On Friday we went to see the Björk Digital Exhibition.
The Exhibition expanded across 4 rooms, each using a VR equipment to show a 360 video. 3 of them you could sit down for on a 360 rotating chair whilst the 4th you could stand up for. At the end there was a room where you could relax and just watch more of Bjork’s videos in various styles.
This gave insight in further possibilities I could explore using project as well as using Virtual Reality as a possible medium to explore. How I could incorporate using Virtual Reality and 3D software as a possible way of showing information.
During our session, we briefly looked at examples of how language is used and differs between different markets to present information.
We were then asked with the simple question of;
“How do you buy something in a shop.”
A person from our course, explained the common process that you go a store, go to a isle pick a item, go to the till and then purchase you’re item. We then found out that the process wasn’t actually the original process of buying a food, and that it was in fact a “constructed culturally agreed upon thing”.
The way to buy at a shop was invented and that a shop called ‘Piggly Wiggly’ introduced the method. Before you would go to a counter and look through a catalogue to buy an item then they would collect the item for you.
Argos still uses this system.
We discussed that the current method of shopping is not rational and that in fact the method Argos uses is more efficient and that it processes information fast. We then went on to add some of the problems with Argos’s system that you can’t see the product before making a purchase and that you’re relying on the image. One of the other issues is this is that you can’t browse and that it needs to be functioning.
Ian then discussed the now common concept of showrooming which is browsing a physical store comparing the prices then buying it online. Which is a large problem for market stores in recent years.
In pairs we were given the task to look through Argos’s magazine and find a various list of productions that we were given to find for a reward. Which we as a class some found difficult in comparison to those who knew more how to navigate but generally we found it hard looking through the various information.
We then looked at Argos’s older catalogues, for example a 1986 page on music, the layout still looked the same as it does currently however in the corner of the page it had a table comparing between the different speakers. This was a example of them “taking existing information and redeploying it in a different way” which is tool as designers we have to communicate. To be able to look at and decided what types of information are relevant to the information you want to display.
In todays workshop we had a colour theory lesson taught by Biggles.
Colour wheel, showing the various colours such as primary, secondary and tertiary colours.
We discussed a range of colour theory such as primary colours (red, yellow, blue), complimentary colours and Tertiary colours which are in-between secondary colours.
We went through a wide variety of tests such as if you stared at a colour on top of a white background then moved it away or changed the colour you would see the opposite of complimentary colour of that colour. Another example is if you took a green colour and made it very dark, and added a full chrome of red on top the red would look much brighter. Finally, another example we did this time with greys if you added a colour in the middle of a grey it would appear that the tone of grey would look colder or warmer depending on the tone of colour, albeit being the same tone a grey.
One of the main points I got from this workshop was that Colour overrides form, and a further insight into colour theory.
On Monday we had further introduction into Mad Mapper and Project Mapping as a whole given by Oliver. He showed us further how to use Mad Mapper using projectors and how to use projects as well as the settings that comes with that you have to adjust and change. One of the advice he gave up during the introduction is that preferable you want the background to be a similar colour to the background which you’re displayed so its not obvious that its a projection for example in a dark room you want the background to be black. Where as on a white surface you want it to be white, if the tone is still different you can change the brightness and contrast to get it exactly how you want it.
We then went into groups and were given a projector each among the groups we then had to set up the projector and use Mad Mapper and display a video. After completing the first taste we then were given the taste to project a image or a video onto small post it notes, one of the videos we did we masked it across two post it notes. Once we were familiar with the software we then as a class we placed our 4 projections around a series of columns and sides from different angles to cover the different areas. We first started by each group using a solid cover to identify which area was being covered by each group, our group in particular had green and one side of a panel/board. After everyone set up their projections and configured it correctly we then each played different videos across the different sides creating this rather cool and interesting effects with various videos overlapping or combined with each other.
In our workshop class Tobias went through how to use Adobe InDesign and the different tools associated with it.
He explained how different colour formats were when printing files. Examples of these are CYMYK & RBG, CYMYK is used mainly in printing to describe the colours that is used in standard printers, whilst RGB, is red, green and blue which is used for viewing on screen.
He talked about different graphic types such as a bitmap and a vectors. A bitmap is a image that is treated as individual pixels. In comparison to a vector graphic is a series of co-ordinates that is connected by lines and shapes using a mathematical formula, which means it can be endlessly scaled and will not blur in comparison to a pixel based image.
After the induction into InDesign we then went back into our project groups working further on the design work looking at this neon effect I created and how we could layout our design work for our interactive piece.
After a while we then went through again presenting each of our work to Tobias and Tobias giving feedback on our group. After Tobias went back and gave feedback on our project and what we were doing when then decided to alter our original design to instead focus on club closure times which was one of the idea Tobias suggested as a possible route. We then as a group set ourselves the task of collecting data specifically on club closure times as well as why they closed and when the clubs was first opened.
In CTS we discussed Authorship and Voices, in particular at the start of the session what is an Author? We came up with the resolution that a author can be a individual or a group, and that due to social media, blogging, twitter etc. that its easier to become your own author.
We discussed analysing and thinking critically about work. Ask yourself the context, the time, age of the author, and gender to be able to understand the context – what exactly their influences were and their perspective they had and the audience that they were writing for.
We were then asked in pairs to arrange a list of slides in order of importance our pair arranged it out in this order;
Academic Journal Article
Going back to the starting activity we then were given the same set of slides, this time we then had to organise them into two lists. One list for Currency/Format and the second for Authority/Voice.
After the re-visiting the starting activity, we then were given in groups a text of the group ‘Pussy Riot’, and each given it in different formats and asked to take the information and notes and then to explain to the rest of the group what they found out about the group from their format for example a Magazine Article.
After the library Induction, we then discussed how we research for example learning how to asses the market etc. the best way to do so was start with a question. We then looked through different types of questions for a questionnaire and what is Qualitative and Quantitative Data.
The 5 types of Questions (Questionnaire Format)
Open ended question
Using these 5 types of questions we were asked to collect data on a chosen question. For my group our research question was ‘What Determines One Platform Against the Other?’.
In this workshop taught by Biggles we looked into ‘Perspective: Forgotten Language’. He talked about how if we were taught perspective at School that it was actually wrong. We went through the history of perspective looking at viewpoints, and how artists such as Albrecht Durer painted his paintings with the idea to be looked at from a certain viewpoint in order to see them without distortion. Exploring the works of Leonardo Da Vinci and others as we as viewers looking at them at the correct viewpoint it would make us feel like they are real and that we are in those spaces.
We then went on into pairs and drew on glass drawing at different viewpoints looking further into this idea of distortion, and that that is in fact “true perspective”. After the initial task of drawing from different viewpoints we then did various drawing techniques using pen looking at forms and shapes and drawing just using the eye not looking at the page. We did various different techniques like, drawing with just lines, drawing with a few details and drawing particular features such as a silhouette.
This is very useful as it gave insight into how I could possible project for the mapping project. Furthermore, It aided in thinking how I could possibly display and what “view points” I could use to display our content.
In todays workshop we looked into HTML (Hyper Text Markup Language). One of the points that was made was that it is not for layout or styling rather it provides structure for web design and through this makes it accessible for a large rage of audiences and platforms no matter how outdated the software.
We were taken through the basics of HTML exploring various tag types and web addresses that we could use when we explore it further in later projects. Atom was the text editing tool we used to program in and we used chrome as we could use their developer tools page to see into the code of a website, so that we could look into how particular websites were made and how they presented their pages.
Towards the end of the workshop we then looked into projection mapping looking at various examples such as works by Joanie Lemercie and the design company Kimchi and Chips. Furthermore briefing looking at the software that we would use to do this called Mad Mapper showing what we could do on it when we display for out assignment.
In the afternoon we had a CTS lesson exploring “What we do when we talk about critical thinking.” with our lecturer Rachael Finney. One of the points we made from this is that we use critical thinking skills in everyday life all the time – automatically, and that CTS aims to help articulate that critically. One of the main points that came out from the lesson was “to think critically is to question.” with this in mind we where paired into groups and given a image to think “critically” about. In the task our pair was given this obscure image of what we initially thought was a exhibition of some kind, midway through the task our groups were given some context about out images to help suggest gain a further understanding of the image or to give us a direction to think about. Through the task the main steps we where to ask about when thinking critically was to look into the Description, Analysis and Evaluation and a point she gave us was before looking at a reading “the date itself can give us already a lot of information and understanding the context and history”. In my opinion one of the points I personally came out of the CTS is that you cannot analyse without a brief understanding of the context something is it and through that you can think critically.
In our first contextual study we discussed what CTS is and what it does and aims to inform. We as a class came up with the conclusion that it aims to helps inform the practice, the context and history of the industry that we are studying.
A few points we made is that should give you good practice into researching into client, soo through that you can tailor to their needs. Furthermore, that it should help you look at things that you may or might not know and helps to engage with other people and through that gain possibly new ideas.
We were then given the task of creating a mind-map on what our course aims to do and what skills and benefits we might get out of it.
The Brief for our Project titled Aligning Signs, was to design and produce a graphical data visualisation to be projected onto the façade of the LCC.
After a short initial discussion talking about what exactly Is a data visualisation and the ways information is shown and displayed we where taken to the façade. The exhibition was to show and display infographics about the local area in Elephant and Castle as well as the History behind it. This directly correlates with our brief as one of the specifications of the brief was to design based on the local area of Elephant and Castle, or if we desired to expand further London as a whole. One of the examples they showed us displayed various information about the history as well as categories, which was displayed around a polygon which could be controlled via a button on a pedestal. The user interaction of the visualisation was simple and quick to understand, you could turn it to look at different topics and sections and then press down to see further information about a specific topic. One of the points I noted was that its shape was similar to what was displayed so they could link it to the display so as a user you could tell what it was for, furthermore it had instructions on the pedestal to explain further how the button works if more help was required. Another example used live data from transport for London.
We as a group came up with a few ideas taking influence from current design work displayed in the façade of the LCC. This helped establish a basis for what directions we could explore, and the possibilities and resources we could use for when we create our own graphical data visualisation piece.
My original idea was based around the police in terms of tracking were certain police force are in the area, for examples if there are hazards or emergencies. The other idea that was to create a design based on the growth in the music industry looking at either attendance or other criteria to look at.
Exploring further into the idea around the music industry as we felt we could gain information about Night Clubs easier than that of getting information on police which they after researching further are not allowed to give out, furthermore one of the members in our group has worked in clubs so has inside knowledge about how nightclubs work.
Visual Interactive Exemplars – Wednesday 5th October
I researched into different types of infographics and designs to gather ideas on how I could create the piece for our group and what possible designs we could do a produce. Furthermore, how other examples produce their work.
This example in particular I liked as it although being unable to understand it I could still work out what purpose each section was for, for example having the main information central with any supporting text to the side. Due to the large sample size ranging from 1945-2016 you can work out that its a map of Germany due to all the points from the Alien sightings. This idea and look I wanted to try to incorporate into a possible design idea, for our project as we decided to focus on night clubs.