Emma and I started out by knowing we wanted to do a project that was on the more artistic side. We thought covering the fishbowl with sticky notes would be a cool idea. In the process of researching we came across a whole world of sticky note art that really caught our attention. We liked that you can't tell what the picture is at first glance, but after stepping back you can see the picture. While brainstorming we also talked a lot about the idea of bullying and how it has personally effected our lives. We thought meshing the sticky note art idea and bullying could result in a really influential art installation. We both really love the idea of "See No Evil, Hear No Evil, Speak No Evil" and thought this perfectly coinsided with the idea of ending bullying through art. We decided to put an eye, an ear, and lips on each glass wall of nuvu. After measuring the walls and calculating how many sticky notes would be necessary, we turned to photoshop to make our exact design. We picked the pictures we wanted to use and pixelated them to the exact amount of pixels as stickie notes per wall. After this we changed the picture to be just 4 colors. This photoshopped picture became our exact guide for where to put each note on the wall. We were expecting the posting process to be pretty tedious but it did take much longer than we were expecting so we ended up only posting the wall with the eye. This actually turned out to be a benefit because we had morfe time to perfect the wall and add more ideas to the project. We spent a day at our school and collected stories from the studnts about times they had been bullied. People were much more willing to share than we were anticipating and we collected a great amount of stories. We put these on the back side of the notes for 2 reasons; first, we didn't want these stories to distract from the picture of the eye and second, we wanted to take advantage of the fact that the wall is glass and could be seen from 2 sides. While doing research about bullying we found some statistics that were really powerful. Immediatly, we knew we wanted to incorporate these into our project. We used the stories on the back wall to artistically respresent the statistics that really hit home for us.

Overall, we are very proud of our installation and think it depicts the message we wanted it to in an artistic and educational way.

Discussion: 

What is a precedent? 

Part I: Understanding precedents 

From the Studio Resources tab, choose up to 3 precedents from "Playful Spaces" and "Sites of Intervention." 

For each of the three precedents, answer the following questions in the text field of your post with the title, site, date of each work.

1. In your own words, describe the project. 
2. What is the significance of the site in this project?
3. How does the viewers or the environment engage or interact with this piece? 

Part II: Finding your own precedents

Then, find 2 more precedents of art installations and urban projects that bring an element of surprise to the otherwise mundane. You will gather all your findings and post them into the Response tab. For these precedents, answer the following questions:

1. How does the work activate the space or make use of the space in a unique functional way?
2. How does the space where the work is located alter or orchestrate the behavior of people moving through it?
3. What are elements of the work that encourage interaction and participation?

*** Work with your partner to create a series of slides in the Response Tab with these images and text so that you can present them to your fellow classmates next class. You do not need to make the post twice, make one post together and add each other as collaborators. 

Tips:

• Think pictorially. Use the storyboard to help you visually communicate the many uses you have imagined for your design(s). 
• Look at the demonstration in the resource tab to help you flesh out the visual story of your design. 

Our group made a rocking chair that is designed to help children ages 3-6 with motor skill development. It is a multifunctional piece that will not only be a chair but a play toy as well. 

Our goal was to make furniture for the Montessori school that was multi-funcational and also able to cater to different age groups. All the furniture needed to be made directly for children and the children needed to be able to move the furniture by themselves. 

This project is important because a child should learn both mentally and physically. When learning about the Montessori teaching method, we saw a lot about movement. The children were encouraged to get up, play, and travel around the classroom. We also saw a lot about self-awareness. Our design’s rocking motion is recreational, but it also can help a child be aware of their body.  As the child plays on the chair, they are learning to balance and navigate their surroundings. 

The Physical Toolbox is a learning resource that is tactile, interactive, and collectable. Within the parameters of a 90mm x 52mm casing, a limitless world of methodology unfolds. The collection highlights various techniques and best practices in hand modeling, digital fabrication, mechanisms, and electronics- intended to serve as learning resources for makers of all age groups. 

Emma and I started out by knowing we wanted to do a project that was on the more artistic side. We thought covering the fishbowl with sticky notes would be a cool idea. In the process of researching we came across a whole world of sticky note art that really caught our attention. We liked that you can't tell what the picture is at first glance, but after stepping back you can see the picture. While brainstorming we also talked a lot about the idea of bullying and how it has personally effected our lives. We thought meshing the sticky note art idea and bullying could result in a really influential art installation. We both really love the idea of "See No Evil, Hear No Evil, Speak No Evil" and thought this perfectly coinsided with the idea of ending bullying through art. We decided to put an eye, an ear, and lips on each glass wall of nuvu. After measuring the walls and calculating how many sticky notes would be necessary, we turned to photoshop to make our exact design. We picked the pictures we wanted to use and pixelated them to the exact amount of pixels as stickie notes per wall. After this we changed the picture to be just 4 colors. This photoshopped picture became our exact guide for where to put each note on the wall. We were expecting the posting process to be pretty tedious but it did take much longer than we were expecting so we ended up only posting the wall with the eye. This actually turned out to be a benefit because we had morfe time to perfect the wall and add more ideas to the project. We spent a day at our school and collected stories from the studnts about times they had been bullied. People were much more willing to share than we were anticipating and we collected a great amount of stories. We put these on the back side of the notes for 2 reasons; first, we didn't want these stories to distract from the picture of the eye and second, we wanted to take advantage of the fact that the wall is glass and could be seen from 2 sides. While doing research about bullying we found some statistics that were really powerful. Immediatly, we knew we wanted to incorporate these into our project. We used the stories on the back wall to artistically respresent the statistics that really hit home for us.

Overall, we are very proud of our installation and think it depicts the message we wanted it to in an artistic and educational way.

Learning Goals: 

1. Understand the basics of the cam and linkage mechanism. 
2. Apply your understanding of the mechanism to create a prototype that brings an element of delight and surprise!

Part I: Template model

Using the template file provided, you will follow step-by-step video instructions on how to recreate the cam and linkage cardboard model. To complete the activity, you will need cardboard, scissors or exacto, a dowel or a pencil. 

Cardboard lends itself to different mechanisms compared to wood and acrylic. This mechanism combines aspects of the parallel linkage and eccentric cam. It also uses the springiness of cardboard as the returning force to bring the flag back down.

Part II: Build your own version

Once you’ve completed the model, create a prototype that brings an element of delight and surprise by:

a) changing the movement of the mechanism, 

b) customizing components, 

c) introducing a new add-on feature, 

d) testing a novel application.

Part III: Document

Take photos of all your work. In the caption, make sure to describe the prototypes and explain your work process. Post your answers to the following reflection questions:

1. Did you find having a demo template useful? 
2. If you were to repeat this exercise, what would you do differently v. same?
3. Describe the parts you've modified from the original template. 
4. Are there other mechanisms you'd like to learn how to make?

The Physical Toolbox is a learning resource that is tactile, interactive, and collectable. Within the parameters of a 90mm x 52mm casing, a limitless world of methodology unfolds. The collection highlights various techniques and best practices in hand modeling, digital fabrication, mechanisms, and electronics- intended to serve as learning resources for makers of all age groups. 

The therapist's office can be stressful. loud white noise, complete isolation, often very cold. The most stressful part of all? Talking. A lot of therapists struggle to connect with their patients because often patients find that it's hard to lay out their story in an understandable way. Sob Stories is a module - based board game that allows patients to lay out their stories in a tangible way and show their therapists how they progressed through them. Each module represents a different part of experiencing and processing bulling and together they make up a course that a marble can move through, these modules magnetize to each other to create a path. The patient can then explore their story with the marble, explaining it to the therapist along the way.