Differences

This shows you the differences between two versions of the page.

--- emily_carr:interactive_video:course_outline [2020/05/06 23:31] – [Description - Course content] sam
+++ emily_carr:interactive_video:course_outline [2025/02/11 03:36] (current) – external edit 127.0.0.1
@@ Line 3: / Line 3: @@
 // part of Emily Carr [[Emily Carr: Interactive Video - online module]] //
+[[EMILY CARR:Interactive Video:Sessions Outline]] - // brief overview of each session ///
+[[emily_carr:isadora_videos]] - a list of useful video tutorials
 ===== course title  / dates=====
@@ Line 23: / Line 28: @@
 The course is split into 3 parts:
-  - <hi blue>LIVE CAMERA</hi> - using your webcam and screen as a portal
+  - <hi blue>LIVE FEED CAMERA</hi> - using your webcam and screen as a portal
   - <hi blue>GENERATIVE VIDEO</hi> - generative animation and video mixing for performance
-  - <hi blue>INTERACTIVE VIDEO</hi> - exploring camera tracking and interactive systems using your webcam
+  - <hi blue>INTERACTIVE INTERFACES</hi> - exploring camera tracking and interactive systems using your webcam
 During this module you will create several small projects that explore different aspects of each theme.
@@ Line 113: / Line 118: @@
 ===== Learning Outcomes =====
-  * navigate isadora interface
-  * basic understanding of node-based programming
-  * develop concepts for time-based and generative graphics narratives
-  * develop concepts for interactive interfaces
-  * understanding of live video as a creative medium / audience context
-  * solve problems through iteration
-  * solve problems through research on forums, video tutorials and manual
-  * move between technical and creative thinking
-  * learn to play and waste time
-  * collate research questions for further use.
-  * document, iterate and comment on process
-  * understand versioning, file-naming protocol, file structures etc.
-==== Broad aims ====
+  * Understand the <hi magenta> historical context </hi> of live video as a creative medium, and articulate a critical awareness of how audiences engage with screens and cameras today.
-  * get students thinking about LIVE VIDEO SYSTEMS, broadcasting and interactivity
-  * what can they do with a webcam?
-  * understand contexts for video
-==== Core Skills ====
-  * Chromakeying
-  * masks
-  * systems thinking
-  * video mixing
-  * camera tracking
-  * real-time video design - VJing
-  * control interfaces
-  * maniuplating time
-  * triggers
-  * calibration and scaling
-  * documention, versioning
-====== JON'S ORIGINAL ======
-===== Process Document / Assessment Portfolio =====
-Over the course of the semester you will create a process document that details your work for each project and the outcomes of the workshops and exercises conducted over the course of the semester. It is advised that you work on the document throughout the semester. At the mid-semester formative evaluation you will
-be asked to show your progress on the document and will receive feedback on you progress. The final document will be submitted for evaluation at the end of the semester. The document must contain the following for each project:
-**Reflective statement** — two or three paragraphs describing your
-process, the challenges you faced, how you overcame these
-challenges and what you learned while working on the project.
-**Supporting Research** — Include all material that you gathered that
-helped you in making the project. This may take the form of images,
-articles, essays, quotes, etc.
-**Ideation Stages** — document each stage in your making process.
-Include initial sketches, thumbnails, all drafts, prototypes and final
-iterations.
-===== Learning Outcomes =====
-  * Move flexibly between different modes of thought (convergent/ divergent, concrete/ abstract, logical/intuitive) in responding to design problems and opportunities.
+  * Be able to articulate the role of design within the context of telepresent audiences and video communication.
-  * Solve communication problems by practicing a comprehensive design process that includes research, analysis, concept development, formal explorations and synthesis of concept in visual form.
+  * Demonstrate a basic level of competence in <hi magenta> node-based programming </hi>, and the ability to navigate the Isadora interface, along with broader digital 'best practice' skills such as versioning, file-naming protocol and file structures.
-  * Respond to audiences, contexts, and communication needs in shaping design decisions. Demonstrate a comprehensive understanding of the issues involved in designing for a variety of media.
+  * Show a basic grasp* of interactive video design strategies and tools (including <hi magenta> systems thinking </hi>, chromakeying, alpha masks,  video mixing, controller, triggers, calibration and scaling) in the conception and build of generative graphics systems and interactive interfaces. //*No prior knowledge needed - we are starting at zero!//
-  * Show competence in digital literacy, understanding specific issues and challenges in shaping communication models for emerging technologies.
+  * Move flexibly between creative thinking (divergent) and technical problem solving (convergent
-  * Use participatory research methods and narrative analysis to generate a range of visual references and contextual information.
+  * Incorporate <hi magenta> play and improvisation </hi> as design methodologies.
-  * Generate multiple concepts and drafts to developing design solutions in response to specific audiences' communication needs that demonstrates an understanding of the principles of accessibility in visual design.
+  * Generate multiple concepts and drafts (<hi magenta>iteration)</hi> to develop design solutions in response to specific technical restrictions, audiences and contexts. Evaluate sketches to inform next steps.
-  * Utilize Adobe Creative Suite, with advanced skill to develop and design projects to formalize outcomes, including creating Risoprinted outcomes with a professional level of binding and finishing.
+  * Show <hi magenta>initiative</hi> in solving creative and technical problems through research (case studies, consulting forums, video tutorials and manuals)
-  * Respond constructively to critique while expressing independent views and responses to project briefs. Be able to articulate the role of design within the context of an aging population.
-  * Manage time efficiently and work effectively in teams or individually, as required.