Embodied	  Narra,ves	                            A	  Performa,ve	  Co-­‐design	  Technique	  Elisa	  Giaccardi*	  .	  Pedr...
This	  talk	  in	  a	  nutshell	  A	  new	  co-­‐design	  technique	  combining	  improvisa,onal	  performance	  and	     ...
Overview	  The	  gulf	  of	  co-­‐design	  Elements	  of	  performa,vity	  in	  Embodied	  Narra,ves	  Embodied	  Narra,ve...
The	  gulf	  of	  co-­‐design	  
Co-­‐design,	  essen,ally	      	  The	  main	  goal	  of	  co-­‐design	  methods	  is	  to	  facilitate	  	        crea,v...
Collabora,ve	  techniques	                                                                                                ...
Embodied	  techniques	                                                                                                    ...
The	  problem,	  with	  children	             	  Playing	  a	  game	  /	  accomplishing	  a	  task,	  	                 de...
The	  problem,	  as	  we	  see	  it	                                                          Image	  from:	  Sanders	  20...
The	  problem,	  as	  we	  see	  it	  understanding gap prototyping                                                       ...
Elements	  of	  performa,vity	                                 	  
Aka,	  forgeing	  Goffman	             	  We	  consider	  performance	  as	  the	  daily	  prac,ce	  	               throug...
Embodied	  	  Narra,ves	  in	  prac,ce	  
Characteris,cs	  •     No	  plot	  outline	  •     Open	  and	  interchangeable	  chldren	  roles	  •     Flexible	  and	 ...
Design	  materials	  •            Found	  objects	  •            Office	  supplies	  	  •            Ritual	  elements	     ...
The	  PoGo	  TM	  as	  design	  material	  Used	  to:	  •  Boost	  improvisa,on	  	     and	  social	  play	  •  Provide	 ...
A	  rapid	  and	  agile	  process	                                                          Derived	  from:	  VersionOne,	...
Case	  studies	  and	  findings                                	  
Par,cipants	  and	  seings	  •  36	  children	  (19	  girls	  and	  17	  boys)	  •  Classmates	  and/or	  friends	  •  Age...
Seing	  and	  procedure	  #1	  Dangerous	  homes	  (pilot)	                 –  8	  children	  (2	  groups	  unisex)	      ...
Task	  and	  instruc,ons	    Create	  a	  social	  game	  for	  children	  on	  how	  to	  avoid/respond	  to	    dangers:...
Qualita,ve	  analysis	  3	  sets	  of	  notes	  per	  experiment	  (from	  observa,ons	  and	  debriefing)	  6	  hours	  of...
Exploring	  the	  seing	  “What’s	  so	  dangerous	  in	  a	  stone?”	  (picking	  up	  a	  stone)                        ...
Iden,fying	  dangers	                       “Hang	  as	  you	  did	  that	  ,me	  the	  teacher	  scolded	  you!”	  (at	  ...
Elements	  of	  social	  play	  Changing	  rolesPlaying	  nicelyStaying	  safeBeing	  friendsCompe,ngUsing	  ritual	  elem...
Changing	  roles	  Newcastle,	  DIS	  2012	  Newcastle,	  DIS	  2012	     Elisa	  Giaccardi                               ...
Being	  friends	                                                                       (calling	  the	  girls’	  a<en=on	 ...
Sharing	  common	  goods	                                     “We	  could	  leave	  the	  camera	  in	  the	  basket…”Newc...
Using	  the	  PoGo,	  in	  general	  Newcastle,	  DIS	  2012	  Newcastle,	  DIS	  2012	     Elisa	  Giaccardi             ...
NOT	  using	  the	  PoGo,	  in	  general	  Newcastle,	  DIS	  2012	  Newcastle,	  DIS	  2012	     Elisa	  Giaccardi       ...
Breakdown	  of	  analysis	  	   (with	  camera)	  Embodied	  interact.	           Idea	  	  genera,on	      Performance	  ...
Breakdown	  of	  analysis	   (without	  camera)	  Embodied	  interact.	           Idea	  	  genera,on	      Performance	  ...
Design	  outcomes	        Game boards - Game components                                 Storyboards  Dangerous pairs      ...
Lessons	  learned	  (in	  one	  slide)	  Mobility,	  instantaneity	  (immediate	  s,ckers),	  hybridity	  and	  sharing	  ...
Wrapping	  up…	  
Summary	  of	  contribu,ons	  Theore,cally:	  	  •  Problema,ze	  co-­‐design	  with	  children	  •  Emphasize	  the	  nee...
Summary	  of	  contribu,ons	  Prac,cally:	  	  •  Provide	  an	  experimental	  technique	  for	  early	  stages	  of	  th...
Future	  direc,ons	  Exploring	  performa,ve	  technologies	  as	  a	  design	  material	  to:	          –  span	  across	...
Thank	  you	  for	  listening!	  Elisa	  Giaccardi	  Universidad	  Carlos	  III	  de	  Madrid	  elisa.giaccardi@uc3m.es	  ...
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Embodied Narratives

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Designing Interactive Systems 2012

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Embodied Narratives

  1. Embodied  Narra,ves   A  Performa,ve  Co-­‐design  Technique  Elisa  Giaccardi*  .  Pedro  Paredes  .  Paloma  Díaz  .  Diego  Alvarado   Universidad  Carlos  III  de  Madrid   Digital  Living  Ini,a,ve  
  2. This  talk  in  a  nutshell  A  new  co-­‐design  technique  combining  improvisa,onal  performance  and   collabora,ve  hands-­‐on  ac,vi,es  as  a  means  to:     •  Reveal  and  make  use  of  embodied  understandings   •  Situate  design  ac7vi7es  "in  place"  (physically  and  socially)  Newcastle,  DIS  2012   Elisa  Giaccardi   2/40  
  3. Overview  The  gulf  of  co-­‐design  Elements  of  performa,vity  in  Embodied  Narra,ves  Embodied  Narra,ves  in  prac,ce   •  use  of  technology  as  design  material   •  a  rapid  and  agile  process  Case  studies  and  findings  Lessons  learned  Future  direc,ons  Newcastle,  DIS  2012   Elisa  Giaccardi   3/40  
  4. The  gulf  of  co-­‐design  
  5. Co-­‐design,  essen,ally    The  main  goal  of  co-­‐design  methods  is  to  facilitate     crea,vity,  collabora,on  and  dialogue       in  the  genera,on  of  ideas  and  ar,facts      (Sanders  &  Stappers  2008,  Sanders  et  al.  2010)   Image  source:  Sanders  &  Stappers  2008  Newcastle,  DIS  2012   Elisa  Giaccardi   5/40  
  6. Collabora,ve  techniques   Physical  manipula,on   Hands-­‐on  engagement Focus  on  the   collabora,ve   produc,on  of     tangible  products  Vaajakallio,  K.,  Ma[elmäki,  T.  and   Guha,  M.L.,  Druin,  A.,  Chipman,  G.  et  Lee,  J.J.  It  became  Elvis:  Co-­‐design   al.  Mixing  ideas:  A  new  technique  for  lessons  with  children  (2010).   working  with  young  children  as   design  partners  (2004).  Newcastle,  DIS  2012   Elisa  Giaccardi   6/40  
  7. Embodied  techniques   Role  playing   Body  storming   Games Focus  on  an,cipa,on   of  scenarios  and   gathering  of   requirementsHemmert,  F.,  Hamann,  S.,  Löwe,  M.     Dindler,  C.,  Eriksson,  E.,  Iversen,  O.  et  et  al.  Co-­‐designing  with  children:  A   al.  Mission  from  Mars:  A  method  for  comparison  of  embodied  and   exploring  user  requirements  from  disembodied  sketching  techniques  …   children  in  narra,ve  space  (2005).(2010). Newcastle,  DIS  2012   Elisa  Giaccardi   7/40  
  8. The  problem,  with  children    Playing  a  game  /  accomplishing  a  task,     designing  solu,ons  /  discussing  criteria  and  alterna,ves  …   tend  to  remain  separate  ac,vi,es  for  children     (Sluis-­‐Thiescheffer  et  al.  2007,  Vaajakallio  et  al.  2010)     Newcastle,  DIS  2012   Elisa  Giaccardi   8/40  
  9. The  problem,  as  we  see  it   Image  from:  Sanders  2011  Newcastle,  DIS  2012   Elisa  Giaccardi   9/40  
  10. The  problem,  as  we  see  it  understanding gap prototyping Derived  from:  Sanders  2011   Newcastle,  DIS  2012   Elisa  Giaccardi   10/40  
  11. Elements  of  performa,vity    
  12. Aka,  forgeing  Goffman    We  consider  performance  as  the  daily  prac,ce     through  which  people  define  themselves     and  engage  socially  with  other  people  through  place       –  Performance  as  expressive  dimension  (Schieffelin  1997)   –  Improvisa7on  as  crea7ve  conversa7on  and  dialogue  (Sawyer  2000)   –  Embodied  performance  as  mnemonic  (Counsell  &  Monk  2009,  Schiller  2011)   Newcastle,  DIS  2012   Elisa  Giaccardi   12/40  
  13. Embodied    Narra,ves  in  prac,ce  
  14. Characteris,cs  •  No  plot  outline  •  Open  and  interchangeable  chldren  roles  •  Flexible  and  nego,ated  adult  roles  •  Familiar  seings  and  rela,onships  Newcastle,  DIS  2012   Elisa  Giaccardi   14/40  
  15. Design  materials  •  Found  objects  •  Office  supplies    •  Ritual  elements   business  size  •  Polaroid  PoGo  TM  instant  digital     s,cky-­‐back  prints   camera/printer  (one  per  team)     Newcastle,  DIS  2012   Elisa  Giaccardi   15/40  
  16. The  PoGo  TM  as  design  material  Used  to:  •  Boost  improvisa,on     and  social  play  •  Provide  building  blocks     for  prototyping  Vs.  mobile  cameras  used  in  support  of  communica,on    or  reflec,on  (Bekker  et  al.  2003,    Oosterholt  et  al.  1996,  Verhaegh    et  al.  2006)     Credits:  ,nyurl.com/6mtnn43  Newcastle,  DIS  2012   Elisa  Giaccardi   16/40  
  17. A  rapid  and  agile  process   Derived  from:  VersionOne,  7nyurl.com/l29kw7  Newcastle,  DIS  2012   Elisa  Giaccardi   17/40  
  18. Case  studies  and  findings  
  19. Par,cipants  and  seings  •  36  children  (19  girls  and  17  boys)  •  Classmates  and/or  friends  •  Age  10-­‐11   Newcastle,  DIS  2012   Newcastle,  DIS  2012   Elisa  Giaccardi   Elisa  Giaccardi   19 19/40    
  20. Seing  and  procedure  #1  Dangerous  homes  (pilot)   –  8  children  (2  groups  unisex)   –  1  session  #2  Dangerous  schools   –  28  children  (4  unisex  and  2  mixed)   –  2  sessions   ­ 4  groups  with  camera  and  2  without  camera     Newcastle,  DIS  2012   Elisa  Giaccardi   20/40  
  21. Task  and  instruc,ons   Create  a  social  game  for  children  on  how  to  avoid/respond  to   dangers:   –  Children  were  free  to  move  around  and  use  design  materials  at  will   –  Final  outcome  had  to  be  a  storyboard/prototype       –  The  process  was  not  enforced  a  priori   –  2  hours  per  group  (including  instruc7ons  and  final  debriefing)     Newcastle,  DIS  2012   Elisa  Giaccardi   21/40  
  22. Qualita,ve  analysis  3  sets  of  notes  per  experiment  (from  observa,ons  and  debriefing)  6  hours  of  video  recording  (pictures  only  in  the  home)  Children’s  actual  behavior  and  feedback  grounding  the  study  Newcastle,  DIS  2012   Elisa  Giaccardi   22/40  
  23. Exploring  the  seing  “What’s  so  dangerous  in  a  stone?”  (picking  up  a  stone) “You  can  throw  it  against  other  children!” Newcastle,  DIS  2012   Newcastle,  DIS  2012   Elisa  Giaccardi   23 23/40  
  24. Iden,fying  dangers   “Hang  as  you  did  that  ,me  the  teacher  scolded  you!”  (at  the  view  of  the  window)“Okay”  (replaying  a  personal  experience) Newcastle,  DIS  2012   Newcastle,  DIS  2012   Elisa  Giaccardi   24 24/40  
  25. Elements  of  social  play  Changing  rolesPlaying  nicelyStaying  safeBeing  friendsCompe,ngUsing  ritual  elementsSharing  common  goods Newcastle,  DIS  2012   Newcastle,  DIS  2012   Elisa  Giaccardi   25 25/40  
  26. Changing  roles  Newcastle,  DIS  2012  Newcastle,  DIS  2012   Elisa  Giaccardi   26 26/40  
  27. Being  friends   (calling  the  girls’  a<en=on  without  talking)“Look!”  (observing  the  boy  performing) Newcastle,  DIS  2012   Newcastle,  DIS  2012   Elisa  Giaccardi   27 27/40  
  28. Sharing  common  goods   “We  could  leave  the  camera  in  the  basket…”Newcastle,  DIS  2012  Newcastle,  DIS  2012   Elisa  Giaccardi   28 28/40  
  29. Using  the  PoGo,  in  general  Newcastle,  DIS  2012  Newcastle,  DIS  2012   Elisa  Giaccardi   29 29/40  
  30. NOT  using  the  PoGo,  in  general  Newcastle,  DIS  2012  Newcastle,  DIS  2012   Elisa  Giaccardi   30 30/40  
  31. Breakdown  of  analysis     (with  camera)  Embodied  interact.   Idea    genera,on   Performance   Photo-­‐taking   Hands-­‐on  ac,vi,es   found  objects   op,ons  (what)   posing   snapping   building   prototyping understanding body  movements   criteria  (why)   expressing   reviewing   unfolding   Newcastle,  DIS  2012   Newcastle,  DIS  2012   Elisa  Giaccardi   31 31/40  
  32. Breakdown  of  analysis   (without  camera)  Embodied  interact.   Idea    genera,on   Performance   Photo-­‐taking   Hands-­‐on  ac,vi,es   found  objects   op,ons  (what)   posing   snapping   building   prototyping understanding body  movements   criteria  (why)   expressing   reviewing   unfolding   Newcastle,  DIS  2012   Newcastle,  DIS  2012   Elisa  Giaccardi   32 32/40  
  33. Design  outcomes   Game boards - Game components Storyboards Dangerous pairs Challenge the monster Killing the beastMoving through dangers (unfinished) Livingstone the seagull Newcastle,  DIS  2012   Newcastle,  DIS  2012   Elisa  Giaccardi   33 33/40  
  34. Lessons  learned  (in  one  slide)  Mobility,  instantaneity  (immediate  s,ckers),  hybridity  and  sharing   associated  to  the  PoGo  were  a  big  factor  in:     –  Promo7ng  the  playful  and  performa7ve  use  of  children’s  bodies   –  Embodying  children’s  crea7vity  “in  place”  (physically  and  socially)   –  Facilita7ng  the  collabora7ve  expression  of  both  understandings  and  ideas   –  Situa7ng  children  in  a  rapid  and  agile  conversa7on  with  the  design  situa7on  Newcastle,  DIS  2012  Newcastle,  DIS  2012   Elisa  Giaccardi   34 34/40  
  35. Wrapping  up…  
  36. Summary  of  contribu,ons  Theore,cally:    •  Problema,ze  co-­‐design  with  children  •  Emphasize  the  need  for  bridging  understanding  and  prototyping  •  Contribute  to  growing  research  on  the  use  of  performa,vity  in  design   (from  ‘as-­‐if-­‐worlds’  to  bodies,  objects  and  places  ‘in  conversa,on’)  Newcastle,  DIS  2012  Newcastle,  DIS  2012   Elisa  Giaccardi   36 36/40  
  37. Summary  of  contribu,ons  Prac,cally:    •  Provide  an  experimental  technique  for  early  stages  of  the  design  process   that:   –  leverages  children’s  natural  playfulness  and  sociability  in  costruc7ng  meaning   through  ac7on   –  feeds  outcomes  of  children’s  social  play  back  into  the  crea7ve  process  in  a   rapid  and  agile  fashion  Newcastle,  DIS  2012  Newcastle,  DIS  2012   Elisa  Giaccardi   37 37/40  
  38. Future  direc,ons  Exploring  performa,ve  technologies  as  a  design  material  to:   –  span  across  co-­‐design  sessions   –  move  towards  interac7ve  prototyping   –  incorporate  the  social  aspects  further  in  the  design  Assessing  suitability   –  different  domains   –  different  user  groups  Newcastle,  DIS  2012  Newcastle,  DIS  2012   Elisa  Giaccardi   38 38/40  
  39. Thank  you  for  listening!  Elisa  Giaccardi  Universidad  Carlos  III  de  Madrid  elisa.giaccardi@uc3m.es      Project  funded  by    the  Spanish  Ministry  of  Science  and  Innova,on  (TIN2009-­‐09687)   Newcastle,  DIS  2012   Newcastle,  DIS  2012   Elisa  Giaccardi   39 39/40  

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