Wednesday, May 11, 2011
Thursday, April 21, 2011
Suburban Museums Worth the Trek
This is a list from Time Out Chicago of great museums out in the burbs. It might be fun if you can find the time for a little day trip...so maybe we can start thinking about this over the summer break, when we might have any time for leisurely-learning. Having been to a few of these museum and knowing how great some of them are I would be willing to bet the ones here offer a variety of really unique experiences.
The Kohl Museum is probably a little less than an hour from SAIC, but, given you have a small child or someone who acts like a small child with you, it is really an amazing place to explore.
The Mitchell Museum is a tiny place from what I remember, a little less interactive than say, the children's museum, but really interesting, especially when we are thinking about forgotten histories in the context of a master narrative. The location of the museum speaks to this as it is situated in Northwest Evanston, where the non-white resident population is a whopping 7%.
I haven't been to the Holocaust Meseum in Skokie yet, despite my uncle being a docent there.
The other two I have never heard of, and it look like at least the Discovery center isn't actually in the suburbs, but pretty north in Chicago. Anyone interested in a field trip or two let me know...transportation will be on me.
To check out the Time Out Chicago complete list with descriptions of the museums, click here.
1. Discovery Center
Mon–Fri noon–10pm; Sat 9am–6pm; Sun 9am–9pm
2940 N Lincoln Ave (between George St and Wellington Ave) Chicago,
2. Health World Children's Museum
1301 S Grove Ave
3. Kohl Children's Museum
Mon 9:30am–noon (June–Aug 9:30am–5pm); Tue–Sat 9:30am–5pm, Sun noon–5pm
2100 Patriot Blvd, the Glen Glenview, North Suburbs
4. Illinois Holocaust Museum and Education Center
Mon–Wed 10am–5pm; Thu 10am–8pm; Fri 10am–5pm; Sat, Sun 11am–4pm
9603 Woods Dr Skokie, North Suburbs
5. Mitchell Museum of the American Indian
Tue, Wed 10am–5pm; Thu 10am–8pm; Fri, Sat 10am–5pm; Sun noon–4pm
3001 Central St Evanston, North Suburbs
The Kohl Museum is probably a little less than an hour from SAIC, but, given you have a small child or someone who acts like a small child with you, it is really an amazing place to explore.
The Mitchell Museum is a tiny place from what I remember, a little less interactive than say, the children's museum, but really interesting, especially when we are thinking about forgotten histories in the context of a master narrative. The location of the museum speaks to this as it is situated in Northwest Evanston, where the non-white resident population is a whopping 7%.
I haven't been to the Holocaust Meseum in Skokie yet, despite my uncle being a docent there.
The other two I have never heard of, and it look like at least the Discovery center isn't actually in the suburbs, but pretty north in Chicago. Anyone interested in a field trip or two let me know...transportation will be on me.
To check out the Time Out Chicago complete list with descriptions of the museums, click here.
Monday, March 28, 2011
Exploring Art Apps for Techno Teach-In
Here is a list of Art-related apps that we are going to hopefully explore a little during the techno teach-in tomorrow. I wanted you all to have a link to the list of apps we will be talking about. That's all for now.
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Thursday, March 17, 2011
No Right Brain Left Behind
As some of you may already know, I have my b.a in marketing communications and I did a lot of work in advertising, which is how I came to find out about a competition called No Right Brain Left Behind. A friend of mine works at Energy BBDO, which is a Chicago advertising agency in the final round of competition (and according to my friend, the team that won the entire competition, though the official website indicates no winner yet). Their proposal is for a reality competition that will demonstrate how creative problem solving skills are essential for the nation's success. A TV show will drive awareness of the issue and motivate the public at large to care about education reform, while online properties will enable viewers to take action for positive change in the country's education system.
I know it sounds crazy, but then I realized that most reality shows sound nuts in writing, at yet our country can't get enough of them. Sure there are a million things wrong with this competition, but it is interesting to think about advertising social issues. Let's face it, they can sell pretty much anything, so selling the public an idea--more creativity in our education system--shouldn't be that hard, right? But if advertisers are busy telling me there's an education crisis, how am I supposed to know what to buy?
I'm only kidding, of course--I can buy my own toothpaste. Sort of. Either way, here it is.
I know it sounds crazy, but then I realized that most reality shows sound nuts in writing, at yet our country can't get enough of them. Sure there are a million things wrong with this competition, but it is interesting to think about advertising social issues. Let's face it, they can sell pretty much anything, so selling the public an idea--more creativity in our education system--shouldn't be that hard, right? But if advertisers are busy telling me there's an education crisis, how am I supposed to know what to buy?
I'm only kidding, of course--I can buy my own toothpaste. Sort of. Either way, here it is.
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| Right Brain Revolution |
Sunday, March 13, 2011
Example: Augmented Reality Apps for Art Education?
The article Ray posted about Augmented Reality Apps for Art Education made me really curious about what these AR apps actually look like and how students might interact with them. So, I decided to try it. I found one for the iPhone called WaterColor by a company called AR VISION Inc. The information provided in the app explains, "Watercolor application is intended for photo to image with non-photorealistic effects"
I downloaded the app to mess around with it. The app has only one photo affect, which you'll see it a before and after of in the images below. I used a photo that I took with my phone a few weeks ago when our class went to the school forum at UIC.
Enjoy.
It is pretty boring, I think, and as a potential app for use in art education, it definitely has a long way to go.
I downloaded the app to mess around with it. The app has only one photo affect, which you'll see it a before and after of in the images below. I used a photo that I took with my phone a few weeks ago when our class went to the school forum at UIC.
Enjoy.
 |
| Before |
It is pretty boring, I think, and as a potential app for use in art education, it definitely has a long way to go.
 |
| After |
Thursday, March 10, 2011
My cyberped Influence of the day
So, right now I am blogging to my cyberped blog from the blogpress app I just downloaded a few minutes ago. And, as if one blog wasn't new and scary enough, I have just created another blog specifically for keeping all the fragmented messy ideas i have for thesis in one all in one place.
This is clearly the influence of cyberped because prior to this class I would have never considered documenting the formation of my thesis in a blog! Never! And I'm so excited to have a single space for collecting, and eventually reviewing, the random thoughts and research ideas that I can instantly archive from wherever I am.
Whether or not I actually use the thing the way I envision it is not even that important because right now I'm just excited that i want to try documenting in this way. I hope I can keep track of and always reflect on my every-changing ideas about the thesis research process.
So.
Huh.
Blogging.
What a concept.
Thanks cyberped (Ray and Lee) for making all of this interweb net wideworld .com stuff less scary for me. Cheers!
- Posted using BlogPress from my iPhone
This is clearly the influence of cyberped because prior to this class I would have never considered documenting the formation of my thesis in a blog! Never! And I'm so excited to have a single space for collecting, and eventually reviewing, the random thoughts and research ideas that I can instantly archive from wherever I am.
Whether or not I actually use the thing the way I envision it is not even that important because right now I'm just excited that i want to try documenting in this way. I hope I can keep track of and always reflect on my every-changing ideas about the thesis research process.
So.
Huh.
Blogging.
What a concept.
Thanks cyberped (Ray and Lee) for making all of this interweb net wideworld .com stuff less scary for me. Cheers!
- Posted using BlogPress from my iPhone
Tuesday, March 8, 2011
Group Museum Interactive
Rationale
We wanted to approach our understanding of an interactive art museum through the consideration of two specific populations: those who do not enjoy going to the museum because of a lack of understanding of the art and the hearing and visually impaired. Each one of our group participants could think of a family member who hates going to art museums, citing such reasons as: 'I just don't get it' or 'This is boring.' We would argue that the one of the reasons for these types of feelings is the museums inability to relate art to the viewers lives. The museum assumes that museum goers will find interest in a painting just because its hangs on the wall.
But what have others thought about the painting? Does this painting hold special meaning for someone otherwise not associated with the museum/art world? Are there specific images in the painting that affect museum goers in multiple ways? Where do the visually and hearing impaired fit into the museum?
A museum goer who can see but not hear has their own unique challenges: what are the people around you saying about the painting? While a visually impaired museum has their own set of challenges: How to best experience the painting, without violating museum rules like touching the art work? These are the questions we have attempted to address in our proposal.
Description
In the middle of each gallery exhibition, will be a circular room surrounded by glass windows. It is important that even though a person is inside of the room, they are still able to view the works of art in the exhibition space. The room will be soundproof so that sound cannot escape out while keeping sound in so as not to disturb the outside gallery space. Inside the room will be between 5-15 stations. Each of these stations will be in direct sight of a set of works inside the gallery. Each station would consist of: an interactive touch screen, headphones, interactive Braille machines, touchable versions of the works of art, and keyboards.
Once a museum goer is in front of a station, he or she will be able to: learn about the artist, learn how the particular piece of art was constructed, touch/feel the piece of art, listen (or read Braille) to what other museum goers think/feel about the piece, listen(or read Braille) to any personal experiences other museum goers might associate with the piece, record (or type) their own responses to the piece, use the interactive touch screen to learn/hear about specific particularities about the piece, and cross reference similar artist/artistic styles.
Design/Layout/Floor plan for Museum's Space
(Coming soon)
The Station... in our Imagination
I found some pictures that showcase the kind of transformation of the museum's physical space that we were interested in achieving with this project. I like the idea of trying something totally new in the museum setting. Not just new technology, but new arrangements and physical spaces for interacting with exhibits. Here are some of the images that best represent a new way of approaching digital interaction in museums:
Conclusion
It is our hopes that this interactive room will provide a connection between the art works and the lives/experiences of the museum goer. The interactive stations provide for opportunities to not only learn about works of art from an academic standpoint, but also how art works affect the lives of others. In addition, the interactive room provides a space for contemplation as well as personal interaction. The rooms also give the visually and hearing impaired additional ways to have experiences with the art works.
We wanted to approach our understanding of an interactive art museum through the consideration of two specific populations: those who do not enjoy going to the museum because of a lack of understanding of the art and the hearing and visually impaired. Each one of our group participants could think of a family member who hates going to art museums, citing such reasons as: 'I just don't get it' or 'This is boring.' We would argue that the one of the reasons for these types of feelings is the museums inability to relate art to the viewers lives. The museum assumes that museum goers will find interest in a painting just because its hangs on the wall.
But what have others thought about the painting? Does this painting hold special meaning for someone otherwise not associated with the museum/art world? Are there specific images in the painting that affect museum goers in multiple ways? Where do the visually and hearing impaired fit into the museum?
A museum goer who can see but not hear has their own unique challenges: what are the people around you saying about the painting? While a visually impaired museum has their own set of challenges: How to best experience the painting, without violating museum rules like touching the art work? These are the questions we have attempted to address in our proposal.
Description
In the middle of each gallery exhibition, will be a circular room surrounded by glass windows. It is important that even though a person is inside of the room, they are still able to view the works of art in the exhibition space. The room will be soundproof so that sound cannot escape out while keeping sound in so as not to disturb the outside gallery space. Inside the room will be between 5-15 stations. Each of these stations will be in direct sight of a set of works inside the gallery. Each station would consist of: an interactive touch screen, headphones, interactive Braille machines, touchable versions of the works of art, and keyboards.
Once a museum goer is in front of a station, he or she will be able to: learn about the artist, learn how the particular piece of art was constructed, touch/feel the piece of art, listen (or read Braille) to what other museum goers think/feel about the piece, listen(or read Braille) to any personal experiences other museum goers might associate with the piece, record (or type) their own responses to the piece, use the interactive touch screen to learn/hear about specific particularities about the piece, and cross reference similar artist/artistic styles.
Design/Layout/Floor plan for Museum's Space
(Coming soon)
The Station... in our Imagination
I found some pictures that showcase the kind of transformation of the museum's physical space that we were interested in achieving with this project. I like the idea of trying something totally new in the museum setting. Not just new technology, but new arrangements and physical spaces for interacting with exhibits. Here are some of the images that best represent a new way of approaching digital interaction in museums:
 |
| Try to ignore the cave-like ambiance and imagine what might happen if this station was raised even just a few feet above the regular viewing area.... |
 |
| Digital Interaction inside the structure |
 |
| Digital Interaction inside the structure |
 | ||||
| Digital Interaction inside the structure |
Conclusion
It is our hopes that this interactive room will provide a connection between the art works and the lives/experiences of the museum goer. The interactive stations provide for opportunities to not only learn about works of art from an academic standpoint, but also how art works affect the lives of others. In addition, the interactive room provides a space for contemplation as well as personal interaction. The rooms also give the visually and hearing impaired additional ways to have experiences with the art works.
RSA Animate - Changing Education Paradigms
My brother sent me this video a few weeks ago and I've been meaning to share it with everyone. It's a little long, and the information is not shocking, and it's probably even a bit redundant at some points, but I think it does raise some interesting issues. I like it because it is the kind of video that you can show to non-educators to address any broader social misconceptions about teaching and learning and our education system as it currently stands.
I am interested in, and admittedly know nothing about, RSA Animate. I will do some more research and if come across something else related to education I will share it with you all in a future post.
I am interested in, and admittedly know nothing about, RSA Animate. I will do some more research and if come across something else related to education I will share it with you all in a future post.
Monday, February 21, 2011
Evanston Youtube Controversy
I thought this was an interesting article about, in the most basic sense, what is acceptable for sharing on youtube and what isn't for the public to see. I found this article especially interesting because the video in question (that was later removed from youtube), according to the man who posted the video, had some serious and unflattering dialogue with controversial racial undertones from the administrators in this particular Evanston school meeting.
http://www.chicagobreakingnews.com/news/local/ct-met-evanston-youtube-controversy-20110211,0,7744862.story?obref=obnetwork
http://www.chicagobreakingnews.com/news/local/ct-met-evanston-youtube-controversy-20110211,0,7744862.story?obref=obnetwork
Sunday, February 20, 2011
Doodle 4 Google
- …Become a doctor with my own TV show.
- …Invent rocket shoes that let you fly.
- …Open a zoo for the world’s endangered animals.
Whether students want to find a cure for cancer or take a trip to the moon, it all starts with art supplies and some 8.5" x 11" paper. And, one lucky student artist will take home a $15,000 college scholarship and $25,000 technology grant for their school, among many other prizes.
Registration closes at 11:59:59 p.m. Pacific Time (PT) on March 2, 2011, and entries must be postmarked by March 16, 2011 11:59:59 p.m. Pacific Time (PT). The winning doodle will be featured on our Google.com homepage on May 20, 2011.
New! Changes to Doodle 4 Google in 2011
- Parents Can Register Their Kids: This year, based on your feedback, we are expanding the contest. Now, in addition to schools, parents and legal guardians can directly register their K-12 students in the contest and submit their doodles. Check with your child’s school or After School Programs first to see if they are participating, since we only allow one entry per student. As always, public, private and home schools can register on behalf of their students.
- After School Programs: We are working with two After School Programs: Boys & Girls Clubs of America and Girl Scouts of the USA to register students.
- No Cap On Doodles Per School: There is no cap on how many doodles each school, After School Program, or family can send in. Just remember, only one doodle per child.
- A Variety Of Guest Judges: This year, a group of guest judges, including Whoopi Goldberg, Actress/Comedian/TV Talk Show Host, Jim Davis, Creator of "Garfield", and Evan Lysacek, Gold Medalist for Ice Skating, and several other well known cartoonists, animators and illustrators will help judge the contest and attend the final awards ceremony to personally congratulate our winners.
Sunday, February 13, 2011
Thursday, February 10, 2011
Tuesday, February 8, 2011
Getting to Know You (Digitally) - Stumbleupon.com
Stumbleupon.com is a site that my sister introduced me to. She was tired of hearing me complain about how bored I was with my receptionist job this winter break. I proclaimed at one point that I was, "so bored...I'm even bored with the internet". How does one get bored with the internet? Who knows. But stumbleupon.com cured my new condition. Check it out.
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