Prototype development 

Link to the current version of  prototype: https://editor.p5js.org/adamcolestock/full/GP9c3xH0a

prototype screenshot

I made some nice progress working on my p5 prototype for user testing in the upcoming Feedback Collective and in the next class session.

Some key design developments that went into this prototype:

  1. Making the control point directly manipulatable
  2. Creating a different visualization in the interface for the orientations of the 3 cells involved in this example subdivision
  3. Trying on a new name – Subdivisio!
  4. Added an option for artistic choice-making by introducing filled polygons with different color pickers for each of the initial 3 cells and the ability to set the transparency and view either all of the stages in the subdivision in multiple layers or just the final layer.

Two interviews with practicing artists/art teachers

I conducted two in-depth interviews with people who are both practicing artists and art teachers.  Having realized that an essential feature of the experience I’m trying to design is to introduce generative art-making, I thought that I could benefit from some insights into pedagogy as it relates to art.

Here is a sample of the questions that we explored:

Questions

Interview 1

  • How would you describe your overall goals as an art teacher?
  • How do you introduce and manage materials and processes in your classroom?
  • What ages have you worked with and what sort of similarities or differences do you see and how do you address them?
  • How has your own art-making influenced your teaching?
  • Are there specific ways that you use language while teaching? Things you say or avoid saying. Common expressions or phrases?
  • What are some challenging interactions or moments that you sometimes encounter and how do you deal with them?
  • What role does critique and reflection play in how you teach?
  • What role do you think observation plays in making art?
  • Do you have kids title their work? What role does that play in the classroom?
  • Do you differentiate between arts and crafts, do they have different meanings to you?

Interview 2

  • How would you describe your overall goals while teaching art or facilitating workshops?
  • How do you approach introducing new materials, processes, techniques or terminology to people?
  • How do you use language to support your goals?  Are there particular ways of talking that you promote or discourage in yourself or others?  Common phrases or expressions?
  • How do you structure prompts or tasks that you give?  What are some key choices you face or features you consider when selecting a prompt or task?
  • How do you help people who feel stuck or unsure what to do?
  • What role does inspiration/observation play in your teaching?
  • What role does critique and reflection play in your teaching?
  • Do you differentiate between arts and crafts, do they have different meanings for you?
  • Do you title your own work? Do you encourage or discourage others to title their work?
  • Is there a template for your ideal art workshop or course?

And here are my major takeaways from this really rich interviews:

Takeaways

  • Start with something familiar if possible
  • Implications of memory/chunking for the on-boarding process
  • Option to title and make observations of your designs can be valuable
  • Sources of inspiration – image, prompts, challenges — consider types and dimensions
  • Try to use playful and empowering language
  • Contextualizing in some way can ground and provide a little motivation
  • If you need to provide examples, keep them minimal
  • Allow discoveries by allowing to jump in and explore materials
  • After initial exploration, there is a second time when they might be receptive to more ideas
  • Think about sequencing and options for complexity with creative prompts
  • Consider introducing vocabulary in reference to external images rather than ones built through this process so some thinking goes into applying in this context