Tag-arkiv: learning

Gamifying Digestion II, the Game! Video log 9

Does gamification inspire 12 year olds to want know more about digestion? Can we make a game where sound is an essential part of the game’s dna? Do teenagers find our game design utterly boring?

See for yourself!

Check this video, and see 6th grade getting their senses awakened, and engage in our game:

So the game? In order to gamify the processe of chewing food and swallowing it, we made a sort of remix of the good old blind man’s buff, though in our version, EVERYONE is blindfolded. Here is the design:

  1. We have 2 kids who are “teeth”, 1 kid who is “tongue” (the only one who is NOT blindfolded), and the rest of the group are being divided into two groups, one consisting of “food”, and the other of “saliva”.
  2. The “food” teams up in pairs, holding arms. They want to find a “tooth”. Blindfolded, they listen for the sounds that the “teeth” make (making sounds with their knuckles.
  3. As soon as a “food” team has found a “tooth”, the “tooth” will break them a part.
  4.  Now the individual “food”s will listen for each their “saliva”, and as they find a “saliva”, “saliva + food” teams up, holding arms, raising their hands.
  5.  “Tongue”, being the only one who can see, detects the “food+saliva” couple, and guides them to the “esophagus”, – two rows of chairs or other furniture.
  6. When all the “food”s have found a “saliva”, and are seated in the “esophagus”, the game stops and “tongue” points out the winners. Applause!

After testing the game, two times with the class, we gave each of the 4 groups in the class the task of gamifying a part of digestion, drawing from our example. The goal is to present a game for the class next week.

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

Read about the preparation for this session in our crew, and get a chance to watch an innovative process in a diverse team here.


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 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:


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