miryama

from reality to performance and back.

Friday, November 13, 2009

classes

Animals, People and Those In Between

H79.2746.1 Tues 3:30pm to 6:00pm Marina Zurkow
This class uses animals, humans, and other creatures as a way to think about character representation. Claude Levi-Strauss’ observation that “Animals are Good to Think” is the starting point from which we make, discuss, and examine the ways in which art works imagine the interrelationships between the human, the animal, and our environment. If we can only perceive these things through mediation (media representations), then how we represent them is the fundamental question, reflecting our ideologies, prejudices, hopes, and fears. Do we speak for animals, and if so what are we saying for them? Are they friends, pets, environmental equals or beasts? How are hybrid monsters (chimera) created and what do they mean? How do we understand our places as subjects in a landscape or a datascape? How can anthropomorphic cuteness be subversive? This class focuses on questions of intention, relation, and subjectivity, through critical engagement with representations of people, animals, monsters, and mutants, in their respective environments. The class is further focused on the use of character in context, via toy design, robotics, animation, video, image generation or data visualization. There are introductory texts on character development, and generally an emphasis on literary, philosophical and natural history texts, including Jorge Luis Borges, John Berger, Giorgio Agamben, Donna Haraway, Rebecca Solnit, Steve Baker, Deleuze & Guattari. Assignments include studio work and readings. There is more emphasis on the development and analysis of ideas, and less emphasis on particular media or forms. Students make several short projects, backed up by readings and research into precedent art works. There is a final project. Class is a combination of studio critique, responses to art works, reading and discussion. Syllabus

Design Expo

H79.2274.1 Tues 3:30pm to 6:00pm Nancy Hechinger
Students address a design challenge that is presented at the start of the term. Over the course of the semester, students work in small teams to prototype and develop ideas in response to the challenge; classes take the form of critique sessions of these ideas and their presentation. This year's theme is still being finalized and it is likely that several other universities from various countries will also be participating in the Microsoft Design Expo. It is planned that one of the project teams from each university will be invited to present their work to the research and design groups at Microsoft in Redmond, WA over the summer. Syllabus

Design Frontiers in Biology and Materiality

H79.2816.1 Mon 2:30pm to 5:25pm Amanda Parkes
Biological organisms and systems are essentially living machines. Digital technologies allow us to create a control structure with computational predictability and precision. What happens, however, when designers begin to incorporate the self-determined internal control structure of a biological system as part of a design strategy? This course offers a new approach to materiality, positing that all matter is dynamic but exists within a continuum of control ranging from passively temporal (wood, water) to electronically active (photovoltaics, thermochromics) to biologically alive (plants, tissue). This course presents alternative design strategies for creating computational interfacing with living matter and state change of natural materials. Students are introduced to the world of the bio lab from a designer’s perspective, both conceptually and practically. We examine the state-of-the-art in artistic experimentation with biological systems such as the genetic manipulation projects of Eduardo Kac, or the carbon nanotubes grown into architectural structures of Ryan Wartena. We also examine more DIY approaches to living systems integration and interactivity with biological systems. Students use a hands-on approach in their design process, with biological sensing as input and indicators or material state change as an alternative method of information display, for example. This course is designed to further our computational relationship with the natural world pushing forward ideas in sustainability, interactivity, energy production and the emerging relationship between the designer/artist and the bio lab, approaching biology as an open frontier for digital design.

Hospitable Room: Designing a Hospital Pediatric Recreation Room

H79.2820.1 Tues 12:30pm to 3:00pm Marianne Petit / Daniel O'Sullivan
Children in rehabilitation treatment often stay in the hospital for months at a time. We have the opportunity to create a room that will make that stay more fun and entertaining for them. This course will work in collaboration with the NYU Langone Medical Center: The Rusk Institute of Rehabilitation Medicine Pediatric Department. We have outfitted the pediatric recreation room with a video tracking, projection and transmission system through which ITP students participating in this class will build projects that examine how these environmental technologies can improve one's quality of stay in hospital. The technical exercises in the class will be around lighting, camera and coding tricks for video tracking and augmented reality as well as audio and video transmission over IP. Physical computing techniques will also be supported as projects require them. In addition, the class will cover issues of designing for the range of physical and cognitive function of children who will use this space. How can this system be used therapeutically? recreationally? how can it be used to decrease isolation? or foster collaboration? keep them smiling? Students in this class will meet with recreational and occupational therapists, the hospital's Therapeutic Recreation, Child Life & Creative Arts Therapies Department, as well as patients, to determine needs and usage. Final projects to deploy into the facility will be selected by faculty and hospital staff.

Methods of Motion

H79.2448.1 Thur 12:30pm to 3:00pm Marianne Petit
This class explores methods of storytelling through animation. We examine a range of techniques including pixillation, stop motion, collage, abstract and cartoon animation. We apply a variety of tools such as iStopMotion, After Effects, and Flash. There are five animation short animation assignments and one final project. Students are encouraged to experiment. Drawing skills are not necessary though students are required to maintain a weekly sketchbook. A basic knowledge of digital video is a plus. Syllabus

The Softness of Things: Technology in Space and Form

H79.2578.1 Thur 3:30pm to 6:00pm Despina Papadopoulos
Jasper Johns once wrote in his notebook: "Take an object. Do something to it. Do something else to it." In this class we investigate what it means to "do things" to objects in ways that transforms them and our relationship to them. We experiment with materials and objects, stretching their limits and exploring their relationship to space and the body. These investigations are grounded in an understanding of the interactional possibilities of gestures, social and spatial dynamics, networks and open source systems while we develop a new set of artifacts and construction techniques. Softness, modularity, adaptability and re-configurability, washability, power management, connectors and ways to engage the senses (and sensors) are just some of the ideas and topics we examine through weekly assignments and social experiments. Syllabus

Time

H79.2826.1 Wed 6:30pm to 9:00pm Che-Wei Wang
The ways we keep time are the ways we are kept. One might argue that humans ideated timekeeping and now we take it for granted. Without clocks we can't enjoy the benefits of social synchronicity. But with them, we are unwillingly constrained to arbitrary increments that guide our countless decisions. This class uses technology as a way to rethink and recapture the ways we keep time. Over the first half of the semester, we prototype a series of time keeping devices around a set of themes. Blindness, bio-mechanics, materials, space+location, isolation, synchronicity, and collaborative time. Each class begins with the delivery of tools to help construct various types of timepieces along with reviews and discussions. Video, software, motors + mechanisms, electronic signaling and communication tools are covered each week in relation to how they can be used to re-imagine time-keeping. Classes later in the semester are tailored to provide technical and conceptual support for final projects.

When Strangers Meet

H79.2762.1 Tues 3:30pm to 6:00pm Kio Stark
Even the simplest exchange among strangers can contain a tangled accumulation of meanings: what transpires may have physical, emotional, social, political, technological and historical dimensions. This class takes an analytical approach to unraveling and understanding these charged moments. In the process of the studying how and why strangers interact in public, we address some of the abiding themes at ITP—urban behavior, spontaneous interaction, the pleasure of the unexpected, how technology can mediate and/or enable human experience—and we make a close and thorough examination of how they play out in this narrow slice of human experience. This approach is designed to bring students to a more concrete understanding of these larger abstract ideas. Classwork consists of readings, class discussions, field assignments (a series of assigned interactions with strangers that the students will document and discuss) and an analytical final paper. Students learn how the interactions of strangers have changed historically (and why), what the experience of interaction with strangers means to the participants, how strangers 'read' each other, how they initiate interactions, how they avoid interactions, how they trust each other and how they fool each other. Readings range from seminal works on urban sociology and public behavior (Georg Simmel, Stanley Milgram, Erving Goffman, Jane Jacobs, William H. Whyte, Elijah Anderson) to more lyrical examinations of strangers in cities (Tim Etchells, Italo Calvino, Roland Barthes, Walter Benjamin, Edgar Allan Poe) to recent neuropsychiatric discoveries about trust, mimicry, and flash judgments. Because stranger interactions are at heart a means to interrupt the expected narrative of the everyday, we consider the works of artists and thinkers who show how such disruption, surprise, spontaneity, and play are fundamental to the pleasure and substance of urban life, for example: the Situationists and their descendents, Sophie Calle, Marina Abramovic, Francis Alys, Graffiti Research Lab, Robert Rauschenberg, Survival Research Labs. We also explore recent art/technology projects that specifically engage strangers, such as Familiar Strangers, the Listening Station, PostSecret, Oddible, Loca: Set to Discoverable, Following/the Man in the Crowd, Mobile Feelings, and others. Syllabus

Tuesday, October 27, 2009

update after conversation with natalie

>>>>>>>>>>>>>>Update after discussion with Natalie

Site of death (cemetery) as site of ecological renewal

Death routines Natalie Mentioned:

- Turning Carbon remains into diamonds – http://www.lifegem.com/secondary/whatisLG2006.aspx
- Making human DNA trees http://www.trembl.org/alumni/01-03/transplant.html
- In Australia the tradition to plant a tree every year on your birthday – so when you die you leave a forest – forest as your death bed.
- In Halmstad, Sweden they get their thermal heat from the local crematorium http://www.cfosnafu.com/crematorium-towns-new-source-of-heat/

These serve as a contrast to the cemetery safari. They are about somehow “capturing” the dead person and remembering the dead by having something of them forever. Well the diamond idea is just pretty gross. The tree…no matter that the tree is alive, really. It’s a more poetic version of the diamond. It serves the dead person’s memory by existing, not growing. The human’s DNA inside it serves no purpose at all (the genes are not expressed) and in fact may be detrimental, I don’t think anybody knows this for sure yet.

The cemetery safari proposes a memory to death by enabling life. It’s not about capture, but about regeneration.

1. Attending to the dead by attending to nature. As Natalie said, “ritualized process to attend to natural processes.” In a way, its kind of a buddhist idea, I guess. Except the ritual part will be Judeo-Christian style, with lots of ritual and trinkets and songs. [[Nina Katchadourian's song about the organisms that feed off the dead body http://www.ninakatchadourian.com/]].
2. Also thinking about the death part, the ultimate natural process, the one part of our [human, natural] lives in many ways that technology can not save us from…only in birth and death are we still animals…except not even in birth anymore, with all the reproductive technology…so only in death.
3. Death takes up a huge space in the natural system, and a huge part in our cognitive space. Attending to both the cognitive system and the natural system becomes on ritual, one process. Reconciling, in a way, the intellectual and the visceral, the body and the mind, nature and technology. Dead must share space with the living.

Possible Actions:
1. “Pro Life” Personal training routine at the cemetery. Morning jogs at the cemetery allow for an environmental monitoring that is good for my health, too. Do yoga in the morning on the subway up there with Carolyn Wallon?
2. After-dinner nighttime cemetery safari walk. “Go into the underworld: an exploration of the insect world of the cemetery.”
3. Feed the animals by bringing flowers or other things to the dead.

TO DO:
1. Investigate more death routines
2. Investigate different cultures and see what they leave for food
3. Read Charity Scribner, Requiem for Communism, Cultural Memory
4. Learn about plot recycling. When can you put bodies on top of each other? When can you recycle grave sites? How long does our cultural memory last? How long does your posthumous career last?
5. Learn about reincarnation, Buddhist take on death and memory.
6. Think about ecology, ritual, health, death, memory and how they fit together

Friday, October 2, 2009

workshop: conceptions of technology

_ connecting with others in public (and private?) space


> what is your favorite way to communicate with your friends & why?
> what is your favorite way to communicate with your family & why?

>if you could send anything you want over the internet, what would you send? (examples: a kiss. a pinch. a spitball)
>if you could receive anything you want over the internet, what would you send? (examples: a kiss. a pinch. a spitball)

> what do you like about having a phone?
> hate
> what do you hate about people + cell phones on street? bus? tube?
> how would you like to connect to your friends? your mom? your grandma?

>


_ robot friends

> would you want a robot to be your friend?
> what would the robot look like?
> what would the robot do?
> what would you do together?
> how would the robot help you?
> how would you help the robot?
> would you take care of the robot or the robot take care of you? tell me more.


_buttons & switches

>if you could turn a light on by doing anything, what would it be? what would it look like? draw it. tell me how it would feel. tell me what you would have to do to make it work. could someone use it wrong?

>>prompts
- would it make someone turn the light on more or less?
- would it make it more fun/annoying/easy/hard to turn on the light?
- what else does it do, other than turn the light on?

Monday, June 15, 2009

other nyu classes

E90.2983 - ENVIRONMENTAL MONITORING
00143675 W08:55am - 12:15pmWS BARN 401 STU3.0 JEREMIJENKO, NA



sociology
G93.3503 - RESEARCH SEMINAR: URBAN ETHNOGRAPHY
001>31202 T12:30pm - 02:00pmWS 295L 4156 SEM4.0 KLINENBERG, ERI

itp fall 09

Applications of Interactive Telecommunications Technology

H79.2000.1 Call#71392 Tues 4:00pm to 7:30pm Red Burns
This introductory class is designed to allow students to engage in a critical dialogue with leaders drawn from the artistic, non-profit and commercial sectors of the new media field, and to learn the value of collaborative projects by undertaking group presentations in response to issues raised by the guest speakers. Interactive media projects and approaches to the design of new media applications are presented weekly; students are thus exposed to both commercial as well as mission-driven applications by the actual designers and creators of these innovative and experimental projects. By way of this process, all first year students, for the first and only time in their ITP experience, are together in one room at one time, and as a community, encounter, and respond to, the challenges posed by the invited guests. The course at once provides an overview of current developments in this emerging field, and asks students to consider many questions about the state of the art. For example, with the new technologies and applications making their way into almost every phase of the economy and rooting themselves in our day to day lives, what can we learn from both the failures and successes? What are the impacts on our society? What is ubiquitous computing, embedded computing, physical computing? How is cyberspace merging with physical space? Class participation, group presentations, and a final paper are required.

Introduction to Physical Computing

H79.2301.3 Call#71429 Wed 09:30am to 12:00pm Thomas Igoe
H79.2301.4 Call#71430 Wed 3:30pm to 6:00pm Thomas Igoe
H79.2301.2 Call#71428 Wed 12:30pm to 3:00pm Daniel O'Sullivan
H79.2301.1 Call#71427 Tues 12:30pm to 3:00pm Daniel O'Sullivan
H79.2301.5 Call#71431 Thur 12:30pm to 3:00pm Staff
H79.2301.6 Call#71432 Wed 6:30pm to 9:00pm Rory Nugent
This course expands the students' palette for physical interaction design with computational media. We look away from the limitations of the mouse, keyboard and monitor interface of today's computers, and start instead with the expressive capabilities of the human body. We consider uses of the computer for more than just information retrieval and processing, and at locations other than the home or the office. The platform for the class is a microcontroller, a single-chip computer that can fit in your hand. The core technical concepts include digital, analog and serial input and output. Core interaction design concepts include user observation, affordances, and converting physical action into digital information. Students have weekly lab exercises to build skills with the microcontroller and related tools, and longer assignments in which they apply the principles from weekly labs in creative applications. Both individual work and group work is required. Syllabus

Every Bit You Make

H79.2530.1 Call#76839 Mon 12:30pm to 3:00pm Raffi Krikorian
Popular culture and current events have focused the public's attention on surveillance. In the movie adaptation of "Minority Report", the protagonist attempts to hide himself around Washington, DC while technology tracks his every move. That future, maybe, is not that far off-the city of London itself has half a million cameras installed for use by the security services. How can one remain in control of one's identity in that future? This class creates a framework to help students not only analyse existing technology, but also to them think more deeply about their own projects. We review current technologies such as Internet protocols, cellular networks, and RFID; we also get hands-on experience in both using these technologies and hacking them. We all understand why you shouldn't throw out a credit card receipt with the card's number on it without tearing it up, but should we be concerned with clicking on a link on a web page? Or sending an instant message? Or opening a laptop to sign onto the wirless network at Starbucks? Maybe. Clicking on a web page records your IP address on a web server somewhere, instant messages are usually sent off unencrypted over the network, and opening a laptop usually requires negotiation with a DHCP server that records your computer's unique identifier. Our devices and our online interactions leaves a mark as unique as our fingerprints; thus, relevant questions are: how can we turn those tables? What technologies can we create to trace information left by others? Given that openness is a core feature of the networks and technologies we use-what code, regulations, and etiquette make these useable? Weekly classes and assignments are balanced between background survey reading, technical reading, and hands on experience all culminating in a final project.

Future of the Infrastructure

H79.2297.1 Call#76838 Thur 09:30am to 12:00pm Art Kleiner
Can the future be foretold? No, but the long-term outcomes of present-day actions can be foreseen -- and, as the 2008 economic crisis showed us, lack of foresight can have grave implications. Using a technique called scenario planning, students consider the present and future ramifications of knotty, large-scale problems related to the evolution of the internet and other aspects of the telecommunications infrastructure. In exploring this, we touch upon the global economy, demographics, international politics, environmental concerns, and other large-scale issues. Scenario planning is a rigorous but highly engaging technique, in which people share information and judgment to create a picture of the future larger than any individual could produce alone. The technique has been used since the mid-1950s decades to distinguish certainties from uncertainties, and to learn to be prepared for multiple eventualities. Students will conduct original research on significant trends, use those trends to develop compelling, plausible stories about possible futures, and present the futures - and the strategies they suggest - to a public audience. As part of the process that we co-develop, the class explores theories about system dynamics, organizational and societal change, the causes of economic failure and success, and the nature of technology.

Materials and Building Strategies

H79.2025.1 Call#71405 Tues 6:30pm to 9:00pm Peter Menderson
You’ve built a foam prototype. Your project idea is now out in the open sitting on a table where you and your teammates can look at it. It’s not quite what you thought it would be when you made your first rough sketch, there’s even something a little goofy about it, but then there’s also that interesting curve that you hadn’t envisioned. Your teammates have also noticed some things that you hadn’t thought of. You see where you can reshape the foam to make the prototype both look and work better. You’ve made your first step; you’ve moved your project forward. Removing barriers to creative problem solving and learning the steps for advancing a project are the dual purposes of this course. You’re asked to make things over and over during your time at ITP. This class helps you to break out of 2-d screen and keyboard thinking and take advantage of the discoveries that inevitably occur when you're thinking in 3-d by manipulating materials with your hands, observing the results, and refining successive iterations of your idea. From techniques for prototyping and making small objects to fabrication methods for kiosks, you’ll get hands-on experience with a variety of materials and methods. You have an idea for a wearable device? Mock it up with the sewing machine. You're thinking about a squeezable children’s toy with sensors? Make a mold and cast some sensors inside soft rubber. You want to build an installation? Make a foam core model of the space and get a valuable preview of your project installed. During the course you'll be introduced to building in a variety of materials. You’ll make objects of wood, foam, plastic, metal, clay, plaster, rubber, paper and fabric. You’ll move a project from sketch to prototype to presentation and learn to incorporate the lessons of the process into your final product. By taking notice of the unexpected your original concept will evolve, and amplified by those revelations it will surprise you and delight your audience. Syllabus

Mediated Intimacy: Closeness and Distance

H79.2798.1 Call#76844 Mon 3:30pm to 6:00pm Kio Stark
The experience of intimacy across distances is at least as old as the technology of the letter. Since then, every new technology of connection produces new ways of initiating, enriching and sustaining intimacy. These new developments are often perceived simultaneously as creating distance and bridging distance. Because the invention of technologies of intimacy is a perennial pursuit at ITP, the goal of the class is to enrich students' ability to create meaningful and successful projects related to intimacy. Students gain a studied and nuanced understanding of the idea of intimacy and the physical and emotional experiences associated with it— as well as examining how existing and cutting-edge technologies work to connect intimates across the physical and metaphorical distances they routinely experience in everyday life. The first section of the course is devoted to studying intimacy, bonding, attachment, longing and desire from a variety of perspectives. These will include psychology and psychoanalysis— e.g.: Freud, Erich Fromm, Lacan, Kristeva, John Bowlby on attachment, Jessica Benjamin on bonding, Donald Winnicott on intersubjectivity; recent neuroscience, neurochemistry, and evolutionary biology related to intimacy and bonding; and recent psychological work specifically regarding intimacy and the internet. The second section of the course focuses on current art and technology projects— along with commercial ventures— that explore mediated intimacy across distances (the examples are legion). We scrutinize these projects to understand what they do right and what they do wrong. And we investigate the language and syntax of mediated intimacy, including attempts to incorporate each of (or combinations of) the human senses into devices of connectedness. In seeking to articulate what makes a meaningful mediated experience of intimacy, the course also looks at a group of edge cases— for example, personal performances in public (from web-cam girls to performance art)— that support asymmetrical intimacies. Through this process, we attempt to define a set of possible methods from which to create work. Classwork includes short papers throughout the semester and a final research paper or research-based project proposal.

Site-specific: Augmentation, Affinities, and Frames

H79.2620.1 Call#76840 Tues 3:30pm to 6:00pm Marina Zurkow
Site suggests contexts that are spatial, temporal, narrative, and populated. Site-specific works require a frame for participants, a set of stories and a point of entry. More than art within "the framework" of an art institution, site-specific, interactive and community-based works require rigorous levels of observation, interrogation, and participation. Whether in the physical or the virtual public, frame and context are primary considerations in the work you produce. This class is part studio and part refection, using contemporary art examples and writings that engage and critique the local and the global, invert locale and involve the everyday as well as traditional urban studies of observation. The studio portion of the class will either utilize an existent space in New York, or work towards the development of proposals for a fictional grant for lower Manhattan. Syllabus

Video Sculpture

H79.2722.1 Call#71475 Mon 6:30pm to 9:00pm Gabe Barcia-Colombo
Video is the new marble. In this class we breathe new life into video as a medium for creating engaging interactive physical sculpture. Video is no longer a flat screen based medium. How do we create video sculptures that move, emote and react to our presence? The course takes video off the screen and into the world of three-dimensional space in the form of site-specific and or physical installations. Through a series of weekly experiments and assignments, students work with projection, tiny LCD screens, physical sensors and interactive software to hack video into interactive sculptures in the tradition of Nam Jun Paik, Tony Oursler and Camille Utterback. Class is divided between lectures, guest speakers and critical discussion/presentation of work. Previous knowledge of video production / editing is not required, but a mad scientist-like lust to bring video to life is highly encouraged.

Visual Communication

H79.2724.1 Call#76859 Mon 6:30pm to 9:00pm Katherine Dillon
We see information before we read it - and often we see instead of read. Effective technologists and storytellers embrace the importance of visual design and understand the many tools available to convey and manipulate the user experience. These tools include everything from the layout and packaging of the written word to photo editing, information graphics, illustration, typography, animation, color and spatial modeling. This course provides an overview of the tools available and, through a series of practical exercises, enables students to understand the implications of their use. The goal of the course is to provide students with the practical knowledge and critical skills necessary to effectively consider visual design as an important and inevitable component of their work. The goal of the course is to provide students with the practical knowledge and critical skills necessary to effectively consider visual design as an important and inevitable component of their work. This class is especially recommended as an introductory course for people without training in the visual arts who might waive ICM or Physical Computing. Syllabus

Friday, June 12, 2009

rca briefs

RADIO PROJECT


Radio is a strange mix between the physical and the ether; both an interface and content; an object and information.

Radio is... a thing on your kitchen shelf... music... background noise... electronics... services... radiation... networks... broadcasters... communication... culture... shared experiences...

Design a relationship to 'radio’, it could be in the ether or via the internet. It should not merely be about the radio itself, or just interacting with a radio. The radio as a ‘thing’ is simply the means of accessing radio as an experience. As well as practical needs, also think about more complicated and human ones... emotions, behaviours, desires, obsessions.

You could start by thinking a bit about what radio is... the experience it creates, how it mediates between people, whether it entertains, informs or persuades. You might want to consider what it is as a system (What is a live broadcast? Can you listen to two stations at once?); or as content (What can you listen to? What is radio when we can all broadcast?); or its social implications (What is radio in relation to social networks? How does radio create relationships between people, either in the world or in a home?); or as technology (What is internet radio? Why would a radio connect to the web? Is radio just audio?).

The project is also an opportunity to familiarise yourselves with electronics and to begin to explore how you'd like to engage with it as a medium, skill, information, tool and so on.



BMW INTENSE PROJECT -- NOMADS, MINI-NESS AND INFOSPACES


Cars no longer simply travel across geographic and spatial landscapes, they also traverse information landscapes. The tendency though, is to adapt existing objects like phones, TVs, DVD players, and GPS navigation devices for use in the car without really changing the nature of the experience. What if the car itself became an interface, would this suggest new devices, new uses for the car, or even new relationships between people, cars, and environments?

Think of the driver as a nomad using their Mini to navigate, experience and enjoy the information
landscape... what kind of relationship to it would the Mini provide? How would they access it? What tools would they need? How would it differ throughout the day/night and from person to person? How could they do all this in a very ‘Mini’ way?

The purpose of this project is to imagine new scenarios of use for the Mini in relation to information landscapes. And how the specific character of the mini could be reflected in its interactions with an information landscape and any necessary devices and services.


DESIGNER POLITICS


"On 25 April, about 40 members of a Japanese cult called Pana Wave Laboratory took over a 200-meter (600 ft) stretch of mountain road in Gifu prefecture, some 185 miles (300 km) west Tokyo, covering up crash barriers and roadside trees with huge white cloths. After three days, local officials ordered the caravan of 13 white vehicles to move on, but the cultists -- who dress all in white and wear surgical masks as protection against electromagnetic radiation -- refused, explaining that Yuko (Hiroko) Chino, their 69-year old guru, had terminal cancer after communist guerrillas had attacked her with microwaves. "

In this project we will explore the intersection of material culture (stuff, things, physicality) and ideology (ideas, beliefs, values).

What if the Labour and Conservative parties had their own product lines? How would they differ? What would a Conservative toaster be like, a Labour car, a Liberal Democratic mobile phone? This is not about appearance and style, but the values embedded in products and expressed through their functionality.

CLUB MINIHOMPY


This project is a collaboration with the France Telecom team developing a new system which generates an environment allowing people to create tighter social links. These links could be between close friends, relatives, communities of shared interest (such as hobby groups etc.) and people who met both on the Internet and in real life.

The service will contain many elements already familiar to us from existing applications on both desktop machines & mobiles (such as Blogger Flikr, ichat, IM Cyworld etc.). The system is both a web and (critically) mobile-based service and one of your design challenges is to try and take full advantage of both these elements. The system will allow users to design/customise their own ‘spaces’, provide ‘rooms’ that their existing friends can consult and enrich and a network for them to meet new people through. The system will link tightly into the users real life communities and networks.

What the team are keen for this new system to do is ‘strengthen social links’ and to explore ways that people can personalise the space - presenting their own individual quirks, likes and dislikes and blurring the boundary between their on and off-line personas.

Working with the plans for the technical achievements of the new system as a given, your job is to think very specifically about how a real group of users might use or abuse this type of environment.

Each if you will pick an actual Club or Society from the smorgasbord on offer at our neighbouring institution of Imperial College … be it cavers or the conservative club … your mission is to meet these people and persuade them to reveal to you as much information as you can.
We want you to feel as if you know and care about this group, that you understand not just what they do, where they do it and when, but why they do it. What are their motivations? What do they get out of their club? Why on earth did they join? Who are their family and friends? How do they communicate with other people in the club and how do their circles of associates spin out from this group?

Once you have as much information as you can gain about your chosen group you will have to tell us about them – why would we want to join this group?

Only then will you start to design with/for/against them … your design process for this project should be as specific and focussed as you can possibly make it. Focus on your particular club - revel in their specific likes, dislikes, passions and eccentricities and design a way for them to utilise an entirely bespoke system.


NANOTOPIA -- UTOPIA OR DYSPTOPIA?


This project is an opportunity to familiarise yourselves with some of the key issues surrounding
nanoscience and nanotechnology, especially its potential social, cultural and ethical impact on
society.

After some initial familiarisation and research you should identify either a hope or fear for
nanotechnology and develop it into a ‘what if...?’ scenario. Treat it as though it has already happened, and bring back some compelling evidence from your scenario (artefacts from the future) to present in the final crit.

The project has two other important elements: separating fact from fiction in relation to future time
scales; and identifying, making contact with, and consulting experts to help accurately locate your scenario in the near, mid or far future.

ME, ONLY BETTER


From smart pills to designer babies and extended life spans, technology now promises to transform our very nature ...

“We all share a desire for self-improvement. Whether through education, work, parenthood or adhering to religious or ethical codes, each of us seeks to become a ‘better human’ in a variety of ways. And for some people, more consumerist pursuits hold the key to self-improvement: working out in the gym, wearing makeup, buying new clothes, or indulging in a spot of cosmetic surgery.
But now a new set of possibilities is opening up. Advances in biotechnology, neuroscience, computing and nanotechnology mean that we are in the early stages of a period of huge technological potential. Within the next 30 years, it may become commonplace to alter the genetic make-up of our children, to insert artificial implants into our bodies, or to radically extend our life
expectancy.” Paul Miller and James Wilsdon, Demos

This project uses design as a medium to explore the social, cultural and ethical consequences of these developments. Your design proposals should pose questions rather than provide answers, making complex issues tangible, and therefore debatable


MUTATIONS


Media and communication were on a collision course for several years and the fallout has had far-reaching results. Phone companies, Internet providers, and Media conglomerates are converging as the content they deliver and the devices that deliver it are becoming completely interwoven into each other and our technology-driven lives. From a user standpoint though, this has resulted mostly in a culture of the `MULTI` as technologies are simply added on to one another to deliver new types of content to as broad a consumer as possible.
In this project DI and IDE will be working with O2 to rethink the relationship between users, content, devices, and service providers. You will be investigating how these overlapping services, technologies, and objects do not just generate multiple possibilities; they interact with each other and our selves to create mutated ones.

Working in groups of 3 students will research and develop new mutations of communication/media/technology of the near future from the perspective of specific users. The notion of the `user` has changed dramatically and what was once a passive role is now a powerful position which allows people to take an active role in both content production and distribution. Each team must begin by examining a specific group of people to uncover their specific quirks, needs, types of communication, and interactions. From the research you will then develop highly specific services/products/media/devices which address the needs of your group.

In the final stage you will examine broader implications of your group’s specific needs and develop a proposal for how your mutation could affect a broader group of users. Each team will produce a “proof of concept” which explains both their mutation/device through physical prototypes and scenario driven illustrations/films.


54p7


Over the coming years, robots are destined to play a significant role in our daily lives. But how will we interact with them? What kind of new interdependencies and relationships might emerge in relation to different levels of robot intelligence and capability? Given a choice, what would we like to happen? How would we like our robots to exist in our homes, public spaces, cities, countryside, and within our bodies?

There are a number of established areas of research: Creating human or animal-like robots (androids); Robots for doing specific tasks that are too dangerous or unpleasant for humans (industrial, military); Invisible robots (in cars, in cities, automating everyday actions and assisting us); Alternative sources of energy like microbial fuel cells (ecobots, gastrobots, etc); Smart products (eg: robot vacuum cleaners); Networked and cellular robots (eg: swarms of
miniaturised robots); And research into the practicalities and metaphysics of artificial intelligence. But one area that has seen little attention is the design of our interactions with them.
In this project, we would like you to explore the idea of the ‘robot’ from an interaction point of view.

Stay away from the clichés. Think about meaning, emotional ties, and aesthetics. You can zoom in and focus on details, or zoom out and think about scenarios, it’s up to you, but whatever you do, your design proposal should explore and question social, psychological, political or aesthetic meanings robots might take on in the near future. Some things to think about: What exactly is a ‘robot’? Are artificial life forms robots? When does an animal become a robot / When does a robot become an animal? When does a machine become a robot / When does a robot become a machine

Tuesday, May 12, 2009

jack schulze

http://www.kickerstudio.com/blog/2009/05/six-questions-from-kicker-jack-schulze/

Six Questions from Kicker: Jack Schulze

For the fourth installment in our Six Questions series, Kicker interviews Jack Schulze, of Schulze & Webb.

Jack Schulze

photo courtesy Timo / elasticspace.com

Jack obtained his MA in Interaction Design from the Royal College of Art in 2006, previously running an independent design studio for four years and graduating in Graphic Design from Central Saint Martins in 2000. He is interested in optical perception, especially in display, and focuses his graphics work on looking and perspective. His projects in this area explore maps and representations of urban space. Most recently Jack’s interests are in the aesthetics of mechanisms, and his work is drawn from comics, cinema, manufacture and television.


1. What is the most cherished product in your life? Why?

I have old stuff which is rare and personal, like my grandfather’s migration documents, but those aren’t products. Matt Webb recently pointed me towards Bruce Sterling’s last post on Veridian. Sterling says the only stuff worth keeping is beautiful, emotionally important, or things you use all the time. Sell everything else. I don’t really cherish products that much. They lose their mystery when you work with them every day.

I like Monster Burp most as a product in the world at the moment, and also the Peecol series of figures by Eboy. That world of art vinyl works between manufacture and graphic design. It’s very clever, very elegant. I’m drawing an enormous amount from these bodies of work right now.

There’s also one of my vintage Transformers I really like. Those toys were truly remarkable pieces of engineering and design, and amazingly manufactured too. It is hugely inspirational to imagine there was once this team of people able to conceive, design and manufacture something of that level of beauty and cultural imagination. Amazing that Hasbro have managed to shit on the franchise so badly now.


2. What’s the one product you wish you’d designed, and why?

There are products I wish I’d designed because I like them and then people would think I’d done them and like me more. This list is massive. Off the top of my head: I wish I’d directed and conceived the perfume commercial where a guy on a helicopter kisses a woman at the top of the Eiffel Tower, and a Channel commercial with Little Red Riding Hood shooshing the wolf. I’d like to have been the first to take the photomontages Hockney produced in the 60s. I wish I’d written The Filth by Grant Morrison. I wish I’d conceived and made Super Mario Galaxy. I love the table-top skirmish game called Necromunda in the Warhammer universe, although I only played it once, because the social negotiation of the rules that always happens around the game, are embedded back into the rules. I think Formula 1 television coverage is visually completely remarkable. I have no idea what is going on, but it’s so good I can watch it just for the optics. It’s like injecting Photoshop filters straight into your eyeballs.

There are also those products I wish I’d designed because that would imply I had a much higher level of technical aptitude than I do. But I’m more interested in telling you all the things that would have been better had I done them. This response is more revealing than it looks. Design (verb) is often blamed or cited as to why a product is unsatisfying. Design (noun) is where that process manifests, but it’s rarely the process which has failed. It’s almost always something else.

So most of the things I’d like to redesign would include that something else. I would have to wield the enormous corporate power within the structures from which the design and products are inseparable. I wish I could do this with anything Nokia have produced since the 3210i. I wish I could design the Flash video platform. And someone needs to redesign Adobe Creative Suite, and it may-as-well be me, it certainly can’t get much shitter. I’d really like to work somewhere like Bang & Olufsen, I really appreciate the emphasis they place on desirability.


3. What excites you about being a designer? Why do you keep doing it?

It’s a funny question, like those ones you get for university applications, ‘why do you want to study at Theslethwick College of Brilliance?’ And you always end up thinking ‘um, because it’s on my bus route,’ but you actually write ‘because you reputation is unprecedented and I’m hungry for a stimulating and diverse educational environment,’ etc.

The truth is I don’t do much design. Recently I’ve been working on graphic work around the Here & There projection. That’s design, it’s true, although it isn’t the point of the project but just the current form of the output. Also recently lots of animation and photography, and that isn’t design. Working with Matt to shape the company is not design work. The word ‘design’ as I was taught it has shifted so much that I try to ignore it now. But I have to say, I’m probably unemployable, not having been an employee for ten years and I’ve only got hippy degrees.

I keep doing it because I get excited about my company and working with my colleagues. I like it that the company is set up in a way that there is a balance between working with other companies with very specific, directed interested, and our own explorations. I love working with Matt Webb and a guy called Paul. I like it when I’ve been involved with something that other people like, and I like that the work is culturally interesting and affecting and technically weird and challenges.

I’m personally most excited when I’m involved with something I’m literate in, but technically unfamiliar, when I’m in pursuit of something culturally new or playful. When there’s a sense of discovery or itchyness about newness, that’s when I’m happiest.


4. When do you first remember thinking of yourself as a designer?

Design is a weird word isn’t it? Sometimes it means a job title, hotly contested (not by me). This used to work better when design fields were associated with vocations (book designer, furniture designer). Now it seems suspiciously vague. Design is sometimes used like a verb, like an ambiguous cluster of unfamiliar processes. People say ‘I’m doing some design,’ or ‘I’m designing something.’

I was producing designs and doing design from a very early ago. It was always a component of my drawing as a child. I didn’t start calling myself a designer until I was in my early 20s, but now I don’t find it important to define myself in that territory. It’s easier to describe my company and the projects it has done, or to talk about the people I work with.


5. What’s the most important lesson you’ve learned, and who taught it to you?

No one cares about what you think, unless you do what you think. No one cares what you do, unless you think about what you do. No one ever really cares what you say.

I learnt this lesson from Spencer Thursfield, an old tutor of mine.

Here’s another. You get the work you do. If you want to do something else start doing it.


6. What are the 5 things all designers should know?

1) Don’t use processes like User Centred Design or Usability dogmatically. Learn your trade and do it properly and you’ll be able to deliver work confidently.

2) Talking about your work does not directly improve the actual quality of your work. Ultimately design happens in the world and in your hands, and not in your mouth.

3) Once it was possible for designers to hide in their vocations and ignore the context around their work. Designers are better now because they include business, processes, media and software in the substrates they work with.

4) Some people (they are wrong) say design is about solving problems. Obviously designers do solve problems, but then so do dentists. Design is about cultural invention. There are some people who want to reduce the domain of design to listable, knowable stuff, so it’s easy to talk about. Design is a glamorous, glittering world and this means they can engage without having to actually risk themselves on the outcome of their work. This is damaging. It turns design into something terrified of invention. Design is about risk. We all fear authentic public response to our work, but we have to be brave enough to overcome.

5) Always have nice pens.

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