Diddley Bow

MS(2016) Diddley Bow

This is the unit 2 action project for Light, Sound, and Time. Unit 2 of the course focused on sound. We investigated the human ear and learned about different organisms' ability to hear and produce sound. The course taught us the concept of sound as a wave and learned about the speed of sound and how different mediums affect it. We learned about a variety of instruments and their various ways of creating sound. For the unit’s action project we were asked to design and build our own diddley bows or one string guitars. This unit refined and reinforced my previous understanding of sound. The in-depth research and experimentation we did allowed me to look at sound in the context of math and science which in turn allowed me to develop a stronger overall understanding. I’m really proud of my ability to better grasp the concept of sound. I’m proud that this unit has left me with a strong understanding of something so universal and integral to life.

MS(2016)Diagram

The diddley bow I created produces sound when the string is plucked or strung. The vibration of the string becomes amplified and echoes through the cylindrical can located at the end of the device. The tension of the string allows for a certain pitch to be achieved while the volume is dependent on the strength of one's pluck. The diddley bow I created demonstrates a variety of the key science principles we studied and examined in the unit’s internal investigation. It demonstrates sound waves in several ways. When the string is plucked a sound wave is formed and travels through the tin can amplifier. The pitch/frequency of the diddley bow was determined by the tension of the string. How hard you pluck the string will determine the sound wave’s amplitude otherwise known as its volume. The Doppler effect is the apparent change in frequency of a sound wave due to motion relative to the listener. My diddley bow doesn’t directly demonstrate the Doppler effect but there could be a situation in which it would in fact demonstrate the Doppler effect. For instance, if I were strolling along the sidewalk playing a melody on the diddley bow, the person I would be approaching would be perceiving the sound waves as higher frequency while the person I had just walked past would experience the frequency decreasing. The data and measurements associated with my device are as follows: Length of vibrating string - 17 1/4th IN, ½ - 8.625 IN, ⅓ - 5.75 IN, ⅔ - 11.5 IN, ¼ - 4.3125 IN, ¾ - 4.9375 IN. The thickness of the string is .044 IN and the volume of the cylindrical tin can is 31 IN. The formula used for the volume of a cylinder was πRxR x H. The open pitch of the diddley bow is A# and has a frequency of 233.08 Hz and a wavelength of 148.02 cm. The first four harmonics along with their frequencies and wavelength are as follows: 1:466.16 Hz 74.01 cm, 2:699.24 Hz 49.34 cm, 3:932.32 Hz 37.005 cm, 4:1165.40 Hz 29.604 cm.

MS(2016)Harmonics

The recording I created uses a slide in it to alter the strings pitch. A metal slide was placed over my finger and while plucking with my other hand the slide was moved across the string to produce carrying pitches. It changes the pitch because it is altering the length of the string, a factor that alters pitch. I’m very pleased with the outcome of my project. I feel as if I designed and created a functioning diddley bow the demonstrates a variety of the key science and math principles from the unit’s internal investigation. If I were to do the project a second time I would take the knowledge I gained from the unit and the building experience to alter the design in a way which would produce an overall better functioning device. I would have loved to make my diddley bow come alive with color and additional design. Overall I am very pleased with the outcome of this unit and project as it provided me with a strong understanding of sound as well as allowed me to create a functioning musical instrument.

Creativtiy 101

This the Unit 1 action project for my Arguments course. Unit 1 we learned about the fundemental compents that form an argument. We examined the anotoamy of an argument and reviwed two common types of reasoning, deductive and inductive. The United State's Declaration Of Independence was examined by the class and in specific the premises upon which our nation was founded. For the unit 1 action project students were asked to demonstatre their understanding of an arugment by contrcuting an Declaration Of Independent Study. This unit was wonderful and I learned a vast amount about argument and logic. In addition, I learned a tremednous amount about political uprisingings and the births and rebirths of nations through history. I am really proud of my ability to take the action project as an opertunity for me to talk about and argue on a topic I feel extremely pasionate about. Overall this was an amazing first unit with a phenominal culminatiing project that resonated with me several levels.

I declare that there be a course focused on creative literacy, titled creativity 101, in which students explore their creative capabilities and work towards answering the guiding question: how do you prepare for an unknown future? Creative literacy is an understanding of the mental, emotional, and sociological tools used for creative thought. We live in a pragmatic society and the arts are a polar opposite to pragmatism. Being able to approach situations and issues in an untraditional and more conceptual way allows for a wide variety of possible outcomes. The one who is creatively literate can locate purpose as well as apply meaning to both their life and the world rather than the contrary of having meaning forced upon you. It's necessary for me to write this Declaration of Independent Study because students deserve to have their uninhibited minds stimulated and have their creativity be cherished rather than diminished and looked down upon. Every individual has a unique capacity to think and create and I believe it is time to call upon the educational system as a whole to recognize the vast possibilities that can come from the nurturing and promotion of creativity in school. In my opinion the purpose of school is for students to undergo personal growth and improvement. I believe school is a developmental process in which students evolve as individuals as well as citizens. School should be an opportunity in one’s life where they’re able to discover who they are by exploring their interests. The unalienable rights ones has as an American teenaged student are the rights to freely express ourselves and create without restriction or imposition. This Declaration of Independent Study is an expression of these rights because it outlines a course whose intention is to utilize and maximize every student's unique creative capacity to learn, develop, and create. Students should have the right to use their imagination and creativity in an uninhibited way that promotes self development. My formal argument for this course is expressed below:
P1: Everyone has the ability to create.
P2: Creativity and imagination are powerful tools that can make new ideas, develop products, create art, etc.
P3: Creative freedom puts you on experimental path that allows you to think and grow, two concepts central to school and the education process.
C: All GCE students should have the opportunity to enroll in the creative literacy course
The guiding question that will be pursued with this Independent Study is, how do you prepare for an unknown future? My desired outcome and hope for this independent study is for students to recognize the immense power of creativity. The objective of the Independent Study is to show the versatility of creativity. The course will be offered during the elective term because it's a course that students across all four grades can and should participate in. The course will be broken down into three units, each of which will include with a culminating project. Unit 1 will focus on creativity in the context of self-expression. This unit will focus on creativity as a means of expression. A wide variety of medial and techniques will be experimented with throughout the unit. Unit 1 will conclude with students creating a piece of art and artist statement. Unit 2 will incorporate STEAM concepts and focus on creativity as a form of development. The unit will examine issues faced in the world in order to attempt to find creative solutions to them. In the units final project, students will choose either health, water, or energy and design a device or system that attempts to alter one of these resources in a way that is positive and beneficial. The final unit is one that combines concepts from both unit one and two in a comprehensive manner in order to show the possibilities of combining several creative minds. In the unit, students will collaboratively create art pieces as well as participate in STEAM-based activities. The STEAM based activities students will participate in during the third unit of the course will include designing and building a clock lamp and creating an led light art piece. An FE for the course could be one to the Art Institute to observe the great variety of creative work. The course will be held in Skylight because of the natural light present in the room. The light is perfect for working and creates a calm vibe in the environment. This course needs to exist because students have the right to explore their creative capacities. Student’s imaginations and creativity need to be given the same level of time and attention that traditional school courses do and this proposed course does exactly that. A variety of resources are necessary for the carrying out of this course. Hiu will be the teacher of the course because of her extensive knowledge of art, which I feel is an integral portion of the course. In addition to Hiu, other partners would include The SAIC and Beyond Design Chicago. Beyond Design Chicago is a strategic product development firm. They develop design solutions that work towards driving innovation for their customers. They would be an optimal partner of the course because of the direct connection between design and technology. I demand that students have their minds and creativity used in school for the progression of self and society. I hope this course on creative literacy will instil students with the understanding that their mind and creativity is their most valuable and powerful asset and they should be utilized to their fullest ability.











MS(2016)Syllogism

Pinhole Camera

MS (2015) Final Photo

This course is titled Light, Sound, and Time and examines the ways in which we perceive the world. We learn how certain concepts function regardless of human interaction or influence. The course dives deep into how we perceive the natural universe and why things are the way that they are. Unit 1 of the course was titled Light and broke down the many complexities of the subject and explained it in the languages of math and science. We learned about the properties of light and how it acts both as a wave and a particle. We spent time examining the electromagnetic spectrum and experimented with the visible light spectrum. The functions of the human eye and cameras were observed and the vast similarities between the two were noted. In this unit I learned a tremendous amount about such an integral part of our lives. I learned about light in a way I’ve never previously experienced. Topics such as light existing both as a wave and a particle were touched on that resonated with me and sparked the initiative to dive deeper and continue asking questions. This unit illuminated a light within me that inspired me and provided me with a new understanding of light in the context of math and science. For the unit 1 action project we were asked to design and build our own pinhole cameras. In addition to the construction of the cameras, each student took a photo and then processed it in a dark room. I am most proud of my genuine interest throughout the entirety of the unit. It has allowed me to really progress and dive deep into the content. I’m so happy and thankful for all the connections made to photography and cameras. My passion for photography caused me to feel additionally attached and invested with the project.

MS (2015) Pinhole Camera

The device captures light when a very small pinhole is exposed to light. A black tape cover is removed and the only source of entry for light is exposed. Light waves flood the small hole and hit the film on the inside. After a fairly long exposure, ranging from one to two minutes, the black tape cover is once again put over the pinhole to stop the entry of light. The pinhole camera doesn’t illustrate the idea of refraction. Refraction is the bending of light waves as the result of going from one medium to another. There isn’t any point where the light waves involved with my camera traveled between mediums. The inside of the camera is black rather than white because black absorbs while white reflects. The inside is black because it is essential for light to be absorbed into the camera and hit the film when the pinhole becomes exposed. If it were to be white the light waves would enter and then reflect rather than absorb leading to light waves bouncing all around inside. The pinhole camera I created demonstrates a variety of the key science principles covered in the internal investigation of unit 1. The electromagnetic spectrum, in specific the visible light spectrum, is a concept demonstrated by the device. The concept is demonstrated because light waves of varying frequencies and wavelengths enter the pinhole and expose the film to light which in turn creates the image. The idea of light absorption rather than reflection is an additional concept demonstrated by the pinhole camera. Similar triangles and the pythagorean theorem were also covered. Measurements related to my camera are the distance from the lens to the photo paper which is 3.5 inches and the height of the pinhole 2 7/8 inches. The M I took a photo of is 4 inches tall. The minimum distance between my subject and camera should be is 1.37 inches apart. My shutter speed for my final photo was 1.5 minutes. The pinhole was exposed to the light for just over a minute and a half and then the black tape was immediately reapplied to deny the entry of any more light. If I had the ability to do this project over I would change a variety of things. I had a few issues with my pinhole camera such as it allowing an almost undetectable amount of light in which ultimately caused the first images to be over exposed. I wish I would have spent more time when building the camera to focus the design on being a durable product that could last long and be utilized multiple times. While attempting to capture the photo I encountered several challenges. My first few shots were overexposed and showed nothing on the developed film. After figuring out the correct exposure I still needed to figure out the correct distance between my subject and camera in order to fully capture it. The unpredictability of my camera pinhole made the focal length difficult to gauge. Overall I think I completed this project in a positive manner. A few times along the way I faced difficulties but I continued on with the project and worked towards overcoming the adversities. I’m delighted with my final photograph!

MS (2015) Calculated Image

MS (2015) Similar Triangles

Repurposed Material Bench

MS (2015) Bench

This is the Unit 3 action project for Rapid Prototyping, a STEAM-based course in which students investigate and participate in the 21st century human maker experience. Unit 3 was titled “Multiplicative” and investigated different tools and the physics behind them. We explored different projects such as Life hacks, IKEA Hacks, and Instructables to better understand the vast possibilities when creating with many different tools and materials. The math and physics behind concepts such as torque and leverage were examined as well. Safety was a core focus of the unit and the class learned about the many dangers present when working with certain tools and materials and how to create a safe working environment. For this action project students were asked to design and create something useful for GCE’s new space. A conceptual design often faces difficulties when trying to enter the realm of reality. My initial design of the bench had to be refined and altered multiple times before being finalized. I’m most proud of my ability to continue on with the project regardless of the difficulties it presented me along the way. I refused to allow the complications encountered during the process to discourage me. My perseverance and ability to continue on with the project while making the necessary changes resulted in an aesthetically pleasing and functional piece of furniture.

You can build your own bench too! Click Here to find the step by step process as well as materials/tools necessary to complete this bench.

This project took inspiration from a variety of sources. Linda Keane, Professor of Architecture, Interior Architecture at The School of the Art Institute of Chicago, provided me with the initial inspiration necessary for conceiving my design. At the end of her lecture she stated, “You can take something ordinary and make it extraordinary.” These words resonated with me on a personal level and allowed me to begin thinking about repurposing as a form of design. In addition to the inspiration taken from SAIC, I found inspiration in pre-existing projects such as Life hacks, Ikea hacks, and Instructables. One project that I was heavily influenced by was the One sheet Plywood Bench Instructables page. The final product’s simplicity as well as functionality intrigued me. This project allowed me to solidify my decision to design and build a bench.

The time lapse video which I created to document and share a portion of the building process can be found for viewing here. The original length of the video was 1:41. Using iMovie I compiled a series of video shorts and sped them up 333%. The 1:41 video was reduced to 30 seconds exactly. Each second of the time lapse is showing roughly 3.4 seconds of real time footage.

Torque was used when drilling screws into wood and butterflies into the base. When adding screws, I made sure to use a drill rather than a screwdriver which in turn reduced the amount of work I needed to apply to complete the job. The motor in the drill creates more torque than a standard screwdriver. While torque was used frequently in the building process of my bench, leverage wasn’t used. Leverage would come into play when a task such as removing a nail was being done. My previous knowledge and understanding of both leverage and torque allowed me to go into the building process with a general idea of physics behind work being completed.

Safety was a major concern during the building of my project due to the tools being utilized. Electric saws were used for the cutting of the wood. When cutting, it was essential to stay focused on the task at hand in order to reduce the risk of injury. Another fairly dangerous aspect of the building process was the use the staple gun. The staple gun is an extremely powerful tool that expels staples with great force. Its lack of a safety lock or off button meant that a high level of awareness must be present on the job being performed. Safety was always a concern during the project and precautionary measures were constantly being taken to create the safest working space possible. Goggles and longsleeves were worn during all times as additional safety measures.

I loved all aspects of this project. It began with a simple phrase, “You can take something ordinary and make it extraordinary”, and an idea followed. I worked towards refining my initial idea into a final design. The physical act of building it was incredible. The ability to take existing materials to create something different and new was fulfilling. I loved being able to utilize a variety of tools when constructing the bench. Being able to construct the bench in a workspace with a tremendous variety of useful tools made the construction portion of the project easier. Hard work throughout the building process was a necessity. Concentration and attention to detail was important in insuring that the final product turned out the way I had envisioned. This was an amazing overall project and I learned a tremendous amount from it. My top five lessons learned / pieces of advice for anyone attempting to do the same or similar project are:
1:Always take your time to make accurate measurements

2:Be aware of all potential safety hazards in order to minimize the risk of being injured

3:Repurposing > Buying

4:Make sure to drill the screws straight into the material rather than at an angle

5:Have a large enough space to work in

Collaborative Mural

For the unit 3 AP in If These Walls Could Talk students were put into groups and asked to collaboratively design and execute a mural in GCE's new space. Group members evaluated the murals made by students in unit 2 in order to find both visual and conceptual elements we wanted to include in our mural. Over the course of a few weeks, we all worked together towards finalizing the prep work necessary for the completion of the mural. We cut and tested stencils, took pictures and complied collages, and prepared the wall. The process at times was frustrating but a continued forward pushing effort allowed our group to remain on task. All the time and effort we put forth began to pay off when our ideas began transforming into realities. Following weeks of prepping and planning our mural had finally come together. The final mural was both a beautiful piece of art that captivated the viewer as well as a tool that contained a deeper message.

The mural my group created depicts a diverse group of people spanned across the length of the wall. Interspersed cracks throughout the wall contain collages depicting different realities, treasures, and gems Chicago contains but aren’t known for. The intention and purpose of the mural is call attention to and shed light on the many beautiful and amazing attributes Chicago posses. The media and techniques used to carry out the mural include spray paint, stencils, and wheat paste. The process to create the stencils began with images of different people varying in size and gesture being transferred to the wall via projector. The images were traced on paper then attached to cardboard to be cut out. The spray paint was misted over the stencil to transfer the image onto the surface. Original photographs from group members were compiled and transformed into collages each containing a central theme. The three collages represent the hidden gems of Chicago found in Art, Architecture and Culture. The digitally produced collages were printed out in sections and to be assembled by the group. Laser ink images and a natural adhesive comprised of four parts water to one part starch are the two integral components of wheatpasting. The adhesive was applied to the surface via a rolling tool called a brayer. The laser ink images were applied over the initial coat of adhesive and then covered with a top layer of adhesive to seal the image. The background of the wall is grey. All stencils, both people and cracks were done in black spray paint. The black is bold and allows for the stenciled sections of the mural to pop out from the grey base. The mural’s color comes from the collages.The collages are where the piece’s core theme lies, the hidden gems of Chicago, and the use of a variety of colors helps to draw the viewer's attention towards it. The mural transforms and impacts the space it occupies by providing it with a visually pleasing and stimulating piece that also contains a deeper message. The mural acts as a tool which allows viewers to gain a more comprehensive understanding of Chicago and its many treasures and gems. The mural impacts the space by providing an important message which is directly related to GCE’s mission. The mural transforms the space by taking bits and pieces of art, culture, and architecture from different areas and neighborhoods of Chicago and compiling them to create a visual representation of Chicago hidden gems.

Each day in class group members claimed certain roles which were essential in staying on track and working towards the completion of the mural. The four roles included artistic director, director of operations, mule, and documentarian. The artistic director was in charge of making sure the work being done aligned with the proposed mural and all work was good quality. The director of operations was a logistical position where the group member would keep time as well as be aware of and reiterate deadlines/due dates. The mule was in charge of retrieving materials necessary for the execution of the mural. The documentarian was in charge of documenting the work period through photo and video. The photos and videos were then shared with the group to then be later used for the making of each students video. My favorite of the four roles was documentarian. I enjoy capturing moments in time and documenting work processes. I was quite effective at documentarian due to my ability to take high quality photos and videos while still working and remaining on track with the project. My least favorite of the four roles was the mule. I didn’t particularly enjoy being the mule as it was boring and time consuming. The constant need to retrieve materials prevented me from fully diving into my work for that particular work period. While I didn’t enjoy the role, I understood the importance of it in completing our mural. If I could change something about the process and experience I would allow for more time in the space to execute the murals. The short window of time we were granted to work in the space prevented us from experimenting more which would have allowed for a better end product. The final mural we created achieved our original goal of creating a beautiful and aesthetic piece of art that contained a powerful and significant message. Our continued hard work and perseverance during the creation process allowed us to create a final mural that transformed and impacted the space in the way we had envisioned.

Chess Models

This is the Unit 2 Action Project for Rapid Prototyping. The project involved designing a chess piece and then building models of the design from clay, cardboard, and 3D printers. I learned a tremendous amount about modeling and prototyping and how different materials and techniques can be utilized for particular needs and situations better than others. I enjoyed the creative freedom when initially designed the chess piece. It was entertaining having few boundaries and limits when designing. A challenging aspect of this project was fixing the problems the 3D printers were having in order to successfully print the 3D model.

 

Collaborative Mural Sketch

I just completed unit 2 which examined the significance and uses of materials/techniques in murals by studying murals from both the 20th and 21st centuries. The murals we examined provided me with a stronger understanding of the materials used to create murals and how they act to enhance the message and or story of a piece. For this action project, we were put in small groups and asked to create a sketch. The purpose of this project was to take visual and conceptual elements from our proposed murals in unit 1 and create one group mural. We collaboratively worked and took the essential components of each of our individual murals to form our new group mural. I'm a worker who prefers to go at a project solo so working amongst others provided some difficulties for me. I really enjoyed being able to experiment with a medium of my choosing. I enjoyed the freedom we had when making our medium/technique decision. I am looking forward to continuing my exploration of history through murals as well as expanding my knowledge of the materials and techniques utilized to create murals.

MS
“Chicago’s Reality”
12/14/2015
3.5” X 11”
Coarse Pumice Gel and Acrylic Paint

The sketch my group created depicts the realities of Chicago. The sketch shows Chicago’s skyline and lakefront and includes interspersed cracks which contain imagery portraying both positive and negative realities of Chicago. The skyline and lakefront were common symbols that my group associated with Chicago’s positive characteristics and qualities. The cracks and rips found throughout the sketch symbolize different realities and truths of Chicago. Some cracks symbolize positive realities of Chicago, such as the culture and art, while other cracks represent and symbolize the negative realities of Chicago such as governmental and political corruption. The cracks in the sketch were inspired by Trompe L’oeil, a French artistic technique which utilizes optical illusions to alter visual perception. Additionally, my group drew inspiration from realism in the sense that we wanted to create a realistic depiction of Chicago’s skyline and lakefront. My group came to our final sketch through a series of collaborative conversations regarding both the conceptual and visual components of each of our proposed murals from unit 1. We examined in detail each group members mural and determined the elements that we wanted to carry over into our groups mural. We collectively agreed upon including Chicago’s skyline and lakefront because we felt that they were a good representation of the City, its overall beauty, and positive qualities. The completion of the sketch came after we determined to include the Trompe L’oeil used by a group member in their unit 1 mural. We decided to included it because of its visual stimulating qualities and ability to carry a powerful message.

Group, "Chicago's Realities". (2015) 

MS,"Swatches".(2015) 

Following the completion of the sketch, we divided it into five sections/swatches. Each group member was to select two sections to recreate using a medium of their choosing. The medium I chose was Coarse Pumice Gel and Acrylic Paint. I was immediately interested in coarse pumice gel following its introduction in class. Its rough textured appearance as well as its ability to create an earthy look interested me and initiated a desire to further experiment with it. The medium would enhance the sketch by providing the skyline with a bold and textured appearance as well as the water with a texture that resembled waves and movement. The process of using the coarse pumice gel and acrylic paint to complete the swatches was difficult due to the gels inability to produce fine details and easily make clean looking lines. The final look of the swatches resulted in a skyline comprised of black textured buildings that lacked detail past their silhouette. Dark blue swirly brush strokes filled the area around and above the buildings to represent the sky and clouds. A lighter shade of blue is found below the buildings to represent the water. The final swatch confirmed my previous ideas regarding the medium. It created a textured look, it was bold, but it lacked the ability to effectively create detail. The coarse pumice gel and acrylic paint wasn’t selected by my group for use in the final mural. We chose to not include the medium because of its difficulty to be manipulated and its inability to produce detailing and fine lines.

JM, "Swatch". (2015) 

AJ, "Swatch".(2015) 

Following each member's presentation of their final swatches, we discussed what materials and techniques would be most effective in carrying out the final mural and collectivity decided on using wheat paste and stencil with spray paint. Wheat pasting is the process of using a laser ink image and a natural adhesive made from boiling water and starch to paste images on surfaces. We felt that wheat pasting helped to tell the story of our piece because of its ability to transfer any image to any surface. Our intention was to create a realistic depiction of Chicago and by using wheat pasting we are able to take the photograph that originally inspired us and transfer it to the surface where the final mural will be executed. Stenciling and spray paint was the medium and technique used by the street artists that inspired the trompe l'oeil portion of our piece. We felt the use of stenciling and spray paint would help to make the cracks pop out from the wheat pasted background. The combination of stenciling and spray paint allows for vivid and bright colors with extreme precision and detailing. We intend for the final mural to be a wheat pasted image of Chicago’s skyline and lakefront that appears as real as possible and includes scattered spraypainted cracks throughout which depict various realities of Chicago.