Differences

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

--- emily_carr:interactive_video:course_outline [2020/05/07 17:36] – 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 114: / Line 119: @@
-  * Understand the historical context of live video as a creative medium, and articulate a critical awareness of how audiences engage with screens and cameras today.
+  * 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.
-  * Demonstrate competence in node-based programming and the ability to navigate the Isadora interface, along with broader digital 'best practice' skills such as versioning, file-naming protocol and file structures.
-  * Effectively employ a range of interactive video design strategies and tools (including chromakeying, alpha masks, systems thinking, video mixing, controller, triggers, calibration and scaling) in the conception and build of generative graphics systems and interactive interfaces.
-  * Move flexibly between different modes of thought (convergent/ divergent, concrete/ abstract, logical/intuitive) in responding to design problems and opportunities.
-  * Incorporate play and improvisation as design methodologies.
-  * Generate multiple concepts and drafts (iteration) to develop design solutions in response to specific technical restrictions, user interaction, audience and context of exhibition.
-  * Show initiative 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 telepresent audiences and video communication.
-  * Manage time efficiently and work effectively in teams or individually, as required.
-====== 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.