Category: thought

For this workshop has been used examples based on open source, free software and free hardware platforms. Initially thought for Processing and Raspberry Pi Arduino but soon it was realized that there would be no time to approach more than Processing. Each workshop consisted of two break times.
Students already have UBBU-based programming classes per object, which makes it easier to bridge between platforms.
Students watch and experiment. Illustrated explanation of operation, construction of a basic sketch with shapes, colors, creation of an object, movement and conditions, webcam interactivity.
Intended to motivate to the new media arts by showing easy and accessible possibilities to the students’ reality.
The students were left with a graphic work produced by them as a result of their participation.

6 workshops were programmed for 6 classes.
Automatic registration for 5th grade for Programming and Robotics students, in this case at the André de Resende School.

The workshop was part of an Arts to School 2020 program of the Municipality of Évora

The plan I’ve prepared starts with the initial presentation of working examples I’ve been doing mainly with Processing, OpenFrameWorks and VPT (obviously there is more software and equipment involved). Description of the performance at Cante Acusmático de Pias in order to describe the technical plan of image capture, as well as other examples that we could see in operation such as Time-Windows and Silver Waters mapping device.
Some art theory, trying to link aspects of generative art to aesthetics present in the history of art.

In the first part of the workshops, the practical exhibition was based on the step-by-step construction of a sketch showing the connection with subjects that students already know of school education. We raised together a picture with an object that ended up moving by itself, interacting with the limits of the screen and with the mouse values. They helped to build and put into operation this physical structure based on the sum, subtraction, multiplication and inversion of values from negative to positive (direction inversion) based on simple conditions. We also approached color values by addition in RGB system.

I leave here some summary notes and the sketch that was built step by step in the workshop for any student who wants.

sketch_EA202t0_PingPong_ex.pde

1. Programming concept by object and class libraries
2. Initial Functions: Setup and Draw
3. The Cartesian coordinates
4. width, height, screen size, /2 /3 splitter ratios, etc.
5. Simple forms – rectangle, ellipse, Cartesian coordinate system.
6. Decimal and whole variables
7. IF conditions, > major and < minor. Etc.

Judging by the way the students participated, I think that these contents were easily perceived by the young people, and there was even information that had not yet been taught such as the additive color system, RGB, the negative numbers and the Cartesian system.
As each workshop was proposed for two 50-minute lessons per class, in this first theoretical introduction no more material could be added. I always try to present this information inviting the participation of students so that it does not become a mass and passive exhibition, I think it has resulted, at least for these times.

The second part of the workshop consisted of experimenting with some sketches demonstrating generative and interactive art functions that I adapted for optical interaction. I used contrast detection and brightness detection, simpler forms of detection, and from the webcam image the students interacted with particles, colors and shapes, character generators and image processing. It was a goal that each student produced at least one work, which was practically achieved except in some cases that formed group images or some young people who did not want to (3).

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Some libraries used on exercises:

ControlP5 : For creating graphic interface
CVImage: Use of computer vision.
PeasyCam: Virtual camera control via mouse.
PixelFlow: computing for fluid physics and SoftBody dynamics.
Video: webcam adds
ToxicLibs: simulation of force physics.

Conclusions.
I think that most fifth graders are obviously enthusiastic about the technologies, maybe that’s why they seem to be interested in programming. Because their ability to concentrate on theoretical matters is small it seemed to me that the challenge is in the hands of the teacher to adapt the class programme so that it switches between passive and active learning in order to make the students’ concentration time more profitable.
Initially, namely in the first session, the workshop times were not well defined which led to some indiscipline and inattention on the part of the students, especially at the end of the first part. In the following sessions I made the exhibition always with the collaboration of the young people and it went better.
I chose the 5th grade for this workshop because the school program already foresees for this phase the learning of the logic of object-oriented programming and these practical workshops can help in the perception of easy reach based on motivation outside of the compulsory school setting. The programming platforms created for the arts are easy to use and belong to an open source collaborative reality and the online communities promote self-development. In addition, they not only serve the arts but extend to prototyping in a variety of knowledge areas. Through graphic applications the student can visualize how mathematics and physics work. Etc…

I used two computers, one for the programming and control process and one for transmitting the screen with the programming. Two video projectors, a webcam and its lighting.

My thanks to all the school staff who supported us unreservedly and always available, to teachers Lina Bolas and Carmen Alvalade who coordinated the agenda at the school.
Thanks to the WEC staff who fostered, supported and accompanied the process of these workshops, namely Susana Russo and Rosário Fernandes.
I think it was a valuable experience, the students showed interest and at the end of each session I heard students asking me for information about the online platform which left me with a particular satisfaction.

Some usefull links:

www.processing.org

www.openprocessing.org

Multimedia technologies with plastic interventions.
March 13, 2019

We were very pleased with the interest and imagination of the group of students who attended the workshop. In the theoretical introduction we were able to describe our missive of experimentation, which is based on the search for plastic acting in the technological forms of expression. We have described in some detail methods and the technological paraphernalia with its sequence of connections.
Some theoretical approach to the history of this type of performative art, namely in relation to the local universe that also has had its artists that accompanied artistic movements outside borders.

Netx, we went to the experimentation with students in which very interesting visuals were produced, using such different media as acrylic to alcohol inks, paper, oils on water, body projection and have build a small stage mounted with different volumetrics. The images were processed in real time which allows variations on the graphic compositions produced. It is work that only reaches to its full extent if it is participatory and promote the synchrony between performers.

 

We hope to get the experience repeated, and we’re making contacts with other schools to extend to other students and teachers. These extra-curricular exercises brings opportunities for reciprocal formation, exchange of ideas that lead all participants to increase their creative intent, so necessary for the individual’s capacity for response in the dynamic world in which we live.

Our thanks to the teachers Leonor Serpa Branco, Ana Teresa Fialho and Jorge Firmino, also to the teacher Cristina Maia for her photographic look and to all the students who collaborated, Susana Russo and the Education Division of Évora City Hall.

A project organized following the work of the OFICINA•DO•ESPIRITO – artists collective, in my person and Feliciano de Mira.

 

 

Session’s auxiliary document (in portuguese):
OE-ArtesaEscola2019_docs.apoio