http://yakujodesigns.blog.co.uk/en-EUMokoFeed10http://yakujodesigns.blog.co.uk/http://data5.blog.de/design/preview/3f/d8e52a9b5b19fd3dd03ab82d5a600a_160x200.jpghttp://yakujodesigns.blog.co.uk/2007/02/19/idat_e_learning_2nd_storyboard~1764452/tag:yakujodesigns.blog.co.uk,2007-02-19:/2007/02/19/idat_e_learning_2nd_storyboard~1764452/Mon, 19 Feb 2007 01:22:04 +0100 <p>During team meeting on 15th Feb 2007, the 2nd draft was created. </p> <p>2nd Phase – Park Life </p> <p>Still relating it to health eating.<br> Age: 5 </p> <p>• Load movie<br> • Intro, including simple interesting movie, plus sounds/music/song<br> • Credits: with names and titles, some cartoon character from the animation but personalised to team members image. </p> <p> Scene 1</p> <p>• Help screen: an owl/magician as a help character with a crazy voice. To offer the user help and to introduce the game.<br> • Use audio and text. </p> <p>Scene 2</p> <p>• User to select characters.<br> • Example 5 to 10 characters<br> • (window to say please enter your name, this purpose is to personalise the game. Every pop up window will use the user’s name to ask a question)<br> • Magician says:<br> • Please select a character<br> Scene 3</p> <p>• Start game<br> • Scrolling trees in the background include weather<br> • Food displayed as buttons on trees (play a movie or some other instructions to follow)<br> • Roll over on the objects on the tree, the magician will tell the user the information about the food. </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2007/02/19/idat_e_learning_2nd_storyboard~1764452/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2007/02/19/idat_e_learning_2nd_storyboard~1764452/#commentshttp://yakujodesigns.blog.co.uk/2007/02/19/idat_e_learning_storyboard~1764450/tag:yakujodesigns.blog.co.uk,2007-02-19:/2007/02/19/idat_e_learning_storyboard~1764450/Mon, 19 Feb 2007 01:20:10 +0100 <p>showed Katina our storyboard on 15th Feb </p> <p>Storyboard for healthy eating </p> <p>• To promote healthy eating in children, target age 5 to 7years old<br> • Base on a genderless cartoon character, i.e. tiger, piglet, penguin, zebra<br> • Encourage children to make the right choice of food independently<br> • Potentially 2 story lines<br> • One is tiger going to school which involves him to choose the right food for breakfast, snacks during playtime, lunch and dinner.<br> • Rewards system: when tiger choose the right food, a pop up window to display a star. The purpose is for the user will incur more stars at the end of game.<br> • There maybe a thermometer to display the sugar/fats level consumed<br> • Second story, (maybe) tiger has lost his friend in the woods. An adventure in the woods. Each time he selects the right food, he’s awarded with tools, a sword, a magic wand to help him find his friend </p> <p>1 Tiger is at the breakfast table, The user is asked to select what to eat, a pop up window with 4 types of food: </p> <p>chocolate bar<br> banana<br> fried breakfast<br> cookie </p> <p>2 Next scene is the extreme close up of the nashers to show how bright and clean they are, but if the user chooses a chocolate bar, a black film of plaque starts to creep up on the teeth.<br> Combine with some grim sounds.<br> Plus a toothache<br> Extreme consummation of sugar the close up of teeth falling out. </p> <p>If user choose the a fruit, then the nashers (gleam and congrats sound) </p> <p>There maybe a sugar/fats thermometer to show current level of the substance consumed. </p> <p>If the fats increase, then it increases physical body of tiger. (get fat). </p> <p>4 Further awards for user, tiger can take a cycle to school or skateboard (harry potter style with a broom (?)! )</p> <p>5 Inside the classroom, the bell rings for playtime. Tiger and friends runs out to the playground, they play a game of football.<br> Then a pop up window for user to select a snack.<br> Select from</p> <p>Apple<br> Carrot<br> Crisp<br> Hamburger </p> <p>6 Reply scene 2 and 3 </p> <p>7 Inside the canteen, tiger is queuing for lunch. Here will be more display of foods. Roll over the images will give the nutrition value of i.e. </p> <p>Fish, peas and chips<br> A plate of roast dinner<br> Salads<br> Yoghurt<br> Various fruits </p> <p>8 Replay scene 2 and 3 </p> <p>9 Tiger is at home, his mother is preparing dinner. He asks his mother about the different types of foods.<br> a pop up window with user to select the right ingredients to cook the meal </p> <p>10 Repeat scene 2 and 3 </p> <p>11 If the user has a high increase of the fats thermometer, (maybe) the body will explode!<br> Or the body will increase then starts flying up like a balloon! </p> <p>12 If the user selects all the right food, then the close up of the teeth maintains bright and clean (if not the opposite effect of teeth falling out) </p> <p>User will have scored points in stars at the end of the game. </p> <p>(maybe) the skull symbol to represent wrong decisions </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2007/02/19/idat_e_learning_storyboard~1764450/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2007/02/19/idat_e_learning_storyboard~1764450/#commentshttp://yakujodesigns.blog.co.uk/2007/01/30/idat_202_e_learning_proposal~1653887/tag:yakujodesigns.blog.co.uk,2007-01-30:/2007/01/30/idat_202_e_learning_proposal~1653887/Tue, 30 Jan 2007 23:26:24 +0100 <p>E-learning proposal</p> <p>The E-learning application we aim to produce is a spelling game for children from 5 to 7. (please see appendix 1 and 2 for frameworks) There are 3 games (the last one is being pictorial, but it will be amended) in total and may incorporate different levels of the game to challenge the children. Montessori stated that the learning environment and equipment is also important part of the package. If computers are readily available inside classroom, library or at home, this will maximise the opportunity for the children to use it. There are 3 draft images of the application as follows: </p> <p>Hang Man game<br> Word Spell<br> Matching Pairs </p> <p>1. Definition and justification: </p> <p>Using ICT to facilitate learning which e-learning has a wide range of applications available on the internet. In terms of usage, some are used in parallel with the lessons at the primary school, some are extensions as a top up of their learning. In order to encourage the children to access the games, the designs must implementation of learning objectives with attractive designs for the application. E-learning applications can be tailor made to any age group i.e. pre-school and right up to university or other professional development. </p> <p>2. Pedagogic/psychological approach:</p> <p>Acknowledging the different styles of learning will enable the designer to encompass user of different abilities – inclusion. With reference to the game, using extrinsic prompts of rewards to keep the children interested. There will be a careful selection of words used, low register ones such as ‘stars, moon’ then higher register words ‘universe’. </p> <p>On screen motivators:<br> - If the user guess the correct word, the rocket will speed up and land on the moon.<br> - Banner saying: ‘welcomes the earthlings’<br> - If incorrect “ try again”, to encourage the children to have anther attempt at the game. </p> <p>A suggestion of negative actions if the user fail to guess the word:<br> - The rocket will start to slow down<br> - Eventually come back to earth, mission aborted, fail to land on the moon.<br> - Depending on the user, if they are confident, they will begin to make initial attempts to guess the whole word.<br> - There will be option for the children to select the letters and complete the word in one function.</p> <p>In order to understand how learners learn we have included a list of learning styles and theories. Which enabled the designers to create the application to match the learner’s varied abilities. </p> <p>Behaviorism: rewards for good work, stimulus through operant conditioning.<br> Cognitive: build on prior knowledge, process through scaffolding in context<br> of the subject<br> Constructivism: interactive through social activity </p> <p>VAK: Visual, Audio and Kinaesthetic </p> <p>There are 4 types of Kolb’s Learning styles: (Please see appendix 3)</p> <p>- active-abstract (converger)<br> - active-concrete (accommodator)<br> - reflective-abstract (assimilator)<br> - reflective-concrete (diverger)</p> <p>According to Gardner’s theory of multiple learning, individuals are inclined to learn with different approaches</p> <p>• Linguistic<br> • Logical-mathematical<br> • Spatial<br> • Bodily-kinesthetic<br> • Musical<br> • Naturalistic<br> • Interpersonal<br> • Intrapersonal </p> <p>3. Outline of learning objective: </p> <p>Main objective is to teach students spelling and word construction. If the application attracts the children to use it regularly, as a consequence it will improve their spelling. Through the process of building confidence in learning, this will transform the user from an extrinsic to an intrinsic individual. Overall there will be a positive effect on the students learning. </p> <p>4. Style and structure:</p> <p>The design is kept simple, so children with basic skill of IT will be able to access it. A simplistic approach for young children i.e. age 5 with large colourful images and words i.e. moon, star. As the age increase the content requires to be more challenging to sustain the children’s concentration. </p> <p>5. Delivery: Flash, 3 games: matching pairs, word spell, hangman</p> <p>Website references:</p> <p><a href="http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html#senhttp://www.woodlands-junior.kent.sch.uk/interactive/literacy.html#sen">http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html#senhttp://www.woodlands-junior.kent.sch.uk/interactive/literacy.html#sen</a><br> <a href="http://www.bbc.co.uk/schools/starship/english/spacespins.shtml">http://www.bbc.co.uk/schools/starship/english/spacespins.shtml</a><br> <a href="http://www.standards.dfes.gov.uk/primaryframeworks/">http://www.standards.dfes.gov.uk/primaryframeworks/</a><br> <a href="http://www.standards.dfes.gov.uk/primaryframeworks/literacy/learningobjectives/years/Year3/">http://www.standards.dfes.gov.uk/primaryframeworks/literacy/learningobjectives/years/Year3/</a><br> <a href="http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy.aspx">http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy.aspx</a><br> <a href="http://www.westga.edu/~distance/liu23.html">http://www.westga.edu/~distance/liu23.html</a><br> <a href="http://www.qca.org.uk/4515_1282.html">http://www.qca.org.uk/4515_1282.html</a></p> <p>Appendices</p> <p>Appendix 1: literacy framework from Department of Education & Skills (Dfes) which sets out the learning objectives for year 3</p> <p>Year 3 - Word structure and spelling</p> <p>Blue text signifies end-of-year (EOY) objectives within Mathematics and Early Learning Goals (ELG) within Foundation Stage. In Years 1 to 6, Literacy does not have end-of-year (EOY) objectives.<br> Note<br> Some of the spelling objectives appear in both strands 5 and 6. This reflects that phonics should be the prime approach children use in both learning to read and learning to spell. The objectives in strand 6 also cover the wider approaches children need to learn and deploy to spell words accurately.<br> • Spell high and medium frequency words<br> • Recognise a range of prefixes and suffixes, understanding how they modify meaning and spelling, and how they assist in decoding long complex words<br> • Spell unfamiliar words using known conventions including grapheme-phoneme correspondences and morphological rules</p> <p>Appendix 2: science framework from Qualification Curriculum Authority (QCA) which sets out the learning objectives for year 3 </p> <p>Extracted from: <a href="http://www.qca.org.uk/4515_1282.html">http://www.qca.org.uk/4515_1282.html</a> (However, I have noticed the date of this curriculum is 2000, there must be a more up to date curriculum!) </p> <p>Writing links between QCA schemes of work and NLS writing objectives<br> Year 3<br> Curriculum 2000: Science<br> The QCA schemes of work for Science at Y3 are 3A, 3B, 3C, 3D, 3E and 3F.<br> The mapping shown below is based on writing activities suggested in the units that directly relate to NLS non-fiction objectives. The units also offer other opportunities for purposeful writing.<br> Y3 TERM 1<br> QCA schemes of work: science NLS writing objectives<br> Unit 3A. Teeth and eating<br> Children should learn:<br> that an adequate and varied diet is needed to keep healthy.<br> Writing activity identified in the unit:<br> Ask the children to describe, using drawings and writing, how they aim to have a balanced and varied diet. Non-fiction text focus: report<br> T21 to make a simple record of information from texts read<br> T22 to write simple non-chronological reports from known information, eg …from texts read, using notes to organise and present ideas. Write for a known audience, eg other pupils in class, teacher, parent<br> S11 to write in complete sentences<br> S12 to demarcate the end of a sentence with a full-stop and the start of a new one with a capital letter</p> <p>Y3 TERM 2<br> QCA schemes of work: science NLS writing objectives<br> Unit 3B. Helping plants grow well<br> Review what children have learnt from the unit.<br> Writing activity identified in the unit:<br> Ask children to produce a leaflet giving advice on how to look after plants kept in the classroom or at home. Non-fiction text focus: instructions<br> T16 to write instructions… using a range of organisational devices… recognising the importance of correct sequence; use 'writing frames' as appropriate for support<br> T17 to make clear notes through, eg:<br> discussing the purpose of note-making<br> identifying the purpose for which particular notes will be used<br> exploring ways of writing ideas, messages, in shortened forms<br> making use of simple formats to capture key points<br> identifying intended audience ie self or others</p> <p>Y3 TERM 3<br> QCA schemes of work: science NLS writing objectives<br> Unit 3F. Light and shadows<br> To decide whether the results support their predictions and to use knowledge about shadow formation to explain the conclusions.<br> Writing activity identified in the unit:<br> Help children to write an account of what they did and what they found out. NLS non-fiction text focus: recount<br> T22 experiment with recounting the same event in a variety of ways, eg in the form of a story, a letter, a news report<br> T25 to revise and extend work on<br> note-making from previous term<br> S6 to investigate through reading and writing how words and phrases can signal time sequences<br> S5 how sentences can be joined in more complex ways through using a widening range of conjunctions<br> S7 to become aware of the use of commas in marking grammatical boundaries</p> <p>Appendix 3 </p> <p>Kolb’s learning theory<br> (info below extracted from <a href="http://www.westga.edu/~distance/liu23.html)">http://www.westga.edu/~distance/liu23.html)</a></p> <p>- active-abstract (converger): persons with this style are superior in technical tasks and problems and inferior in social and interpersonal matters. They tend to choose to specialize in physical sciences.</p> <p>- active-concrete (accommodator): persons with this style tend to organize concrete situations from different perspectives and to structure their relationships into a meaningful whole; they focus on adaptation by observation instead of by action; they are superior in generating alternative hypothesis and ideas, and tend to be imaginative, people- or<br> - reflective-abstract (assimilator): persons with this style tend to focus more on the logical feeling-oriented; they tend to choose to specialize in liberal arts and humanities. soundness and preciseness of the ideas, rather than their practical values; they tend to choose to work in research and planning units.</p> <p>- reflective-concrete (diverger): Therefore, persons with this style focus on risk taking, opportunity seeking, and action; they tend to be superior in adapting themselves to changing immediate situations in which the plan or theory does not fit the facts; they also tend to intuitively solve problems in a trial-and-error manner, depending mainly on other people for information rather than on their own thinking.</p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2007/01/30/idat_202_e_learning_proposal~1653887/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2007/01/30/idat_202_e_learning_proposal~1653887/#commentshttp://yakujodesigns.blog.co.uk/2006/12/11/idat_201_simularcrum_bouie_nettoyer~1424217/tag:yakujodesigns.blog.co.uk,2006-12-11:/2006/12/11/idat_201_simularcrum_bouie_nettoyer~1424217/Mon, 11 Dec 2006 01:55:54 +0100 <p>Beauty products around the world always love to slot in the odd French words to brand their products. It has reach the stage where consumers see the product with some French words, then immediately warrants the product with quality. Sometimes when I walk through these beauty counters in town, I do feel like telling our poor consumers to give me the money and I’ll give them a beauty treatment – 30 quids worth of CHOCOLATE! </p> <p>will be uploading images from 3D max of the simulacrum asap. </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/12/11/idat_201_simularcrum_bouie_nettoyer~1424217/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/12/11/idat_201_simularcrum_bouie_nettoyer~1424217/#commentshttp://yakujodesigns.blog.co.uk/2006/12/09/idat_201_simularcrum~1419528/tag:yakujodesigns.blog.co.uk,2006-12-09:/2006/12/09/idat_201_simularcrum~1419528/Sat, 09 Dec 2006 19:13:29 +0100 <p>Changing the background to a woodland forest, render the bottle container, and the words will be sliding off the bottle. The original background will be grey, there is a gradual change to the background into colour when the packaging is falling bit by bit. Will try to make a transparent bottle to indicate excessive packaging is negative. </p> <p>slogan:create a greener environment: reduce packaging </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/12/09/idat_201_simularcrum~1419528/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/12/09/idat_201_simularcrum~1419528/#commentshttp://yakujodesigns.blog.co.uk/2006/12/08/idat_201_simularcrum~1417023/tag:yakujodesigns.blog.co.uk,2006-12-08:/2006/12/08/idat_201_simularcrum~1417023/Fri, 08 Dec 2006 22:32:12 +0100 <p>Garnier, L’oreal, Nivea, Evian, simple, thrown in with some French vocab: oxygénothérapie, eau, déshydratation. Hence I am ticking a mick but incorporating a green theme to it!</p> <p>general adverts: "Wash with oxyten twice daily, keeps the zits away"</p> <p>my version:“use earth cleanser 3 times a day and keep the ozane in tact.” </p> <p>English French<br> Earth Terre<br> Sun Soleil<br> Mud Boue<br> Clean (cleanse) Nettoyer<br> Water Eau<br> Free Libre (libre Aqua= health drink)<br> Face Visage<br> Eyes Yeux<br> Food Nourriture<br> Ozone layer ozonosphere</p> <p>Ozone depletion caused by CFDs and bromofulorcarbons, dropping by 4% per decade (100) years. 5% of earth surface – that is shocking. I am gob smacked! We are the guilty ones causing the environmental problems with omission of harmful gases. </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/12/08/idat_201_simularcrum~1417023/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/12/08/idat_201_simularcrum~1417023/#commentshttp://yakujodesigns.blog.co.uk/2006/12/05/idat_201_simulacrum~1404821/tag:yakujodesigns.blog.co.uk,2006-12-05:/2006/12/05/idat_201_simulacrum~1404821/Tue, 05 Dec 2006 17:00:32 +0100 <p>The research did lead me to a lot of articles on re: for and against packaging. The divide predominately came from the manufacturers side, which they state has many reason for this.<br>  Keeping food fresh<br>  Promote product<br>  Hygiene<br>  Transporting food, keeps the product in tact and clean </p> <p>It was really helpful attending Katina’s tutorial as we discussed this issue on why supermarkets insist on packaging. The consumers have a desire aesthetical products that with branding stamped all over it e.g. Nike, orange, psp, etc. </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/12/05/idat_201_simulacrum~1404821/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/12/05/idat_201_simulacrum~1404821/#commentshttp://yakujodesigns.blog.co.uk/2006/12/04/idat_201_simulacrum~1402096/tag:yakujodesigns.blog.co.uk,2006-12-04:/2006/12/04/idat_201_simulacrum~1402096/Mon, 04 Dec 2006 21:25:57 +0100 <p>due to workshop on saturday re: speech and communication. I will be changing the idea to "international welcome sign" for the project. have all the welcome words flying around and peeled off or placed onto the a box. </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/12/04/idat_201_simulacrum~1402096/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/12/04/idat_201_simulacrum~1402096/#commentshttp://yakujodesigns.blog.co.uk/2006/11/30/idat_201_simularcrum~1387467/tag:yakujodesigns.blog.co.uk,2006-11-30:/2006/11/30/idat_201_simularcrum~1387467/Thu, 30 Nov 2006 22:13:50 +0100 <p>Initially the development of ideas lead me to create an environmental advert to promote recycling. Also to keep the public aware of the positive reasons to participate in prevention of global warming. There are many reasons why we should take practice and integrate it to our daily lives. Just place the recycling bin side by side to the normal bin! </p> <p>The second one, which involves the line up of various products in an identity parade which a little ole lady speaks to the police officer. Katina did remind me of the connotations of the story board. So I have revised the ideas the theme of cleaner earth, but using a beauty product such as a facial cleanser </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/11/30/idat_201_simularcrum~1387467/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/11/30/idat_201_simularcrum~1387467/#commentshttp://yakujodesigns.blog.co.uk/2006/11/23/idat_201_excessive_packaging~1362458/tag:yakujodesigns.blog.co.uk,2006-11-23:/2006/11/23/idat_201_excessive_packaging~1362458/Thu, 23 Nov 2006 21:53:51 +0100 <p>Excessive packaging </p> <p>have been searching for the current debates for this topic. I also tried to search for any companies looking at designing packages to reduce waste. The infomation had increased my awareness for this area, in terms how I can recycle and minimise energy and other wastage. Have finally found the website for the public information films!<br> <a href="http://www.nationalarchives.gov.uk/films/">http://www.nationalarchives.gov.uk/films/</a><br> I looked at the some recent and some in the past - “hyenas”, I thought it was very clever of them to use the animals to depict the actions of crime. Obviously I don't have such special effects skills nor the animations to create a film of that standard. but I will see how it goes with 3D Max </p> <p><a href="http://www.timesonline.co.uk/article/0,,564-2452906,00.html">http://www.timesonline.co.uk/article/0,,564-2452906,00.html</a><br> <a href="http://www.treehugger.com/files/2006/02/waste_of_packag_4.php">http://www.treehugger.com/files/2006/02/waste_of_packag_4.php</a><br> in depth article on why we should shed the excessive packaging in consumable products by Lucy Siegle<br> <a href="http://observer.guardian.co.uk/magazine/story/0,,1696638,00.html">http://observer.guardian.co.uk/magazine/story/0,,1696638,00.html</a><br> <a href="http://www.ecover.com/gb/en/">http://www.ecover.com/gb/en/</a><br> <a href="http://www.grrn.org/resources/excess_packaging.html">http://www.grrn.org/resources/excess_packaging.html</a><br> <a href="http://edis.ifas.ufl.edu/AE226">http://edis.ifas.ufl.edu/AE226</a><br> <a href="http://www.womens-institute.co.uk/campaigns/packagingday.shtml">http://www.womens-institute.co.uk/campaigns/packagingday.shtml</a><br> books<br> <a href="http://www.dooyoo.co.uk/printed-books/ways-of-seeing-john-berger/142401/">http://www.dooyoo.co.uk/printed-books/ways-of-seeing-john-berger/142401/</a></p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/11/23/idat_201_excessive_packaging~1362458/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/11/23/idat_201_excessive_packaging~1362458/#commentshttp://yakujodesigns.blog.co.uk/2006/11/23/idat_201_simulacra_from_wikipedia~1362453/tag:yakujodesigns.blog.co.uk,2006-11-23:/2006/11/23/idat_201_simulacra_from_wikipedia~1362453/Thu, 23 Nov 2006 21:52:38 +0100 <p><a href="http://www.stanford.edu/dept/HPS/Baudrillard/Baudrillard_Simulacra.html">http://www.stanford.edu/dept/HPS/Baudrillard/Baudrillard_Simulacra.html</a></p> <p>Simulacra and Simulation (Simulacres et Simulation in French), published in 1981, is a philosophical treatise by Jean Baudrillard.</p> <p>Having briefly read this article, from my point of view, individuals attach values and meanings onto these symbols. so that each person will have different attachments to them. not sure whether I can associate it with Skinner's (behaviourism) pavlov classical conditioning. whereby the individual associates an event with some physical objects or others. i.e. Barcardi's branding is always informing the public that the people drinks it are having fun and social experience. </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/11/23/idat_201_simulacra_from_wikipedia~1362453/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/11/23/idat_201_simulacra_from_wikipedia~1362453/#commentshttp://yakujodesigns.blog.co.uk/2006/11/22/idat_201_draft_simulacrum~1358628/tag:yakujodesigns.blog.co.uk,2006-11-22:/2006/11/22/idat_201_draft_simulacrum~1358628/Wed, 22 Nov 2006 21:10:12 +0100 <p> Title and Slogan: Say No to Packaging (covers, wrappings)<br> • For the public to acknowledge that the consumer can still purchase high quality products with minimal packaging.<br> • Aims to the industry is to produce products with minimise packaging.<br> • Aim to raise awareness in minimise packaging for products<br> Story board<br> At the Police Station, an identity parade is being held<br> • 2 officers discusses the case<br> • The witness is an elderly woman<br> • Woman: “oooh, I don’t believe it, he just ran through Tescos.”<br> • Police:” do you think you will be able to pick him out?”<br> • Woman laughs: “ you can spot him miles away”<br> • Several of the accused comes in and lines up for the identity parade, all with the packaging.(i.e. a bunch of apples in plastic wrapper, packaged tomatoes, a pizza)<br> • The large melon is the last on the parade, he drops the plaque card. “Genuine article” is written across the body”<br> • Lastly the slogan Say No to Packaging is flashed across the screen. </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/11/22/idat_201_draft_simulacrum~1358628/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/11/22/idat_201_draft_simulacrum~1358628/#commentshttp://yakujodesigns.blog.co.uk/2006/11/21/idat_201_simulacra_recycling~1354101/tag:yakujodesigns.blog.co.uk,2006-11-21:/2006/11/21/idat_201_simulacra_recycling~1354101/Tue, 21 Nov 2006 18:01:14 +0100 <p><a href="http://www.blog.co.uk/srv/media/media_item.php?item_ID=982994"><img src="http://data2.blog.de/media/994/982994_67c68e836f_s.jpeg" alt="" title="" vspace="5" hspace="5"></a></p> <p>During the initial research in recycling which I came across some interesting subjects such as swapping clothes and conducting work shop in creating a make over for the item of clothing. The founder Wendy Tremayne started it from US. Have just doubled checked for area that are participating in this, doesn't seem to have anything for UK yet. considering the amount of oxfam/2nd hand clothing shops, I think someone could potentially start it.<br> <a href="http://www.souldish.com/author/Wendywww.swaporamarama.org">http://www.souldish.com/author/Wendywww.swaporamarama.org</a><br> <a href="http://www.gaiatreehouse.com/art.htm">http://www.gaiatreehouse.com/art.htm</a><br> <a href="http://www.recyclenow.com/fun_stuff/watch_it_here/recycle_now_tv.html">http://www.recyclenow.com/fun_stuff/watch_it_here/recycle_now_tv.html</a><br> Now back to the recycling bins!<br> see sketch for the draft story board </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/11/21/idat_201_simulacra_recycling~1354101/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/11/21/idat_201_simulacra_recycling~1354101/#commentshttp://yakujodesigns.blog.co.uk/2006/11/13/idat_201_3_d_max~1326061/tag:yakujodesigns.blog.co.uk,2006-11-13:/2006/11/13/idat_201_3_d_max~1326061/Mon, 13 Nov 2006 18:28:23 +0100 <p>was trying out the techniques in creating terrain and camera fly, track, path ways.<br> this particular website had v detailed instructions and found it most helpful<br> <a href="http://www.clglean.com/tutorials/max3">www.clglean.com/tutorials/max3</a> </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/11/13/idat_201_3_d_max~1326061/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/11/13/idat_201_3_d_max~1326061/#commentshttp://yakujodesigns.blog.co.uk/2006/11/12/idat_201_3d_max~1323492/tag:yakujodesigns.blog.co.uk,2006-11-12:/2006/11/12/idat_201_3d_max~1323492/Sun, 12 Nov 2006 22:25:19 +0100 <p>Last Monday, Mousaab taught a lesson re: an object overlapping on top of biped, so to enable the movement of objects, animating them, i.e. chocolate bars, furniture, basically anything! </p> <p>I thought about the movement of waves. Liquid subtances etc. </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/11/12/idat_201_3d_max~1323492/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/11/12/idat_201_3d_max~1323492/#commentshttp://yakujodesigns.blog.co.uk/2006/11/08/idat_201_3_d_max~1310528/tag:yakujodesigns.blog.co.uk,2006-11-08:/2006/11/08/idat_201_3_d_max~1310528/Wed, 08 Nov 2006 22:09:32 +0100 <p>aiming to research for an extreme weather related theme, like the draught, looking at the terrain, tidal waves etc. Previously with the organism project I had wanted to work with these ideas but didn’t manage to incorporate it. </p> <p><a href="http://www.pbs.org/wnet/savageearth/tsunami/">http://www.pbs.org/wnet/savageearth/tsunami/</a><br> <a href="http://news.bbc.co.uk/1/hi/uk/6180688.stm">http://news.bbc.co.uk/1/hi/uk/6180688.stm</a><br> <a href="http://www.storm.co.za/">http://www.storm.co.za/</a><br> <a href="http://wwp.mega-tsunami.com/">http://wwp.mega-tsunami.com/</a><br> <a href="http://www.infoplease.com/ipa/A0001440.html">http://www.infoplease.com/ipa/A0001440.html</a> </p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/11/08/idat_201_3_d_max~1310528/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/11/08/idat_201_3_d_max~1310528/#commentshttp://yakujodesigns.blog.co.uk/2006/11/07/idat_203_proposal_text_storm~1305398/tag:yakujodesigns.blog.co.uk,2006-11-07:/2006/11/07/idat_203_proposal_text_storm~1305398/Tue, 07 Nov 2006 16:00:59 +0100 <p>Tornado </p> <p>This is an interactive installation which allows the participants to experience a simulation of a tornado within a safe confinement. However, there is certain element of revelation to this project. With reference to computer games, the roles are reversed. The participant becomes the target and the computer becomes the user. The computer controls the environment, and it tracks down the object (which is the participant) through a series sensors and the tornado begins to grow and aim for a collision. </p> <p>The purpose for this installation is to observe man’s vulnerability and his reaction to a situation that they are not in control of, such as natural disasters: (weather related, tornados, storm or others i.e. earthquakes etc). Furthermore, to examine the artificial intelligence in computer programming for the tracking sensors. (for the moment, I am uncertain as to how I will include the element of AI, that is the reason the text is strikethrough.)</p> <p>• There are series of enablers: such as the sensor jacket which is designed for the participant to experience the collision with the tornado (obviously it is not feasible to provide the full impact. It can be said it’s a diluted version of the virtual reality experience)<br> (See sketch for garment)</p> <p>• There will be cameras with tracking devices to follow the path of the participants. </p> <p>• Audio output will involve projecting storm and wind sounds. </p> <p>• May include some tactile containers will have soil, broken electrical appliances, drift wood, decayed plants etc. </p> <p>• Visual aspect: inside the room of the installation, spectators can see swirls images of small tornados. It will only increases in size when there is interaction is taking place with the participants.</p> <p>Intensions for this installation: </p> <p>• High level of interactivity with audience. (See sketch of the mind mapping for the overall project)</p> <p>Intensions for this installation:<br> • High level of interactivity with audience.<br> • Visual dynamics<br> • Location: a small black room (will need to research for size and movement of the audience)<br> • Equipment: camera, computer, lighting, tracking sensors, holograms<br> • Design a jacket with built in sensor pads for the participant to wear<br> • There audience can choose to be observers or participants:<br> • The participants will be able to interact with the swirl of text and feel the impact of the collision through the senor pads.<br> . The observers will be able to see the visual graphics through a partitioned window.<br> • As the individual enters the small black room, there will be sensors dotted around to track the movement of this individual.<br> • A camera will beam out a swirl of text, which randomly moves around the room<br> • There will be different level of collision coded into the sensor pads, so that the collision between the participants and text storm is the never the same. </p> <p>References from Paul, Christiane (2003)Digital Arts. London: Thames & Hudson Limited<br> page 137: Piano Toshio Iwai<br> page 172 The First Generattion Inter_Skin Suit 1994 – Stahl Stensile<br> page 193: Stacked 1999 – David Small<br> page 193: Strema of Consciousness/Interactive poetic Garden 1998 – David Small </p> <p>Web Refs<br> <a href="http://www.stormchaser.com/">http://www.stormchaser.com/</a><br> <a href="http://www.stormchasing.com/">http://www.stormchasing.com/</a><br> <a href="http://www.electronicbookreview.com/thread/firstperson/multitiered">http://www.electronicbookreview.com/thread/firstperson/multitiered</a><br> <a href="http://www.msstate.edu/Fineart_Online/Backissues/Vol_12/faf_v12_n09/reviews/sig2.html">http://www.msstate.edu/Fineart_Online/Backissues/Vol_12/faf_v12_n09/reviews/sig2.html</a></p> <p> <small> <a href="http://yakujodesigns.blog.co.uk/2006/11/07/idat_203_proposal_text_storm~1305398/#comments">Comments</a> </small> </p>http://yakujodesigns.blog.co.uk/2006/11/07/idat_203_proposal_text_storm~1305398/#comments