I chose three manuscripts as my sources:

Codex Borgia-believed to have been composed prior to 1492, this chronicles the various calendarsof the Aztecs.

Codex Boturini-written between 1530-1542, this manuscript is in black and white and records Aztechistory from the departure from Aztlan to the settlement at Tenochtitlan (Mexico City).

Codex Azcatitlan-put together over several decades in the 16th c, this codex starts with Aztlan and goes all the way to Spanish conquest and colonization.

Here are some of the original pictures that I used:

(Plate from the Codex Borgia)

(Mexica leaving the island of Aztlan)

(Azcatitlan_encounter w/ Spaniards at sea & on land)

This was really an exercise to see if working with such sources would be manageable or not, so needless to say, the end product is not perfect!

import processing.core.PApplet;

//simple animation with a bouncing ball changing color

 public class Practice_Hello extends PApplet{
   int x=(int) random(1,100);
    int y=(int) random(1,100);
    int xspeed=1;
    int yspeed=1;
   
   public void setup(){
    size(200, 200);
    println(”Hello World”);
   }
   
   public void draw(){ 
  
    x=x+xspeed;
    y=y+yspeed;

    //part for xspeed
    if(x>width) {
     xspeed=xspeed* -1;
     fill(255,0,0);
    }
   
    if(x<0) {
     xspeed=xspeed* -1;
     fill(0,255,0);
    }

    //part for yspeed
    if (y>height) {
     yspeed=yspeed* -1;
     fill(0,0,255);
    }
   
    if(y<0) {
     yspeed=yspeed* -1;
      fill(100,0,100);
    }
  
    background(100);
    ellipse(x, y,30,30);
   }
  }

Goldman-Segall and Maxwell argue for the adoption of their Points of View theory in thinking about how computers and digital applications should be used and designed for educational purposes. This view considers the technologies of emerging media as “lenses to explore both self and world through layering viewpoints and looking for underlying patterns that lead to agreement, disagreement, and understanding” (406).

 The authors situate their theory within the various ways that theorists have viewed the role that technology plays in cognition. Technology can serve as a learning source, curriculum area, communications media, thinking tool, environment, partner, scaffold and perspectivity toolkit, and writers such as Hiltz, Papert, Scardamalia, Bereiter, and Goldman-Segall provide convincing evidence for the particular roles that they support. The span of these roles actually corresponds closely to the growth of cognitive science, which in the mid-1950s was the study of the mind as some sort of hardwired system which responded to the outside world.

Gardner (1985) chronicles the problematic development of cognitive science and notes that in articulating practical models of learning, subjective, individual areas such as affectation and culture were deemphasized in favor of areas considered more universal and scientific. Additionally, newly developed computers were seen as appropriate tools for facilitating learning since there was a clear “analogy to the human system and to human thought processes” (Gardner 2).

 The influence of Vygotsky’s theory of learning as incorporating the social and Winograd’s and Flores’s decentered and situated learning made it possible for theorists to consider technology as enabling “learners to participate as members of communities experiencing and creating new worlds from the points of viewing of their diverse personal identities” (398). This approach allows learner specificities such as culture, ethnicity and gender to play a role in the implementation and design of computer-based and digital learning tools.

The authors provide a very helpful survey of the major tools thus far developed, and explain the theoretical underpinnings informing each application’s design. Since I come from a literature background, the most interesting idea comes from Papert, who “called for an examination of the culture-building implications of Logo practice, and for something he called ‘computer criticism,’ which he proposed as akin to literary criticism” (417). This is a very astute remark since theorists, especially when equipped with certain postmodernist and poststructuralist approaches, were able to view, and acknowledge that they were viewing texts through certain lenses.

I took this picture when some of my friends and I were coming back from a weekend on Amantani Island on Lake Titicaca (in Peru), and it was breathtaking. I wanted to see if I could deconstruct this picture in AfterEffects and make the water, clouds, and sunlight move, so here is the finished result.  The resolution is relatively low because I wanted to minimize render time and disk space.

Here are some pictures of the finished dress before the circuitry was added, and details of the collar region with circuitry:

In these two pictures, ou can see the green USB component to upload programs to the Lilypad.  Unfortunately, this is where I hit a snag.

(front side of collar region-the collar is adorned with rhinestones, leds and a Lilypad Arduino)      (underside of collar region)

Ultimately, though, I let the components themselves dictate the design. I will let you see which parts you can identify. Here is the finished result:

Be sure to check out all of the 5-in-5 Day#2 projects here!

http://5-in-5.com