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Click here to expand all course descriptions
Anita Perr | Amy Hurst Tues 5:00pm to 7:50pm in Meetings:14
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3 pts |
This multidisciplinary course allows students from a variety of backgrounds to work together to learn about and develop assistive technology. Partnering with outside organizations, students will work in teams to identify a clinical need relevant to a certain clinical site or client population, and learn the process of developing an idea and following that through to the development of a prototype product.
This course provides an overview of some of the assistive technologies currently used by people with disabilities to participate in life’s activities, including those used for computer access, mobility, and activities of daily living (ADLs). Working in small groups, you will work with a mentor with a disability to solve a problem by creating a tech solution making the problem easier to deal with. We have a number of ongoing projects such as developing interactive activities to improve balance of preschoolers with hearing impairments and cochlear implants, or working with a deaf woman in Argentina to develop a tool that can allow her to participate in group discussions. Other projects may include working with people with physical and sensory disabilities. This course provides you your own evidence of the benefit of using client centered design with input from multiple professionals.
This multidisciplinary course allows students from a variety of backgrounds to work together to learn about and develop assistive technology. Partnering with outside organizations, students will work in teams to identify a clinical need relevant to a certain clinical site or client population, and learn the process of developing an idea and following that through to the development of a prototype product.
This course provides an overview of some of the assistive technologies currently used by people with disabilities to participate in life’s activities, including those used for computer access, mobility, and activities of daily living (ADLs). Working in small groups, you will work with a mentor with a disability to solve a problem by creating a tech solution making the problem easier to deal with. We have a number of ongoing projects such as developing interactive activities to improve balance of preschoolers with hearing impairments and cochlear implants, or working with a deaf woman in Argentina to develop a tool that can allow her to participate in group discussions. Other projects may include working with people with physical and sensory disabilities. This course provides you your own evidence of the benefit of using client centered design with input from multiple professionals.
Art Kleiner | Juliette Powell Tues 12:10pm to 2:40pm in Meetings:14
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4 pts |
Tags: discussion, reading, theory |
This course covers the next several years of evolution in technology, culture, and other trends. It uses scenario planning, a technique for considering complex interrelationships that can’t be predicted, distinguishing predetermined elements from critical uncertainties, and exploring the underlying patterns that influence events. Students will conduct original research on significant trends, use those trends to develop compelling, sophisticated, plausible stories about possible futures, and present the futures – and the strategies they suggest – to a public audience. The course will take place at a pivotal moment of historical uncertainty: recovering from a global pandemic, with AI and other digital technologies crossing a threshold, and dramatic political and economic tensions. All of these, and more, affect media development – and are deeply affected by them. The goal of the course is to enable you to make more robust decisions now in the face of uncertainty — applicable to planning for technological change, starting a business, plotting a career or making major life decisions. This class has developed a longstanding following at ITP because it helps us make sense of complex issues without oversimplifying them. In a climate of candid, respectful discussion and debate, the class explores theories about system dynamics, long-wave organizational and societal change, and economic and technological development.
Addendum from former student:
As I wake up to the serious news of Ukraine, I am reminded of the prediction that I and my classmates Jerllin Cheng and Susanne Forchheimer made while taking a class at NYU-ITP called “Future of New Media,” taught by the great Art Kleiner , which is easily one of the most important classes I’ve ever taken in my life. In this class, Art taught us the craft of prediction in order to make tech art/products that speak to the near future.
It was 2014, and using his strategic workflow, he asked our class to predict what would 2020 be like. Although no one predicted a pandemic, some did predict things likes smart homes etc. But our group was bold enough to predict a “Cyber Cold War,” given Russia’s annexation of Crimea and other developments in China going on during the time of the class. Our presentation went into interesting detail that speculated the end of an open internet, and a further lockdown of borders and increase in video chats for that reason (which did happen in 2020 but for the pandemic), but let’s hope that is not the case now!
Certainly no fear-mongering happening here- just wanted to share that we made a pretty good prediction and that Art Kleiner’s method is incredible (buy his books). Our hearts are with Ukraine and the world.
This course covers the next several years of evolution in technology, culture, and other trends. It uses scenario planning, a technique for considering complex interrelationships that can’t be predicted, distinguishing predetermined elements from critical uncertainties, and exploring the underlying patterns that influence events. Students will conduct original research on significant trends, use those trends to develop compelling, sophisticated, plausible stories about possible futures, and present the futures – and the strategies they suggest – to a public audience. The course will take place at a pivotal moment of historical uncertainty: recovering from a global pandemic, with AI and other digital technologies crossing a threshold, and dramatic political and economic tensions. All of these, and more, affect media development – and are deeply affected by them. The goal of the course is to enable you to make more robust decisions now in the face of uncertainty — applicable to planning for technological change, starting a business, plotting a career or making major life decisions. This class has developed a longstanding following at ITP because it helps us make sense of complex issues without oversimplifying them. In a climate of candid, respectful discussion and debate, the class explores theories about system dynamics, long-wave organizational and societal change, and economic and technological development.
Addendum from former student:
As I wake up to the serious news of Ukraine, I am reminded of the prediction that I and my classmates Jerllin Cheng and Susanne Forchheimer made while taking a class at NYU-ITP called “Future of New Media,” taught by the great Art Kleiner , which is easily one of the most important classes I’ve ever taken in my life. In this class, Art taught us the craft of prediction in order to make tech art/products that speak to the near future.
It was 2014, and using his strategic workflow, he asked our class to predict what would 2020 be like. Although no one predicted a pandemic, some did predict things likes smart homes etc. But our group was bold enough to predict a “Cyber Cold War,” given Russia’s annexation of Crimea and other developments in China going on during the time of the class. Our presentation went into interesting detail that speculated the end of an open internet, and a further lockdown of borders and increase in video chats for that reason (which did happen in 2020 but for the pandemic), but let’s hope that is not the case now!
Certainly no fear-mongering happening here- just wanted to share that we made a pretty good prediction and that Art Kleiner’s method is incredible (buy his books). Our hearts are with Ukraine and the world.
John Henry Thompson | Shindy Johnson Tues 12:10pm to 2:40pm in Meetings:7-Second Half
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2 pts |
Tags: data, visualization |
This course will use the open source The COVID-19 Impact Project as an entry point to explore humanizing data on systemic inequity and injustice on a global and local scale.
In this course we will:
● Explore and invent creative uses of data for advocacy and change.
● Discover how data flows from public github repositories and tools needed to visualize the data.
● Review other data-centric open source projects for the public good and discuss the questions they are trying to answer or problems they are trying to solve.
● Examine and draw inspiration from historical and contemporary data visualizations developed by advocates for social justice and the public good.
● Use data visualization as a scaffold to explore ways to support community driven mourning and memorialization after mass death events.
Students can choose to participate as creatives, artists, javascript coders, p5js explorers, UI/UX designers, citizen journalists, data science explorers or social justice advocates.
Course Outline
● Open Source Projects for the Public Good
● Data: Sourcing, Humanizing and Creating Visual Narratives from Data
● Storytelling with and from Data
● Data storytelling as a scaffold to support grief, ritual and memorialization after mass death events
** Students wishing to pursue their final projects beyond the class will be provided with information about resources at NYU for supporting student projects that amplify underrepresented narratives.
** Students wishing to continue their participation in The COVID-19 Impact Project after the course ends should notify us as we are seeking grant funding to implement viable concepts.
This course will use the open source The COVID-19 Impact Project as an entry point to explore humanizing data on systemic inequity and injustice on a global and local scale.
In this course we will:
● Explore and invent creative uses of data for advocacy and change.
● Discover how data flows from public github repositories and tools needed to visualize the data.
● Review other data-centric open source projects for the public good and discuss the questions they are trying to answer or problems they are trying to solve.
● Examine and draw inspiration from historical and contemporary data visualizations developed by advocates for social justice and the public good.
● Use data visualization as a scaffold to explore ways to support community driven mourning and memorialization after mass death events.
Students can choose to participate as creatives, artists, javascript coders, p5js explorers, UI/UX designers, citizen journalists, data science explorers or social justice advocates.
Course Outline
● Open Source Projects for the Public Good
● Data: Sourcing, Humanizing and Creating Visual Narratives from Data
● Storytelling with and from Data
● Data storytelling as a scaffold to support grief, ritual and memorialization after mass death events
** Students wishing to pursue their final projects beyond the class will be provided with information about resources at NYU for supporting student projects that amplify underrepresented narratives.
** Students wishing to continue their participation in The COVID-19 Impact Project after the course ends should notify us as we are seeking grant funding to implement viable concepts.
Pedro Galvao Cesar de Oliveira Tues 6:00pm to 8:30pm in Meetings:14
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4 pts |
This is an environment for students to work on their existing project ideas that may fall outside the topic areas of existing classes. It is basically like an independent study with more structure and the opportunity for peer learning. This particular studio is appropriate for projects in the area of interactive art, programing, physical computing and digital fabrication. There are required weekly meetings to share project development and exchange critique. Students must devise and then complete their own weekly assignments updating the class wiki regularly. They also must present to the class every few weeks. When topics of general interest emerge, a member of the class or the instructor takes class time to cover them in depth. The rest of the meeting time is spent in breakout sessions with students working individually or in groups of students working on related projects.
This is an environment for students to work on their existing project ideas that may fall outside the topic areas of existing classes. It is basically like an independent study with more structure and the opportunity for peer learning. This particular studio is appropriate for projects in the area of interactive art, programing, physical computing and digital fabrication. There are required weekly meetings to share project development and exchange critique. Students must devise and then complete their own weekly assignments updating the class wiki regularly. They also must present to the class every few weeks. When topics of general interest emerge, a member of the class or the instructor takes class time to cover them in depth. The rest of the meeting time is spent in breakout sessions with students working individually or in groups of students working on related projects.
Motomichi Nakamura Tues 3:20pm to 5:50pm in Meetings:7-First Half
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2 pts |
Syllabus
The course aims to teach the technical and artistic aspects of
Projection Mapping, enabling the creation of immersive and
experiential art installations. The focus extends beyond acquiring the
necessary technical skills for producing Projection Mapping works; it
also emphasizes the effective use of the medium to bring concepts to
life. Encompassing various types of projection mapping, such as
outdoor mobile projection, interactive wall, and holographic
projection, the curriculum encourages students to experiment with the
medium as much as possible. The goal is to produce work that
authentically represents each artist and achieves a harmonious balance
between art and the technologies they employ.
The course aims to teach the technical and artistic aspects of
Projection Mapping, enabling the creation of immersive and
experiential art installations. The focus extends beyond acquiring the
necessary technical skills for producing Projection Mapping works; it
also emphasizes the effective use of the medium to bring concepts to
life. Encompassing various types of projection mapping, such as
outdoor mobile projection, interactive wall, and holographic
projection, the curriculum encourages students to experiment with the
medium as much as possible. The goal is to produce work that
authentically represents each artist and achieves a harmonious balance
between art and the technologies they employ.
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