Tag-arkiv: AFSNIT I

Mouth-o-graphy – trashimation. Video log 10!

Now it is time for the 6th graders to start making the scenographys of each their part of digestion. In order to help them tune in to the what we are going to do at the innovation camp, I decided to make an example: Using our mouth-game from last session, I made a “mouth-o-graphy” using trash.

Watch this video and see how trash becomes actors and stage for a game, that allows the pupils to create the voices of the “actors” (tongue, teeth, cake, saliva), and live animate them using smartphones.

Read more about Fonokolab at AFSNIT I here.

Check the other video logs from the project:

Video log 9, where you can see the 6th graders try out our gamification of digestion, – through sound!

 Video log 8, where you can meet the crew, and see them innovate their way to a game about digestion.

 

 

Project video log 6

This video will show you our first workshop with the 18 kids in 6th grade, building instruments out of trash.

Kristine Ingevall starts by playing some beautiful sounds on her instruments; then we introduce the categories for today’s workshop: #best sounding instrument#; #easiest to build#; #most variety in the sound#; #most durable instrument#. And a special prize for best collaborating team.

See the class working, and hear their teacher’s very positive conclusions.

More information about Fonokolab at AFSNIT I: https://www.facebook.com/events/660379303993613/

Check out more ‘streetstruments’ here:

http://www.youtube.com/playlist?list=PLABX5nr5YEhH4oCUqStguNPcIwdUgs5OF

Video log 5

Today, Monday 4th of November, we had a session with the team, at Café Sonja. The goal for the meeting was to prepare tomorrow’s workshop with the 18 pupils at Tove Ditlevsen Skole.

In the video you will be introduced to crew members Jaime, Kristine and Natalie, and you will hear about the development of the concepts for the innovation workshop. The introductory question was: how can we design a workshop were the kids combine a part of the digestion with a recycled material to build instruments. What criteria will  we set up and how can we make the pupils work according to these criteria?

As you will see, we decided to let go of the combination with the digestion parts and chose to design the workshop to only include working with the recycled materials and their sound.

And you will also see that we choose 3 criteria, setting up prizes for

  • the best sounding instrument,
  • the most durable instrument,
  • the instrument with most variation in the sound

Additionally we have designed a prize for the group that is best working as a group. AND an extra prize, open category, that can come in handy if one of the instruments doesn’t receive any prizes.

The concept that the class has been informed about since last week, preparing for Tuesday 5/11: The pupils are divided into four groups:

Group Part of digestion / scenography Recycled material
1 Preparation Metal
2 Mouth Hard plastic
3 Stomach Glass
4 Gut Paper

All pupils bring 1-2 pieces of recycled material on Tuesday according to their group’s category. Criteria of the materials:

  • it must be something that we throw out, ie. not angle iron and new paper, but, for example cans and phone bills.
  • the more common it is, the better, it should be easy to get much of it.
  • and so it must be clean!

Read this post about a former experience with building innovative trash instruments with kids (in Danish):  https://oerermedfilter.wordpress.com/2013/05/15/om-somstrumentet-xylogongen-handfladestrumentet-svampebobstrumentet-og-vejrstrumentet-og-om-en-metodisk-landvinding/

Project video log 4

In this log, I ask the question: Can we reflect through sound? Is what we define as music the place for it?

Music is what we define as being music, and in general, when we define music, we are talking about chords, scales, and measures etc.

Since music is something that we have outsourced to experts, it is not a tool for us, in general to reflect through sound.

Spoken language is a place where we all are capable of expressing tiny nuances in sound.

This is why Fonokolab takes departure in speech as a common mode of expression, thereby giving us a place where we can distill the tiny nuanced movements in speech and work with them in various ways. This is what I call reflection through sound.

Read about Fonokolab at  AFSNIT I here: https://www.facebook.com/events/660379303993613/

Project video log 3

Today’s question: How to link digestion with recyling?

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Click here to see the mind map. See it on full screen here.

(Embedding an iframe in wordpress is impossible, so I have used this workaround)

Project video log 2

Todays problem I have been looking at was how to “translate” the velocity of a player’s movement in the room into the sample rate of the sound he/she is controlling.

At the same time, I ask: What if i were a teacher and posed this problem to the class. Well aware that I did not have the answer myself. This is the method described by Jacques Rancière in “The ignorant schoolmaster”.

Changes in the sample rate will change the perceived pitch of a sound. Think of an old record player, when you change the speed of the turntable, the pitch will change. – Like scratching.

So I wanted to find out how to make the speed of a person in the room, equal the sample rate of the sound. Which is the same to say as standing still will mean no sound. And moving fast will mean a high pitch, – slow equals low pitch.

The movement of the person is fed into the computer via a smartphone.

I want the computer to calculate the stream of xy values and find out how fast the point moves between pairs of xy.

While calculating velocity on a single line wouldn’t pose me a lot of problem, the movement on a diagonal way in a 2d setting posed me problems.

So: I googled it. And found out that my problem has a name: Vectors! The formula I found was simple enough for me to ‘translate’ into MAXMSP in its object based programming language. (Please check out PureData, please, and help me work in that open source environment, so we can get the schools started, for free (kids need to learn programming!!))

Now I had the translation of 2d movement into distance. And from distance, I could calculate a relative speed, by adding an object (clocker) that starts counting ms everytime its hit by a bang. A larger amount of ms equals slower velocity.

Next problem: How to translate velocity into sample rate? Theoretically simple, but in practice difficult, because it requires a smooth transition between math world (MAX) and signal world (MSP).

Using a scale object, I succeeded in making a smoothly changing sine wave, that would stop when the person stands still. The transition from no sound to sound is quite smooth, however, it reaches its maximum very fast, and there are practically no perceptible pitch changes when the person moves slowly or fast.

Maybe the result is fine, when we start testing it with real sound. Simplicity is important, when it comes to this kind of tool. It is a never before tried way of working for most, and therefore the degree of complexity must be low.

Fonokolab on Afsnit I

Good news!!!

The project Fonokolab – sound+collaboration=learning has been accepted for the finals of the innovation camp Afsnit I. For five whole days, November 26 – 30,  the project team will camp in a former hospital in Hørsholm, with 23 other innovative projects, a jury and a number of inspirational coaches.

As a spinoff of the community art project U-sted, we have the great possiblity to collaborate with a 6th grade class at the Tove Ditlevsens Skole. During the first three weeks of November, the class will work with digestion and recycling as a theme.

Read more about the event here:

https://www.facebook.com/events/660379303993613/

We are looking for volunteers!! Contact Casper Hernández Cordes through Facebook or via this blog.