information for various organizations where they can use their privilege in a constructive way.

Systems Diagram

 

The image above shows our system diagram.

  1. Our Arduino code is ran on our computer and sent to the microcontroller (serially).
  2. We have four analog sensors and one digital sensor connected to the Arduino.
  3. the input from the sensors are sent to arduino (via wires) and then to the computer (serially).
  4. This information is then sent to P5 (via P5 serial control)  which is shown visibly on a TV monitor.

The Code

p5.js code | Arduino code

For our final documentation, I’d like to present it visually with a rough cut of our trailer video. We intend to refine it with additional footage from the show and other users, but for now, here is the Starting Line in its (currently) working entirety:

 

 


 

WEEK 12

More Progress!

This week we made a lot of progress with our project.

Lauren and I went to Canal Rubber to get material that to laser cut. At first we were going to use use a yoga mat and cut it to our needs. However, many yoga matts are created with vinyl and that material cannot be used by the laser cutter. So, we had to rethink our material. Rubber was the most economic and efficient.

Before cutting the rubber material we first used paper as a precautionary measure. Then we play tested our game.

 

 

After we cut the matts we still had trouble with out code. With the help of some we fixed it. Then we moved our game to an area where we would have more space and a larger monitor. We did several rounds of user testing.

After using testing we had to consider the following:

  1. One of the questions, ” I have never been racially profiled.”  Some users had confusion with this question because it included the negative “never.”  Therefore, we are considering a new way to frame this question.

Things to figure out:

  1. How to print “yes” and “no” on the screen when the users respond.
  2. What the final fabrication will be so that the wires are better connected. (Currently we are using alligator clips to connect the wired to the sensors.
  3. When placing our sketch in full screen the image shifts and the progress bar as well. As a result, part of the images are cut off.

 


 

WEEK 11


 

WEEK 10

Final Project Progress

Play-testing our project was extremely helpful in that it allowed us to see how we could improve our over all idea.

We came up with the name for our project, “The Starting Line.”

We decided that a motion sensor would not be the best sensor to use. So, we moved to using digital input rather than analog. Our current thought is to use two mats, one for each player as our sensors. The mat will be divided into three parts (see below). The top left would be for answering “yes,”  the top right for answering “no” and the bottom for a home state. There will be no sensor in the home portion.

Below is our systems diagram

We had to consider the following:

  1. How do we us minimal instruction while remaining clear in how we wanted the users to interact with our game
  2. How to make our questions culturally universal
  3. How many questions to ask
  4. what would be the best sensor
  5. how to not shame anyone

 


WEEK 9

Come up with an initial design for your final project’s user interface and develop a plan to user test your design with users with an interactive sketch.

Lauren and I decided to partner for our final. The idea was developed was to create a game based on one’s privilege or lack thereof. This will be a 2-player game in which the only way to advance is if you are are privileged.

This is how it works:

 

The will be a monitor that is in slit screen mode. The players would stand a in front of the monitor. They will be prompted to answer questions.

 

If they answer “yes” to the question then they are to run in place. A motion detecter will detect their movement and as a result they advance forward in the game. On the flip side, if they answer “no” they are to remain in place and stay where they are in the game.

 

A potential question that they may get asked is, “Did you grown up with books in your house?”

 

Another question may be, “Have you ever studied abroad?”  As each question is answered each user will know exactly where they are in the race based on an indicator.

 

At the end of the game we want the users to takeaway something from their experience. If they choose to, they can provide us with their email and they will receive a list of organizations that they can get involved in.

 

Questions for the class:

  1. If both users receive the same question and can see one another, does this affect them in any way? Their behavior, feelings, etc…..
    1. i.e., if  player 1 is male and player 2 is female and the question is “I am a man,” if one user sees the other advancing or remaining in place how will each react.
      1. Should there be a border/divide between the two until the game is over? in this case they will not know what question will each person is  receiving.
  2. How do you feel about not knowing the intent of the game?
  3. How do we make a time sequence where the game goes from one phase to the next?
    1. How to start
    2. Change questions

***I’ve  been having trouble uploading any type of images for the last two weeks. That is why there aren’t any for this week or the previous week.

WEEK 8 

Final Project Concept!

The idea that I developed for the final is called “We Were Given Wings.” This project is meant to commemorate the many innocent black lives that have been lost due to racial discrimination and white supremacy. This will be done so by highlighting three to five people who have lost their lives to such injustices.

I would suspend a hoodie from the ceiling using wires. Inside of the hoodie will be a monitor that would play a short video of each of the innocent people who lost their lives. (The “hoodie” is a symbol of the black body and how it has been criminalized throughout history.)

Beneath the hoodie there will be three to five shoes that the participant can “step” into. When they step into a specific shoe, a video will play.

On the floor beneath the hoodie would be a wooden platform. And on the platforms there would be a number of shoes respective to the number of videos. Under each outline will be sensor that will activate once the viewer steps onto them. This will begin the video.

The viewer would be able to rotate step into any shoe as they shoes. Once they step out of the shoe the video will automatically stop.

 


 

WEEK 7

Midterm Project !

For this project I worked with Erin Cooney to build a water sound box. The idea of this application came about because we had a shared interest in sound.

Using the water sound box:

The sound box is created by placing water and a speaker inside of a transparent container. We incorporated neopixel LEDs beneath the container to make it more visually appealing. Theres is a switch that turns on the sound and LEDs which change color in a circular motion. We used a function (p5.oscillator) in  p5.j to create the sound. There are two photo sensors placed on either size of the box. The photo resistor on the left controls the frequency of the sound and the waves produced by the waterproof speaker emitting sound waves. The other sensor controls the speed rate of the neopixel LEDs.

As the user’s hand approaches the left sensor, the frequency decreases producing more visible vibrations in the water. As their other hand approaches the right sensor, the speed at which the LED’s colors are changing increases.

Below is the first sketch we created.

Below is the second iteration.

Below is the circuit for this application.

 

 

 


 

 WEEK 6

 

Serial Lab

 

For this lab I used a joystick to control the the x- and y-direction of an ellipse. This application was pretty straight forward because I used the lab as a guide. I am still having troubles understand what some of the code means and that’s the primary reason why I relied heavily on the lab to help me with this application. One of the problems that I had was figuring what went value to place in the x and y arguments for the ellipse so that when I moved the joystick, the the ellipse could move also.

I did not realize that nums was an array, and I spent about an hour trying to figure out why it did not work. After some help, I realize that I should have included nums[0] instead of just nums.

 


 

WEEK 4

Rubber Band Gun

The assignment for this week was to create an application using a servo motor. I created a rubber band gun.

This project began learning  the functionality of the servo motor. I took a lot of time researching projects online to understand this further their limitations — only being able to turn 180 degrees. Based on this limitation I noticed that if it is oriented horizontally then I would be constrained a certain way and respectively the same if it were oriented vertically.

After hours of research and dead ends, I landed on the idea to create a rubber band gun. Below are are my beginning sketches.

 

I began first by searching the internet to see if I can find an illustrator template of a gun. I was not able to do so.  My next step was to find an image of a gun and then trace the outline of it in illustrator.

Below is the illustrator outline of the gun.

The next step was to figure out where the servo motor would go. I figured the grooves of the gun would make for a perfect place. Also, I had to figure out the dimensions of the servo motor so that I can out the negative space. I also had to the the same for the breadboard.

Next, I laser cut the  layers. I had to go back and hand cut the negative space of the gun just so there could be enough space to conceal the wires within the gun.

This is the product.

 

Servo Motor and Potentiometer

 

Materials

  • 1 Breadboard
  • 1 Mini servo motor
  • 9 layers of cardboard (laser cut)
  • 6 rubber bands ( 5 for holding the layers of the gun together and 1 to shoot)
  • 1 voltage regulator (used to hold the rubber band in place)

WEEK  3

Zombies Go!

  

 

 

 

 

 

Pick a piece of interactive technology in public, used by multiple people. Write down your assumptions as to how it’s used, and describe the context in which it’s being used.

For this assignment, I partnered with Stephanie Paige since we both had a hard time figuring out what interactive technology to use. We decided to observe how people interacted with their environment as they played an Augmented Reality game called “Zombies GO!” This game was played on an iPad.

In this game the user’s reality is partially transformed as they fight to survive a zombie apocalypse. While in game-mode, the user can see both their actual surroundings and zombies at they uproot themselves from the ground. What I observed was participants rapidly turning left and right in effort to shoot and kill their enemies.

 

One of the troubles that I witness was that the app is extremely sensitive to motion. So, when the participants would turn one way to find the zombies, they would often have difficulty hitting their target. It is hard to aim in the game.

The easiest part this game was having fun.People found the game to be quite entertaining. They often laughed if they shot a bystander by accident (a person who happened to be in the view of the camera). Also, learning how to play the game was quite simple. All one has to do is hold the iPad and turn to look for zombies. The next step is to tap anywhere on the screen and shoot. there is a crosshair that is centered in the middle of the iPad.


 

WEEK 2

Lighting an LED

I used my basic understanding of circuits to create a complete circuit and make a LED light up. In order to make this project work, I first had to understand Ohms law (V=I*R).

V = voltage, I = current and R = resistance

Challenge(s)

The challenge I had on with this project identifying what resistor to use, mainly because there are so many. Another difficulty that I had was selecting the correct cottage resistor. Other than these challenges, this project was fairly straight forward.

Materials

  • 1 Solder-less breadboard
  • 1 LED
  • 1 Voltage regulator (7805)
  • 1 Resistor
  • 1 Long red wire (eventually cut into smaller pieces)
  • 1 Long black wire (eventually cut into smaller pieces)
  • 1 DC Power jack ( female) [eventually soldered]
  • 1 DC Power jack (male)
  • 1 9V battery
  • 1 9V battery connector

Tools

  • 1 Wire strippers
  • 1 Multimeter
  • 1 Needle nose players (for bending wires)
  • 1 Soldering iron
  • Solder
  • 1 Hot  glue  gun
  • 1 Set of helping hands

 

Creating a Switch

The instructions for this lab was to create a switch. I did not want to do a traditional switch. This was the hard part. I tried to look around the shop to see what was available. I decided to go over to the junk shelf and see what I may come across. I eventually found a fan that I thought about using. After connecting the fan to a power source, I realized that it was not strong enough to blow copper tape. So I resumed my quest on finding that “something.” I had wore sunglasses that day and saw them before me. I picked them up to move them out the way and noticed the interaction of the two pieces. This sparked the idea of the above project.

Challenge(s)

The overall challenge of this project was trying to get the the copper tape to hold the red and black wires in place. Since they were low in malleability, it was hard to orient them in a position to calling with the glasses.

Materials

The materials from the previous project are needed here.

  • 1 Additional red wire
  • 1 Additional black wire
  • 1 Pair of sunglasses
  • 1 Piece of copper wire tape (eventually cut into two pieces)

 

WEEK  1

What is Interaction

In respect to this class, physical interaction is the two-way process of at least two actors (human and non-human) engaging with one another via touch. Good physical interaction calls for interplay that includes more than just the use of hands. For some cases, the use of the entire body will suffice. A good example of digital technology that is not interactive is a television. I suppose more recent “Smart TVs” can be considered somewhat interactive because they have the ability to respond to the user’s voice. But I have chosen the television as a good example because it entertains people.