Collisions-S08
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Syllabus / Collisions-S08

Art/Science Collisions: Communicating with Data

Original Syllabus

Thursdays, 6:30-9PM, room 447

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Latest commentary and news

RSS

a feed from the comments and news blog to post yourself, see login info here _______________________________________________________________________________________________________________________

Contents:

Go to Class Work!!

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Facilitator

Gretchen Gano, gretchen.gano@nyu.edu
office phone: 212-998-2662
office hours: Thursday, 5-6:30 and by appointment

Some links to select projects:

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Description

The aim of this course is to explore and draw inspiration from the scientific process, its representations, and data. What does it mean to use the “scientific method”? What is the purpose and value of data produced in experiments? How true are representations crafted with data and who wants or needs to know about scientific results? What do we gain by incorporating scientific data or visualization into our own work? The goal is to cultivate purposeful science communication and to encourage critical responses to scientific and technological practice in modern culture.

The class will focus on exploration and design considerations rather than technical production. Over the course of the class, each student will select a particular area of science and become familiar with its process, language, and data. To do this, we will get some first hand experience unpacking particular visualizations, talking with scientists and students of scientific disciplines, and interviewing members of our potential audiences. Who produces and analyses data, what are they looking for in their results? Who else is interested in understanding data --in what setting, through what medium or interface? From these direct experiences, we will propose our own art/science collisions: using artistic sensibilities and media tools to communicate about the scientific process, contextualize and annotate visualizations, and frame our chosen topic for particular audiences: museumgoers, policy makers, the disabled, teachers, adults, or children.

In periodic “science salons,” we will discuss our chosen areas of science, associated datasets and visualizations, potential audiences, settings and formats of the final presentations. We will formulate our own approach to communicating information about science, data, and the topics these inform. Students will storyboard an explanatory presentation of the data in his or her selected area designed for a select audience. Students will complete a media/ interactive presentation for the core project, incorporating scientific data and framing the presentation for a select audience and setting. There are no prerequisite programming skills required for this course: advanced students may wish to deal more directly with raw data sources in the core project, while new students may wish to create information graphics that annotate and contextualize existing data visualizations.

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Key Sites (events, del.icio.us site, readings, blog, flickr)

*
RSS
ITP_art_sci Del.icio.us account
to add links and tag, you can log-in with
user name: ITP_art_sci
password: !interactive
You can also send a source into the account without being logged in, by using the tag "for:ITP_art_sci"
If you use this option, you'll need to log in to the main account later and save the links into the main list from links for you
download handy browser tagging tools here
Suggested tags:
  • use "data" if its a site that let's you download datasets
  • use "visualization" if it an example of data visualization
  • use "events" if the site lists events
  • use your initial as an additional tag for assignments see here for an example of GG links
You can log in and post with the following information:
Username: itpartsci
Password: !interactive
at http://wordpress.com
since we are all using the same log-in - please use your name as a tag to let us know who is talking
Flickr account log in is:
itpartsci@yahoo.com
!interactive

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Access to Readings and class slides

The one required text is Carey, S. S. (2004). A beginner's guide to scientific method (3rd ed.). Belmont, CA: Thompson/Wadsworth.

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Core Project and Salons

Description The central work of the course will be to conceptualize and prototype a project that communicates information using data in a select field. While there will be many inputs to the design process, this course focuses on 1) what data and visualizations mean in the context of the scientific practice 2) the potential audiences whose lives are dramatically affected by science and technology and 3) the settings, forms and interfaces which house and make accessible the visual representation of scientific data.

The format of the final project will vary based on your skill level, the select format, and setting. The instructor will provide specific guidelines for the final projects in class and will be available for one–on-one consultation as the project takes shape.

Work on the final project will occur iteratively during the length of the course. A core activity will be to identify and interview a scientist or student in your chosen field to learn about research processes in this area – you do not need to complete the interview before the February 21 science salon, but should be done before the final presentation. In addition, you should interview at least three members of your target audience by the April 10 Salon date. The instructor will provide additional guidance and assist with appropriate contacts based on your dataset selection. You should ask permission to document your interviews (audio or video). While this will not always be feasible, you may wish to use this media as a part of your final presentation. You can let them know that the recorded material is for your personal research for a class.

There will be 4-5 course sessions held in a salon format, where students will discuss components of the final project in process, give, and receive critiques on the project’s facets.

logistics and etiquette on interviewing:

  • The set-up. To introduce yourself to your interviewees (be they expert/researchers or audience members), explain that you, a student, are doing background research in your select area of research/science and the data of interest, etc as a part of an NYU class focused on the intersection of art and science, specifically about data representation. You would like to set up an interview to talk about the context of the research, the data, and its visual representation. Their assistance will help you design your final class project. In the case of audience interviews, you have several questions about your topic that you would like to ask them. This would be a 1-2 hour commitment and you would like to record the interview in some way for personal research purposes, if possible (the audience interviews can be shorter). Depending on the willingness of your contact, you may arrange to spend more time collaborating. This will not always be possible/feasible or desireable.
  • formal permission for interviews. If you intend to use portions of this interview in a finished piece that you plan to exhibit publicly, you will want to obtain more formal permission from your subjects using a signed release form, which establishes the understanding that the interviewee agrees to a recorded interview, and that you may use the footage or recording in your work. This also goes for if you are planning to write or publish something including any portion of the interview material.
  • Be professional and respectful of your interviewee's time.
  • Present a clear outline of what time will be required and what is proposed
  • Follow up with formal thank yous, etc.
  • Always give proper credit and attribution for contributors to your work. Conversely, protect the anonymity of any interviewee who wishes to remain anonymous

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Salons

February 21 SALON: Sciences

Preparation:

Please post your name and a short statement identifying (and providing a link where possible) to your topic/data source in the class work section of the wiki under “Salon 1”

To prepare for this salon, you should select and area of science, identify and familiarize yourself with a representative dataset and find examples of how scientists (and other specialists) have used that data to make visual representations. Your job is to understand

1) what experimental questions are scientists asking when they collect this type of data?
2)what basic scientific concepts form the basis for this research?
3) what is the process scientists use to collect this type of data?
4) What techniques do scientists use to visualize the data?
5) What are they trying to communicate and to whom (what does it all mean?)
To do this, you can consult reference sources, articles, online sources, and the scientists themselves. We will go over research strategies for this!

At the salon, you will make a presentation about what you have learned so far.

Feed of concept maps we made during the salon (click on feed to get whole image collection)see the Flickr group set "Salon 1"!! Feel free to tag and edit if you like.

Flickr account log in is:

itpartsci@yahoo.com
!interactive
RSS

Notes and comments on the day from the blog!!

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March 13 SALON: Settings and Forms

Please post your name and a short statement identifying to your proposed settings and forms class work section of the wiki under “Salon 2”

Preparation: You should select a setting and form for your final project and start creating a production plan. Based on your select forms and setting (art or science museum, school, Starbucks, your livingroom, WWW, where else?) Start collecting examples of similar types of media produced for your audience and setting. For the purpose of the salon, you should

1) identify the setting and form you want to design for
2) identify at least one good (or not so good) example that could be applied to your own data presentation (we will do more of this in assignment 3)
3) give examples of how this setting and format might relate to the information needs and desires of audiences in your setting.
4) Share and get feedback on your draft production plan

Notes and comments on the day from the blog!!

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April 10 SALON: Publics

Preparation:

Please post your name and a short statement identifying your audience in the class work section of the wiki under “Salon 3”. you can add links to media or notes where appropriate to support your salon presentation

To prepare for this salon, you will interview at least three individuals who you believe are members of the target audience for your final project. Your job will be to understand

1)what makes them a part of this audience also, what are some of the existing assumptions about this audience, what kind of media/data experience, information sandwich is usually designed for it?
2)what do they already know about your area of science and its data (what kind of facts)
3)what is the nature and level of interest in your subject (or what might it be)
4)do they think your area of research impacts their own lives? How and why? How might this be relevant to your project (why/why not)?

At the salon, give us a description of your audience, and their information needs and desires.

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April 24 Core project presentations

May 1 Core project presentations

On these two dates, we will pull it all together to demonstrate and discuss the final projects. In addition to the final presentation each person should write an artist’s statement that introduces the final project, its core themes, and the process of making.

Core project component checklist

  • Select and research area of science/expertise and dataset -- reviewed in salon 1:science
    • conduct interview about data content with an expert/scientist or student in the discipline (document with media where possible)
  • define and research setting or place -- reviewed in salon 2: settings and forms and in assignment 3
    • For example --art or science museum, school, Starbucks, your livingroom, WWW (situated where?), where else
  • define audience -- reviewed in salon 3: publics and in assignment 2
    • conduct interviews with three representatives from this audience (document with media where possible)
  • define and research two forms -- reviewed in salon 2:settings and forms and in assignment 3
    • develop a working prototype of one, and storyboard or present plans for the second. If there are two or more people in your group, you should prototype (make) both forms.
FORM CATEGORIES
* Something that can be tangibly printed
* Something that incorporates 3-dimensional space (physical)
* Something interactive (an activity, tangible or web-based)
* Something narrative (video, animation, audio, etc.)
  • Write an artist's statement - 1-2 pages (~400-800 words) - one statement for each person, please submitted at final salon
  • develop 20-30 minute presentation for final salon days

Components of the final presentation should include, but are not limited to

1)Introduce your two chosen forms and prototype
2)Context / a review of the research process (science, setting, forms and audience)
3)a statement of goals for the project as a whole
4)a statement of the scientific/expert knowledge concepts your information visualizations embody or convey
5)a presentation of how the data shows up in the select forms - what decisions did you make to arrive at the final representation(s) of the data. Where did you embellish/make creative decisions and why?

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Assignments

Go to Class Work!!

In addition to the work to advance the design of the core project happening throughout the course, there will be regular readings and occasional assignments to enrich our class discussions and personal research.

Assignment 1: Data Collections (assigned 1/24, due 1/31) Tag at least 5 online scientific data sources into the course del.icio.us account http://del.icio.us/ITP_art_sci. These sites make accessible image/numeric or other data sources for a particular area of scientific research. Be prepared to introduce these in a group setting in the upcoming class, be able to talk briefly about the data collection. If you wish, you could identify alternate data sources such as print, other formats. This will form the basis of our “reference collection”. To keep track of who did what, add your name or initials as a tag!

to add links and tag, you can log-in with
user name: ITP_art_sci
password: !interactive
You can also send a source into the account without being logged in, by using the tag "for:ITP_art_sci"
If you use this option, you'll need to log in to the main account later and save the links into the main list from links for you
download handy browser tagging tools here
Suggested tags:
  • use "data" if its a site that let's you download datasets
  • use your initials as an additional tag for assignments

Assignment 2: Popularization (assigned 2/14, due 2/28) Identify and review 2 examples of popularization of information derived from the science research in your area. Be prepared to discuss distinct aspects of these in the next class. How do these representations square with your own explorations of the science?

To give me a record of what you looked at, please follow my example and post your name and give me a link, citation, or description in the course work wiki here under assignment 2 (you can log in using your NYU netid and password, click “edit” and see my example link coded in the course work part of the wiki)

Assignment 3: Settings, Forms and Interfaces (assigned 3/6, due 3/27) Document a setting where science information is being conveyed. Collect examples of media, forms, interfaces that facilitate the display of data. These do not necessarily need to be examples of the display of the data in your chosen area.

To give me a record of your example setting/forms, please follow my example and post your name and give me a linktopictures, citation, or description in the course work wiki here under assignment 3 (you can log in using your NYU netid and password, click “edit” and see my example link coded in the course work part of the wiki)

Assignment 4: Events (assigned from day 1, due by the last day of class) Attend *at least* one science-related event in the course of the semester and record your impressions/thoughts about the session in 1-2 pages (~400-800 words). This is assigned starting now, due by the final class session. Is this an event which communicates science to a general audience, or a presentation to fellow experts? You can turn these in at any time – we might want to talk about a particular event in class as we go along.

You can either turn it in on paper, e-mail it as a file, OR blog it on the class blog

You can log in and post with the following information:
Username: itpartsci
Password: !interactive
at http://wordpress.com
since we are all using the same log-in - please use your name as a tag to let us know who is talking

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Grading

Class participation 20% Salon discussions 30% Assignments 20% Core project presentation 30%

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Class Meetings, Calendar and Reading Assignments

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Class 1 (1/24)

Introduction and Road Map: a course overview and intro to the scientific method see the "framing talks (class slides)" folder on the course reserve system - slides are called "framing 1"

Reading:

  • Card, S. K., Mackinlay, J. D., & Shneiderman, B. (1999). Readings in information visualization: Using vision to think. San Francisco, Calif.: Morgan Kaufmann Publishers. (Chapter 1) see course reserve system
  • Carey, S. S. (2004). A beginner's guide to scientific method (3rd ed.). Belmont, CA: Thompson/Wadsworth. (Chapters 1&2)

Assignments and activities:

  • Do Assignment 1: Data Collections
  • Read through core project steps, salon dates and activities

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Class 2 (1/31)

Science and its data see the "framing talks (class slides)" folder on the course reserve system - slides are called "framing 2"

We met with Frank Lopresti e-mail: frank.lopresti@nyu.edu NYU statistics lab and Alex Tzanov e-mail: alex.tzanov@nyu.edu NYU high performance computing

Assignments and activities:

  • Assignment 1 due
  • Share data sources from assignment 1

We met in small groups and looked at the following questions as they were relevant to our data sources selections:

  • Why did you pick this source?
  • How will we define data
  • What is the data in its rawest form? (What are its characteristics, data formats?)
  • Associated visualizations/representations
Working backwards from a collection of interest to its context…
  • How is it collected?
  • Who collects or generates it?
  • Why is it collected (How is it linked to experimental questions?)
  • What are the broader themes?
  • What are your (first impressions) about what you might do with it?

Review for next week's case on discovering and revealing exoplanets:

Reading:

  • Carey, S. S. (2004). A beginner's guide to scientific method (3rd ed.). Belmont, CA: Thompson/Wadsworth. (Chapters 3&4)

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Class 3 (2/7)

Principles of visualization: data sources see the "framing talks (class slides)" folder on the course reserve system - slides are called "framing 3"

Case study: Discovering and revealing exoplanets

Guest, Brian Abbott, Manager, Digital Universe, Hayden Planetarium

Assignments and activities:

  • Select science area/data collection(s)

Reading:

If you are not already familiar with Tufte, see his homepage and publications here.

  • Tufte, E. R. (1997). Visual explanations: Images and quantities, evidence and narrative. Cheshire, Conn.: Graphics Press. (Chapter 1) see course reserve system
  • Tufte, E. R. (2006). Beautiful evidence. Cheshire, Conn.: Graphics Press. (chapter 5) see course reserve system
  • Reference images from Tufte -- original and suggested redesign stills of the severe storm vis see course reserve system
  • Watch Study of a numerically modeled severe storm sample images. See it here To log in, use password "!interactive"
  • A study of the evolution of a numerically modeled severe storm. see course reserve system

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Class 4 (2/14)

Principles of visualization continued see the "framing talks (class slides)" folder on the course reserve system - slides are called "framing 4"

Assignments and activities:

Case: Tuftes Critique of the Numerically Modelled Storm Visualization

Prepare for next week's salon Please post your name and a short statement identifying (and providing a link where possible) to your topic/data source in the class work section of the wiki under “Salon 1”

Reading:

National Science Board. "Science and Technology: Public Attitudes and Understanding" Chapter 7 in Science and Engineering Indicators 2008. Arlington, VA: National Science Foundation, 2008.

PEW/Internet and American Life Project study: The Internet as a Resource for News and Information about Science announcement> full report (selections - please read the Summary Findings and also part 2: Science Knowledge, Attitudes, and the Internet, but the whole thing is worth a scan)

Refer to National science foundation surveys of public understanding of science and technology, 1979-2001

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Class 5 (2/21)

SALON – sciences

A repeat from last week:

Reading:

National Science Board. "Science and Technology: Public Attitudes and Understanding" Chapter 7 in Science and Engineering Indicators 2008. Arlington, VA: National Science Foundation, 2008.

PEW/Internet and American Life Project study: The Internet as a Resource for News and Information about Science announcement> full report (selections - please read the Summary Findings and also part 2: Science Knowledge, Attitudes, and the Internet, but the whole thing is worth a scan)

Refer to National science foundation surveys of public understanding of science and technology, 1979-2001

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Class 6 (2/28)

Publics see the "framing talks (class slides)" folder on the course reserve system - slides are called "framing 6"

Assignments and activities:

Review Assignment 2: popularization

Reading:

Case: consensus technologies - Meeting of Minds: European Citizen's Deliberation on Brain Science

WATCH: Video on the whole Meeting of Minds trajectory (12 minutes)

SKIM: the Citizen's Information Brochure

READ the Program Design Section (pages 1-21) and part II. The 37 Recommendations on Brain Science of the European Citizens' Assessment Report: Complete Results

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Class 7 (3/6)

Intro Settings and Case study – consensus technologies see the "framing talks (class slides)" folder on the course reserve system - slides are called "framing 7"

All handouts given in this session can be found on the course reserve system in the folder called "handouts"

Assignments and activities:

Prepare for Salon 2

Start Assignment 3 it is due 3/27, after break

Reading:

see Class 8 reading listings

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Class 8 (3/13)

SALON – settings and forms

see the "framing talks (class slides)" folder on the course reserve system - slides are called "framing 8"

Assignments and activities:

Continue Assignment 3 it is due 3/27, after break

Reading:

See the wikipedia entry on decision support systems for an overview of what these are

Review information about the LASER project for next week's case study

http://www.nyu.edu/ccpr/laser/planc.html
http://www.nyu.edu/ccpr/laser/planc.html
Read pages 4-6 and 56 in the Laser publications packet

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Class 9 (3/27)

Forms and Interfaces

Case - data and design for decision support
Guest speakers from the NYU Large Scale Emergency Readiness Project (LASER)
Ian Portelli, Ph.Dc
Silas Smith, M.D.
LaSER aims to improve the capabilities of federal, state, and local governments, as well as private organizations, to prepare for and respond to a large mass casualty incident. LaSER is composed of five interrelated sub-projects which will create a range of new tools and knowledge that will enhance urban preparedness and response. LaSER is designed to integrate theories, processes and technologies from fundamental preparedness disciplines to improve planning and response of medical and public health approaches in the event of a mass casualty event. LaSER is a multi-component project and involves scientists from the mathematical and computational, public health and medical, legal, business, and sociological fields.

Assignments and activities:

Review the results of Assignment 3

Reading: Background material for immersive spaces case on "forms"

LISTEN TO A Modern Geoscope: Buckminster Fuller's Idea comes to Life interview with David McConville and Bonnie DeVarco
LOOK AT cosmologcal cinema poster

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Class 10 (4/3) and demonstration of the 3 meter GeoDome Pod Friday, April 4 in the Japanese room

Forms and Interfaces Immersive spaces

Guest presenter David McConville, the Elumenati Immersive Projection Design

Abstract:

Absorbing the Big Picture: Immersion and Interactivity in Science Education
Rapid advancements in communication technologies are enabling unprecedented opportunities for science outreach and education. High-speed networks, video game engines, scientific visualization toolkits, geospatial viewers, innovative input devices, and immersive digital displays are increasingly at the disposal of both formal and informal education specialists. However, new technologies too often provide little more than temporary novelty if they're not thoughtfully integrated with other pedagogical elements to create meaningful and compelling experiences.
In this lecture/presentation, David McConville will illustrate the ways in which new interactive technologies and spatially immersive displays can be utilized to more fully engage students and the public in the science education process. Applying findings from cognitive psychology, gaming theory, and experiential education research, he will demonstrate how new collaborative and socially-oriented visualization tools have the potential to enable more intuitive and self-directed learning for students, scientists, policy makers, and the public.

Assignments and activities:

A lottery to determine who presents on what days for the final 2 class periods/salons...

Reading:

READ pages 17-40 (Buckminster Fuller’s Presentation to U.S. Congressional Sub-Committee on World Game MARCH 4,1969) and flip through World Game Series Document 1 by Buckminster Fuller (will discuss on 4/17)

PICK A SINGLE SENTENCE OR PARAGRAPH from this reading and be prepared to talk about it on 4/17 -- how does Fuller's vision relate to the practice and function of science, data and information visualization in society (what does it mean, what is it good for, how will it help or hinder us?) Do you agree with Fuller

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Class 11 (4/10)

Salon - Publics

Assignments and activities:

TBA

Reading:

READ pages 17-40 (Buckminster Fuller’s Presentation to U.S. Congressional Sub-Committee on World Game MARCH 4,1969) and flip through World Game Series Document 1 by Buckminster Fuller

PICK A SINGLE SENTENCE OR PARAGRAPH from this reading and be prepared to talk about it on 4/17 -- how does Fuller's vision relate to the practice and function of science, data and information visualization in society (what does it mean, what is it good for, how will it help or hinder us?) Do you agree with Fuller

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Class 12 (4/17)

Complexity, Risk, Uncertainty and a look back over major themes and examples

see the "framing talks (class slides)" folder on the course reserve system - slides are called "framing 12"

Assignments and activities:

Complete your core/final projects -- Overall description

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Class 13 & 14 (4/24 and 5/1)

Salon - Core projects -- Overall description

Class 13, 4/24, guest reviewer: Elaine Charnov

Elaine Charnov
Director of The Public Programs and artistic director of the Margaret Mead Film & Video Festival at the American Museum of Natural History

Elaine Charnov is the Director of Public Programs/Education and the Artistic Director of the Margaret Mead Film & Festival at the American Museum of Natural History in New York City. The division programs nearly 200 panels, lectures, performances and workshops focusing on science, culture and the arts. Among her new initiatives established in 2001, she created an ongoing series entitled ³Art/Sci Collision² exploring the nexus of art, science and technology; as well as ³Global Kitchen² a series of food tastings with scientists and culinary artists.

Related to her work in documentary film, Ms. Charnov has conducted documentary film workshops at universities world-wide, and has written for U.S. and international publications on issues relating to anthropology, film and media. She co-curated the Flaherty Film Seminar in 2001 and curated a series on the animated documentary for the Aspen Short Film Festival in 2003. With the Mead Festival since 1989, she instituted the traveling festival in 1992 helping independent global documentary travel to cities throughout the U.S. and the world.

She received her B.A. in anthropology from Barnard College/Columbia University in 1985 and an M.A. in Anthropology, and Certificate in Media & Culture through the Department of Anthropology, New York University in 1995, with her work focusing on the pioneering ³ethnographic films² of Zora Neale Hurston.

Class 14, 5/1, guest reviewers: Nancy Hechinger and Jane Nisselson

Nancy Hechinger
ITP Faculty

Nancy is on the ITP Faculty. She has a diverse background in education -- including multimedia and film production, the development of interactive museum exhibits, and publishing -- and in the strategic uses of information and telecommunication technologies. She was the founding Director of the National Center for Science Literacy, Education, and Technology at the American Museum of Natural History in New York, which is an education initiative of the Museum established in 1997 to advance science literacy for all Americans. She was also a founding partner of The Edison Project, a private company that manages public schools using a comprehensive new school design with technology at its core. Before the Edison Project, she founded and ran her own company, Hands-On Media, which produced interactive products for education. She was a senior designer at the Apple Multimedia Lab, on The Visual Almanac, which was the first interactive multimedia product designed especially for use in schools. Nancy has lectured widely at schools and to education and public-policy groups about the potential of technology to enhance education and inspire children to learn.

Jane Nisselson
virtual beauty

Jane Nisselson received her M.S. from the MIT Media Lab and went on to work as a software developer at the New York Institute of Technology’s Computer Graphics Laboratory. Since then, she opened her own company, Virtual Beauty, to focus on the worlds of fashion, beauty, science and design. The sensibility for its film and multimedia projects is equal parts Vogue and Popular Mechanics. Its specialty is communicating the science and technology behind a brand.

Projects range from filming a science guru’s tour of a beauty laboratory to creative direction of the Museum of the Moving Image’s Behind the Screen Exhibit. Clients include Aramis & Designer Fragrance, Barneys New York, BeautyBank, Condé Nast Publications, Donna Karan Fragrances, Estée Lauder, Hearst Magazines, Museum of the Moving Image, New Order, Popular Mechanics, Prescriptives, Givaudon, and W Magazine.

Jane is teaching a Processing class next fall at ITP.

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  Page last modified on January 21, 2009, at 06:12 PM