|
|
|
|
|
|
|
|
|
|
Ergodynamics are designed to prime post A level students for the rigours of interactive multimedia design.
Fundamental components are:
[C20: from Greek ergon work + dunamis power] projects will be used to develop critical creative skills in:
¥ Group Dynamics: production teamwork...
¥ Visual Thinking: generating ideas, creative thinking and 'connectionist' thought processes...
¥ Design & planning: organisation of material and ideas...
¥ Workbook activity: ideas capture, externalising internal dialogue, the 'Compost Heap Principle'...
¥ Audio/Visual/Spatial notation: documenting sensation and perception...
¥ Presentation: justification through dissemination, "ascend their roofs to announce anything to the multitude"...
¥ To introduce practical skills and methods that enable a working competence with media communication technologies including photography, film/video and audio.
¥ To introduce methods of audio visual research and active information acquisition using a range of media and its organisation for communication and expression.
¥ To introduce a range of manipulative skills for processing and generating text, images and sound.
¥ To introduce the processes of individual and group production, the generation of ideas and the planning/structuring of ideas and projects.
The 4 MediaWorkshop modules (one per semester) form the backbone of the MediaLab Arts Programme. Whilst Workshops 2, 3 & 4 concentrate more on the development of creative interactive multimedia, Workshop 1 introduces some design principles which will provide a solid foundation for future activity. The aim of this module is to generate critical, creative, and organisational activity.
The lecture programme will introduce themes of exploration which will be expanded during the practical sessions. Most of this module will be spent working on short interactive, group oriented projects. The purpose of these projects is to establish a rigorous and creative work method and an imaginative approach to problem solving.
Week 1: Group Dynamics
1: ...humming...
2: ...tell part of a story and pass it on.
3: ...Chinese whispers with pictures...
4: ...one...thinks of an image...other draws...a process of interrogation...yes and no answers...
5: ...one...blindfolded...draw image in others mind...
6: ...4...draw...image...one piece of paper.
7: ...Group Construction. Bondage project...
8: ...Over to you..!
Brain Storming Exercises, Mind Maps, thinking in images.
Rendering audio structures, audio/visual translation, the score.
Still/Life drawing, negative space, points in space (projected image), icons, signs, and symbols.
Moving images, drawing a figure in motion, Map drawing exercise.
Telematic Performance: Planning, organising and rehearsing.
You will need to consider the following: How do you transfer an image from one point in space to another using a collection of simple house hold objects?
Working in groups select an image (A4). Devise a system for transferring the image from one location to another. Each person will mark a stage in the transfer which will require the image to be coded and decoded. Each stage will be different from any other stage in the process. The process should last approximately 5 minutes.
Look at: FAX machines/Modems/T.V./Film & slide projectors. You can't use any of these. (A slide projector may be used as a light source but not for projecting slides). Semaphore/Morse code/shadows/grids. You might want to use some of these.
Think about: Your audience, presentation, genre, style, timing.....
Requirements:
A: It should last 5 minutes,
B: performed live with audience interaction,
C: You should also provide a 'script/score'.
Telematic Performance.
Telematic Performance: Do it.
Interactive Drama: Planning, organising and rehearsing.
Robin was killed off by popular demand. A phone in vote decided his fate. A computer dialled the DIE number repeatedly for the duration of the vote. Should Pauline leave Arthur? Should Arthur move in with Christine? How would you vote. Working in groups of 5 devise and enact an interactive drama. Each character should have a number of possible actions.
The audience will decide the actions to be carried out at the appropriate time.
How many endings will you need?
Requirements:
A: It should last 5 minutes,
B: performed live with audience interaction.
C: You should also provide a 'script'.
Interactive Drama
Interactive Drama
Scratch Orchestra: Planning, organising and rehearsing.
Working in small groups, using only found objects, none of which should be purpose built musical instruments, create and perform live a short sound piece. The piece should be carefully constructed and scored using the intrinsic qualities of the objects. Consideration should be given to the material, construction and of course sound of the object. The purpose of this exercise it to explore the structure (audio and temporal) of sound, its manipulation, construction, and performance.
Requirements:
A: 2x 180-210 second pieces each one exploring clearly defined aspects of sound structure.
B: This is a performance, an unedited recording will also be required.
C: Each piece should be supplied with an accurate score. The scoring mechanism/language should provide an appropriate reflection of the performance/materials.
Scratch Orchestra
Scratch Orchestra:
Exhibition Design: An exhibition will be mounted, most probably in the Babbage or Library. The exhibition will be a representation of the Ergodynamic activities and will involve contributions from all students. These will include: drawings, scores, photos of performances, word poems etc. The exhibition will inform the assessment.
Mind Over Media. Mark Von Wodtke. McGraw-Hill, inc.1993. ISBN 0-07-067633.
Vision In Motion. L Moholy-Nagy. id BOOK Institute of Design
Perspective And Other Drawing Systems. Fred Dubery And John Willats
Visual Notes For Architects And Designers. Norman Crowe And Paul Laseau
Graphic Problem Solving For Architects And Designers. Paul Laseau.
Neuromancer. William Gibson.
Media Workshop 1 Folder. Short Loan.
The following assessment criteria will be employed:
Problem analysis: Level of understanding and interpretation of the set task.
Research: Ability to utilise a range of research and investigative skills.
Creativity: Creative ideas generation, problem solving, and imaginative thought.
Methodology: The process by which you realise the product.
Practical skills: Ability to practically realise the product, quality of process and product.
Realisation:Realisation of aims, understanding of audience, context.
Critical evaluation: Your ability to understand and appreciate what has been achieved.
Professional application: Your commitment, motivation and studentship.