2. CONTACT
Sine Astrid Morris - SAMS 137752
Applicant from Copenhagen, Denmark
Email: sasm@itu.dk
Phone: 0045 6015 0182
https://www.linkedin.com/pub/sine-morris/43/580/327
Applying for:
- Principles of Game Design, unit code: GAM10002
- Scriptwriting and Directing: Short Film Production, unit code: FTV20011
- Scriptwriting and Directing: Non-Fiction Production, unit code: FTV20010
- Scriptwriting and Directing: Major film and TV productions, unit code: FTV30008
3. RELEVANT EXPERIENCE
2013-2014: Chairman of ITU Innovators (Student
Entrepreneurship Organization)
- Main organizer of Roskilde Create. A weekend event to
create a digital concept for the biggest Danish music
festival, Roskilde Festival.
- Main organizer of collaborative event with PlayIt (Student
Games Organization), “The Underdog: How to Create a
Business in the Games Industry”
2014: CPH Pix Volunteer. Driver and organizational assistant for
the Copenhagen Film Festival CPH PIX.
2014: Participator in the PlayIt Board game Game Jam at the IT
University.
2014: Digital Play Concept submitted to the Copenhagen Play
Festival, WOOT Festival.
4. PERSONAL STATEMENT
I wish to be considered for the above mentioned courses at
Swinburne University of Technology. I believe that I can bring an
international perspective to the table and that my entrepreneurial
mindset will aid our common goals. I adapt well to new technology
and using restraints as a creative motivation. I work well in groups
and am very engaged in volunteer organizations.
I am passionate about exploring digital games, what I believe is the
definitive medium of my generation, and I hope to be inspired by my
fellow students to create new works of digital play artifacts.
Film and video have captured my mind long ago and being able to
pursue this dream with other likeminded students would be an
incredible experience for me. I hope that my experience of European
films can help and inspire other students at Swinburne.
I dedicate myself to diligently live up to the expectations that my
teachers and Swinburne set up for me.
I hope the following examples of my work and creative engagements
will demonstrate that I am qualified for these courses.
5. MY WORK
The following slides contain examples of work I’ve done in
different creative design disciplines such as:
- Game pitch
- Video experience
- Volunteer work
- Arduino
- Processing
- Webdesign
- Photography
- Photoshop
- Illustrator
- Writings
- Drawings
- Paintings
6. BOARD GAME PITCH
For our Co-Design
class, our group
worked with a
elementary school
class in creating a
board game that
fosters the
understanding of
code languages.
This was our
concept.
You can find a
more in depth
explanation on the
next slide.
7. Initial Concept
Working with kids with no prior understanding of
programming we chose to focus on one of the
fundamental structures in programming the selection-
or if-structure.
The format of the rules are based on choosing a
condition and an action for the players. This concept
only focuses on this small aspect of programming.
The way of teaching this concept is based on the four
central themes from our co-design findings, which we
implementing in the following manner.
Dualism - The game is based on playing against
each other.
Familiarity - We use familiar characters (knights in
this example).
Visualization - The character sheet should
communicate in a highly visual way.
“Children’s logic” - The rules are arbitrary, a shield
can harm a sword if the rules, as defined by the
players say so. This framework further calls on the
reflection on their own logic.
Playing the game
Two players pick a universe to play in.
The two players each choose a character in relation to the
universe, and each character has three weapons. These
weapons are the same for both players, fx. both will get a
sword, a shield and a net for their knight.
Now the players have to choose, either to print out a
analogue format of the game, or use the concept digitally.
The players starts with deciding the rules of the game within
the following framework:
• If [weapon] meets [weapon] then [player] moves
[number] fields forwards or backwards
Each player play a weapon simultaneously and move
according to the rules defined in step 4.
Play the game through, and see if it works. If not, change
the rules, (according to step 4), and play the game again.
Continue until the game “makes sense”.
In a game where a person gets to the end of the line first,
that person wins.
Iterating through different sets of rules, the players would
discover how setting up conditions for different actions
influence the experience of the game. This concept as
described focuses only on a small part of programming, and
it would therefore be natural to extend this concept or
create similar covering other fundamental structures.
8. FILM EXPERIENCE
The following three videos are demonstrations of my
progress with storyboarding, filming and editing.
The first video, Roskilde, was an extracurricular project I did
while covering Roskilde Festival for our student blog
CBSLife.
The second video, Heppeh, was a concept piece for our
Interaction Design class. It is a visualized idea of a running
app and sticker-sensor product to be used for motivating
runners.
The third video, Absence, was a more abstract concept on
the position of mobile phones in society. It was presented in
the class Mobile Media and Social IT.
13. What I’ve learnt
As a volunteer for the non-
profit organization “The Danish
Hospital Clowns” in 2013 and
2014 I have edited footage in
accordance with their wishes
and created several videos for
their main sponsors.
I also act as a photographer at
their events.
This has enabled me to get a
better grasp on video editing
and working together with an
organization in a creative
endeavor.
14. ARDUINO
PROGRAMMING
I have experience
working with new
technology and use it
creatively.
Here I am sketching
with Arduino sets.
Pictured is a small
light and piezo
sensor installation.
15. CODE ART
While working in Processing, I mixed media and created a small poem in
the code for a reactive generative art piece.
16. CODE ART
Excerpt from intercode poem “GOD”
// In the beginning when God created the heavens and the earth,
// the earth was a formless void and darkness covered the face of the deep,
// while a wind from God swept over the face of the waters.
void setup() {
// God created a more manageable space to work in.
size(600,800, P3D);
// He saw that it was good.
noStroke();
// Then God said, "Let there be light"; and there was light.
fill(255);
// And God saw that the light was good; and God separated the light from the
darkness.
}
The code itself created an orb with light that followed the mouse. It was a
kind of visualization of an all-seeing entity. I tried to evoke thoughts about
the relationship between the watcher and the watched, the authority and the
power it derives from it’s subjects.
17. WEB DESIGN
I’ve ventured into the world of
web design. These are my
projects.
My personal site - Sinemorris.dk
Professional work:
http://cleoh.dk/
http://cbslife.dk/
Synapse-connect.dk (currently
working on)
24. WRITINGS
I co-founded a university blog for foreign exchange students.
You can find some of my writings here:
Cat-Royalty, Baby Names, and Sluts: Denmark Explained
The 5 Worst Things About Moving to Copenhagen
Roskilde Festival, Part 1: The Art of Waiting
Rustur Is Literally The Worst Thing Ever
28. I hope to have the opportunity to spend a semester at Swinburne and learn much more in your
classes.
Cordially,
Sine Morris
THANK YOU FOR YOUR ATTENTION
