Difference between revisions of "Digital Craft"
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=== skills === | === skills === | ||
| − | The student is able to appropriate and subvert underlying technologies of any consumer electronics in order to create new works of art and design. | + | * The student is able to appropriate and subvert underlying technologies of any consumer electronics in order to create new works of art and design. |
| − | The student is able to navigate and apply knowledge from online communities related to their specialization (from Instructables, Make Magazine, Hack-a-Day, Arduino, to more specific craft and hacker communities). | + | * The student is able to navigate and apply knowledge from online communities related to their specialization (from Instructables, Make Magazine, Hack-a-Day, Arduino, to more specific craft and hacker communities). |
| − | The student is able to use operate the hardware of the digital craft station (laser cutter, cnc, 3d printer, embroidery, ect.). | + | * The student is able to use operate the hardware of the digital craft station (laser cutter, cnc, 3d printer, embroidery, ect.). |
| − | The student is able to make simple electronic circuits, use single board micro-controlers (Arduino) and single board computers (Raspberry Pi). | + | * The student is able to make simple electronic circuits, use single board micro-controlers (Arduino) and single board computers (Raspberry Pi). |
| − | The student has basic knowledge of C/C++, shell scripting, and javascript. | + | * The student has basic knowledge of C/C++, shell scripting, and javascript. |
| − | The student is able to develop their own signature as part of an autonomous practice, using methodologies developed through their studies and specific to their medium. | + | * The student is able to develop their own signature as part of an autonomous practice, using methodologies developed through their studies and specific to their medium. |
| − | The student is able to document and communicate their research including properly licensed blueprints, source code, assets, ect. | + | * The student is able to document and communicate their research including properly licensed blueprints, source code, assets, ect. |
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Revision as of 14:46, 6 February 2013
Contents
About Digital Craft
Saturated with ready-made art and design technologies, is there still room to create new tools that can shape new autonomous practices? Such an issue is precisely what drives the work of the tinkerers from the digital craft minor.
skills
- The student is able to appropriate and subvert underlying technologies of any consumer electronics in order to create new works of art and design.
- The student is able to navigate and apply knowledge from online communities related to their specialization (from Instructables, Make Magazine, Hack-a-Day, Arduino, to more specific craft and hacker communities).
- The student is able to use operate the hardware of the digital craft station (laser cutter, cnc, 3d printer, embroidery, ect.).
- The student is able to make simple electronic circuits, use single board micro-controlers (Arduino) and single board computers (Raspberry Pi).
- The student has basic knowledge of C/C++, shell scripting, and javascript.
- The student is able to develop their own signature as part of an autonomous practice, using methodologies developed through their studies and specific to their medium.
- The student is able to document and communicate their research including properly licensed blueprints, source code, assets, ect.
knowledge
- The relationship between art, design, and craft through the ages
- Craft today from hacking culture to haute couture
- Evolutional history of the software and hardware tools covered in the digital craft
- The legal aspect of digital craft (licenses, patents and copyright)
attitude
TODO
Keuzemodulen
Quantified Selves
- general intro on data design with a specific example (quantified self) + assignment to track food habits.
- look at the data collected and what can you conclude about your other classmates based on the data they collected + assignment keep on collecting data
- look at the data, look for patterns and or singular properties + assignment draw a conclusion about data and a. either collect more data or b. formulate the pattern into a narrative to be visualised.
- Google chart your data + play different types of visualisation
- discuss outcomes of trying different visual methods, did you learn something new and did it change your perspective? +
- theory: how to go from data to product within the food field (small critical hint towards tracking with albert heijn bonus card, show birgit PZI project) + sketch
- feedback on sketches + final turn of data collected into something that is relevant to your practice, for instance a journalistic report on your food habits, an encyclopedia of week-end snacks, a ready-to-wear collection based on your food trends analysed in your group, etc.
- final presentation + guests
