From the West and Central African cosmogram to virtual 3D space and sound-generated graphics, the work of Dr. Nettrice R. Gaskins crosses the boundaries between science fact and science fiction.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses how Native American crafting and math can be combined with mobile technologies. It provides links to several projects including a blog about crafting with mobile devices, a virtual bead loom that allows culturally situated design, a video about coded stories, a page on encoded textiles, and websites with information on Native American designs, colors and beadwork patterns.
This document describes an augmented reality art game called "Playing ARt" that allows players to collaboratively create art using an iPad and augmented reality markers. The game is inspired by the exquisite corpse drawing game and uses an HTML5 canvas to display virtual objects overlaid on real-world markers. Players will pass around the iPad to take turns adding images or drawings to a composite artwork that can then be saved. The game aims to explore new modes of collaborative art production using augmented reality and procedural techniques. It is still in development to refine the user experience and allow more complex interactions.
The Electrofunk Mixtape: Illuminus Edition is a collaboration between the STEAM Lab at Boston Arts Academy, sculptor Brian Browne, and music producer Hank Shocklee to create an interactive 3D art installation. Electronics, music, and video projections will be layered on Brian Browne's 3D sculptures, which will hang or be worn by performers. Visitors will experience and participate in a responsive art installation combining music, movement, light, and projections.
Black Futurism explores how race can be viewed as a technology or tool rather than something fixed or defined by history. The presentation discusses works by artists like Ellen Gallagher and Kara Walker that depict human identity and race as mutable. It also references the idea of "black repetition" where collage, sampling and remixing in works from the African diaspora show signs of cyclical change. By removing race from its historical roots, the presentation suggests it can then be engaged as a productive and creative tool.
This document discusses techno-vernacular creativity (TVC), which refers to cultural art and technology created by underrepresented groups for creative expression. It provides examples of artists like Sanford Biggers who incorporate circles/mandalas from different cultures in their work. The document also describes how mapping, diagramming, and remixing are important aspects of TVC, and how culturally-situated design arts can engage informal science learning through exploration of concepts like rotation and translation.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses how Native American crafting and math can be combined with mobile technologies. It provides links to several projects including a blog about crafting with mobile devices, a virtual bead loom that allows culturally situated design, a video about coded stories, a page on encoded textiles, and websites with information on Native American designs, colors and beadwork patterns.
This document describes an augmented reality art game called "Playing ARt" that allows players to collaboratively create art using an iPad and augmented reality markers. The game is inspired by the exquisite corpse drawing game and uses an HTML5 canvas to display virtual objects overlaid on real-world markers. Players will pass around the iPad to take turns adding images or drawings to a composite artwork that can then be saved. The game aims to explore new modes of collaborative art production using augmented reality and procedural techniques. It is still in development to refine the user experience and allow more complex interactions.
The Electrofunk Mixtape: Illuminus Edition is a collaboration between the STEAM Lab at Boston Arts Academy, sculptor Brian Browne, and music producer Hank Shocklee to create an interactive 3D art installation. Electronics, music, and video projections will be layered on Brian Browne's 3D sculptures, which will hang or be worn by performers. Visitors will experience and participate in a responsive art installation combining music, movement, light, and projections.
Black Futurism explores how race can be viewed as a technology or tool rather than something fixed or defined by history. The presentation discusses works by artists like Ellen Gallagher and Kara Walker that depict human identity and race as mutable. It also references the idea of "black repetition" where collage, sampling and remixing in works from the African diaspora show signs of cyclical change. By removing race from its historical roots, the presentation suggests it can then be engaged as a productive and creative tool.
This document discusses techno-vernacular creativity (TVC), which refers to cultural art and technology created by underrepresented groups for creative expression. It provides examples of artists like Sanford Biggers who incorporate circles/mandalas from different cultures in their work. The document also describes how mapping, diagramming, and remixing are important aspects of TVC, and how culturally-situated design arts can engage informal science learning through exploration of concepts like rotation and translation.
The document outlines a program called Kopčianské združenie that provides work opportunities for teenagers aged 15-17 from low-income and socially disadvantaged families in Kopčany. The program places groups of 3-6 teenagers together in unpaid jobs at a local café, where they receive on-the-job training and work experience. The goal is to help the young people develop job skills and experience while getting them out of their current social environment.
This document outlines the steps in a STEAM project-based learning plan, including fundamentals, prototyping, and exhibition. It suggests focusing students' attention on making a STEAM project, showing the importance of STEAM skills for artists, helping increase confidence in STEAM skills through workshop requirements, and rewarding students for learning new STEAM skills.
1) Moving images create the illusion of motion by displaying a series of still images in rapid succession, with a minimum of 10-13 frames needed per second for the illusion.
2) Early animation devices like the zoetrope and flip book used the principle of "persistence of vision" to create the illusion of motion from individual still images.
3) The Lumière brothers, Edison, and other pioneers in the late 1880s developed early devices that could produce moving images, helping to establish cinema.
This document discusses techno-vernacular creativity in underrepresented communities and how it can inform STEAM research and education. It provides examples of artists from ethnic communities who incorporate technology in creative ways, such as Sun Ra's appropriation of electronic instruments and Grandmaster Flash's role in mixer design. The document argues that examining such cultural productions can inspire underrepresented students to explore STEM fields. It highlights various arts-based learning tools and STEAM projects that tap into the energy of techno-vernacular creativity.
This document discusses using augmented reality and digital media to engage diverse museum audiences. It presents several projects using technologies like augmented reality browsers, motion capture, HTML5 canvas, and cultural design tools to develop representations and artifacts that can be overlaid on the physical world. Museums are encouraged to use open platforms and situate projects in mixed reality environments to cultivate participation from various social and economic groups. Contact information is provided for several relevant technologies and initiatives.
This document discusses how Sun Ra's appropriation of technology critiqued dominant views of socio-technical change by showing how excluded groups engage with technology on their own terms. It provides examples of contemporary artists from ethnic communities whose STEAM artworks could inform future research and practice. The appropriation of technologies like electronic instruments and game platforms counters the digital divide narrative and could inspire young people to explore STEM.
Social Innovation Relay | 1. miesto | The Muffin MenLenka Križanová
Víťaz národného kola Social Innovation Relay 2013 - Projekt na podporu redukcie potravinového odpadu v školských jedálňach | The Muffin Men, Košice
Edukačné aktivity pre deti zamerané na eliminovanie plytvania jedla v domácnostiach prostredníctvom informovania o množstve potravinového odpadu v školských jedálňach.
The document discusses metaphysics of presence and how being exists within frameworks or states, with definitions of presence and absence relying on these states. It also discusses urban metaphysics as a deconstruction of Western ideas through street art and technology. Additionally, it mentions black futurism or Afrofuturism as a discourse centered on absence and presence, involving constructions or deconstructions of self, as seen in works engaging valuations of images and presentations.
Self-determination and STEAM allow communities to define the world through their own interests and cultures and place their history at the center. Afrofuturism gives artists agency to repurpose existing works to create new worlds and navigate social realities. The STEAM lab focuses on fundamentals like circuits and soldering, as well as design, prototyping, and exhibition to present projects like board games and robotic puppets created from new ideas.
Dr. Nettrice R. Gaskins presented on using public art to teach STEAM concepts such as basic circuits and soldering. The presentation covered fundamentals of circuits, prototyping ideas through testing, and exhibiting the work. Examples of public art involving science, technology, and mathematics were provided, along with links to brainstorm new ideas and contact Dr. Gaskins for more information.
Nettrice Gaskins, Ph.D., STEAM Director, Boston Arts Academy, will join Brides of Anansi artists Saya Woolfalk and Xenobia Bailey in conversation to look at how contemporary women artists look at nature and natural systems for inspiration.
Techno-Vernacular Creativity, Innovation & Learning in Underrepresented Ethni...Nettrice Gaskins, Ph.D.
The document summarizes a dissertation that examines techno-vernacular creativity (TVC) in underrepresented ethnic communities and its potential to increase interest and motivation in STEAM fields. Key points:
1) The dissertation includes a literature review on TVC, prior research, and theoretical frameworks related to culturally situated learning and design.
2) A professional workshop at Georgia Tech brought together experts to explore how TVC can engage underrepresented groups in STEAM. Workshops were also conducted with middle school students.
3) Results found that the professional workshop helped bridge disciplines and cultural differences. Student workshops found expression and art were most engaging and increased interest in STEAM topics.
4) The dissertation examines
This document provides information about a vision mapping workshop. It defines a vision map as a collage of images and affirmations representing one's dreams and happiness. The document discusses how quilts can convey messages through geometric patterns and how artists use math concepts like rotation in their quilt designs. Examples of historical quilts that tell stories or add symbols are presented, as are artworks that create new languages or remix an artist's previous work. Lukasa boards, which are used to tell personal stories, are also mentioned. The workshop instructions ask participants to make a paper quilt by cutting and arranging shapes, then finish their vision map by adding cutouts and writing about their design.
This document outlines different types of online and real-world games and activities that can be done individually or in a group. These include classic puzzles, mini-games, treasure hunts, and urban quests for individual play as well as collaborative puzzles, research puzzles, flash mobs, and group problem-solving for group activities. The games and activities span both online and real world settings.
STEAM (Science, Technology, Engineering, Art and Mathematics) involves teaching and learning using multiple disciplines. A STEAM Lab allows students to explore concepts across subjects in a creative space centered around art. The document outlines various STEAM concepts and techniques students may explore such as creating idea maps, learning to solder, creative coding, and exhibition of student work. It also provides an example of how to structure project-based STEAM learning using objectives focused on gaining student attention, relevance, confidence, and satisfaction.
The document discusses Joseph Campbell's concept of the "hero's journey" and how it relates to students from non-dominant groups entering STEM fields. It describes the hero's journey as having three stages - (1) the hero receives a call to adventure into an unknown world, (2) the hero crosses the first threshold and undergoes a series of tests with obstacles, and (3) the hero returns to share the knowledge gained. For students from non-dominant groups, entering a STEM classroom or makerspace can feel like the unknown world of the hero's journey, but providing mentors and tools can help reassure students as they embark on their academic adventure.
This document discusses vernacular science knowledge and technology, including biomimicry, computational thinking, and culturally situated learning and design. It explores how STEAM education can be used to teach these concepts through design fiction and by merging fictional worlds with creative design. Students would learn about biomimicry by designing new products inspired by nature, computational thinking by formulating problems that computers can solve through algorithms, and culturally situated design by using indigenous artifacts and practices with STEM principles. The document lists various tools, concepts, and practices that could be used in STEAM learning, such as 3D modeling, coding, fabrication, worldbuilding, and design fiction.
Afrofuturism explores liberation through a combination of technology and nature. Octavia Butler's work suggests that technology alone does not ensure survival, but combining it with nature preserves life. True freedom requires a symbiotic relationship between technology, nature, and community. The document discusses using Afrofuturism to introduce children to ideas of the future and having them create projects combining technology and nature to share with the public.
The document outlines a program called Kopčianské združenie that provides work opportunities for teenagers aged 15-17 from low-income and socially disadvantaged families in Kopčany. The program places groups of 3-6 teenagers together in unpaid jobs at a local café, where they receive on-the-job training and work experience. The goal is to help the young people develop job skills and experience while getting them out of their current social environment.
This document outlines the steps in a STEAM project-based learning plan, including fundamentals, prototyping, and exhibition. It suggests focusing students' attention on making a STEAM project, showing the importance of STEAM skills for artists, helping increase confidence in STEAM skills through workshop requirements, and rewarding students for learning new STEAM skills.
1) Moving images create the illusion of motion by displaying a series of still images in rapid succession, with a minimum of 10-13 frames needed per second for the illusion.
2) Early animation devices like the zoetrope and flip book used the principle of "persistence of vision" to create the illusion of motion from individual still images.
3) The Lumière brothers, Edison, and other pioneers in the late 1880s developed early devices that could produce moving images, helping to establish cinema.
This document discusses techno-vernacular creativity in underrepresented communities and how it can inform STEAM research and education. It provides examples of artists from ethnic communities who incorporate technology in creative ways, such as Sun Ra's appropriation of electronic instruments and Grandmaster Flash's role in mixer design. The document argues that examining such cultural productions can inspire underrepresented students to explore STEM fields. It highlights various arts-based learning tools and STEAM projects that tap into the energy of techno-vernacular creativity.
This document discusses using augmented reality and digital media to engage diverse museum audiences. It presents several projects using technologies like augmented reality browsers, motion capture, HTML5 canvas, and cultural design tools to develop representations and artifacts that can be overlaid on the physical world. Museums are encouraged to use open platforms and situate projects in mixed reality environments to cultivate participation from various social and economic groups. Contact information is provided for several relevant technologies and initiatives.
This document discusses how Sun Ra's appropriation of technology critiqued dominant views of socio-technical change by showing how excluded groups engage with technology on their own terms. It provides examples of contemporary artists from ethnic communities whose STEAM artworks could inform future research and practice. The appropriation of technologies like electronic instruments and game platforms counters the digital divide narrative and could inspire young people to explore STEM.
Social Innovation Relay | 1. miesto | The Muffin MenLenka Križanová
Víťaz národného kola Social Innovation Relay 2013 - Projekt na podporu redukcie potravinového odpadu v školských jedálňach | The Muffin Men, Košice
Edukačné aktivity pre deti zamerané na eliminovanie plytvania jedla v domácnostiach prostredníctvom informovania o množstve potravinového odpadu v školských jedálňach.
The document discusses metaphysics of presence and how being exists within frameworks or states, with definitions of presence and absence relying on these states. It also discusses urban metaphysics as a deconstruction of Western ideas through street art and technology. Additionally, it mentions black futurism or Afrofuturism as a discourse centered on absence and presence, involving constructions or deconstructions of self, as seen in works engaging valuations of images and presentations.
Self-determination and STEAM allow communities to define the world through their own interests and cultures and place their history at the center. Afrofuturism gives artists agency to repurpose existing works to create new worlds and navigate social realities. The STEAM lab focuses on fundamentals like circuits and soldering, as well as design, prototyping, and exhibition to present projects like board games and robotic puppets created from new ideas.
Dr. Nettrice R. Gaskins presented on using public art to teach STEAM concepts such as basic circuits and soldering. The presentation covered fundamentals of circuits, prototyping ideas through testing, and exhibiting the work. Examples of public art involving science, technology, and mathematics were provided, along with links to brainstorm new ideas and contact Dr. Gaskins for more information.
Nettrice Gaskins, Ph.D., STEAM Director, Boston Arts Academy, will join Brides of Anansi artists Saya Woolfalk and Xenobia Bailey in conversation to look at how contemporary women artists look at nature and natural systems for inspiration.
Techno-Vernacular Creativity, Innovation & Learning in Underrepresented Ethni...Nettrice Gaskins, Ph.D.
The document summarizes a dissertation that examines techno-vernacular creativity (TVC) in underrepresented ethnic communities and its potential to increase interest and motivation in STEAM fields. Key points:
1) The dissertation includes a literature review on TVC, prior research, and theoretical frameworks related to culturally situated learning and design.
2) A professional workshop at Georgia Tech brought together experts to explore how TVC can engage underrepresented groups in STEAM. Workshops were also conducted with middle school students.
3) Results found that the professional workshop helped bridge disciplines and cultural differences. Student workshops found expression and art were most engaging and increased interest in STEAM topics.
4) The dissertation examines
This document provides information about a vision mapping workshop. It defines a vision map as a collage of images and affirmations representing one's dreams and happiness. The document discusses how quilts can convey messages through geometric patterns and how artists use math concepts like rotation in their quilt designs. Examples of historical quilts that tell stories or add symbols are presented, as are artworks that create new languages or remix an artist's previous work. Lukasa boards, which are used to tell personal stories, are also mentioned. The workshop instructions ask participants to make a paper quilt by cutting and arranging shapes, then finish their vision map by adding cutouts and writing about their design.
This document outlines different types of online and real-world games and activities that can be done individually or in a group. These include classic puzzles, mini-games, treasure hunts, and urban quests for individual play as well as collaborative puzzles, research puzzles, flash mobs, and group problem-solving for group activities. The games and activities span both online and real world settings.
STEAM (Science, Technology, Engineering, Art and Mathematics) involves teaching and learning using multiple disciplines. A STEAM Lab allows students to explore concepts across subjects in a creative space centered around art. The document outlines various STEAM concepts and techniques students may explore such as creating idea maps, learning to solder, creative coding, and exhibition of student work. It also provides an example of how to structure project-based STEAM learning using objectives focused on gaining student attention, relevance, confidence, and satisfaction.
The document discusses Joseph Campbell's concept of the "hero's journey" and how it relates to students from non-dominant groups entering STEM fields. It describes the hero's journey as having three stages - (1) the hero receives a call to adventure into an unknown world, (2) the hero crosses the first threshold and undergoes a series of tests with obstacles, and (3) the hero returns to share the knowledge gained. For students from non-dominant groups, entering a STEM classroom or makerspace can feel like the unknown world of the hero's journey, but providing mentors and tools can help reassure students as they embark on their academic adventure.
This document discusses vernacular science knowledge and technology, including biomimicry, computational thinking, and culturally situated learning and design. It explores how STEAM education can be used to teach these concepts through design fiction and by merging fictional worlds with creative design. Students would learn about biomimicry by designing new products inspired by nature, computational thinking by formulating problems that computers can solve through algorithms, and culturally situated design by using indigenous artifacts and practices with STEM principles. The document lists various tools, concepts, and practices that could be used in STEAM learning, such as 3D modeling, coding, fabrication, worldbuilding, and design fiction.
Afrofuturism explores liberation through a combination of technology and nature. Octavia Butler's work suggests that technology alone does not ensure survival, but combining it with nature preserves life. True freedom requires a symbiotic relationship between technology, nature, and community. The document discusses using Afrofuturism to introduce children to ideas of the future and having them create projects combining technology and nature to share with the public.
This document discusses using algorithms and Afrofuturism themes in relation to the musical "The Wiz". It explores how algorithms could be used to enhance the audience experience before and during the show through interactive displays and animations linked to elements of the story, such as lighting up Dorothy's silver slippers when mentioned or animating signs. The document also references a Lewis Mumford quote about the intermediate role of magic between fantasy and knowledge in driving technological advancement.
This document discusses culturally responsive education in makerspaces. It explains that STEAM (Science, Technology, Engineering, Art, and Mathematics) teaching integrates multiple disciplines. Components of equity in makerspaces are access, diversity, and inclusion. The document then discusses underrepresented groups in STEM and strategies for making makerspaces more culturally responsive, such as re-appropriation, remixing, and improvisation. Specific examples are provided like using lowrider culture in robotics or MIDI controllers in music. The goal is to design culturally situated learning experiences and curriculum.
This document provides an overview of biomimicry and 3D printing for a workshop. It defines biomimicry as modeling design and production on biological entities and processes. It describes the key steps to 3D printing as modeling an object, fixing any errors, slicing it into layers, and printing. It also explains that 3D printers use materials like plastic instead of ink to create solid, three-dimensional objects. The workshop will include a live demo and discussion of biomimicry examples as well as the components of 3D printers.
This document discusses the connections between West African cosmology and Afrofuturist art. It explores how Afrofuturist artists reimagine history and the future of the African diaspora through science, science fiction, and technology with their own worldviews. The Kalunga line under the Atlantic Ocean, representing the threshold between the living and dead, is referenced. Crossroads have complex patterns in West African cultures and are simplified in Afrofuturist art. Works aim to position viewers in a sense of completeness or utopia, referenced as Funkentelechy in P-funk music.
This document discusses the history and concepts of Afrofuturism across multiple artistic disciplines such as music, literature, visual art, and film. It provides early examples of Afrofuturism in literature from the early 20th century depicting advanced African societies and black scientists. It also discusses how jazz musician Sun Ra incorporated music, myth, and performance to present a unified vision of space that influenced later generations. The document explores how Afrofuturist artists create new conceptions of race, gender, and culture through technology to envision possible futures for the African diaspora.
This document outlines a workshop exploring how culturally situated arts and design can engage underrepresented ethnic students in STEM. The workshop agenda includes presentations on culturally situated design strategies in science, technology, engineering and math. It also covers arts-based research methods like personal meaning maps, portraiture and concept maps. Participants will brainstorm arts-based learning activities and projects. The goal is to develop recommendations for new culturally situated arts-based research directions that can engage more students in STEM through informal science education.
This document discusses vision maps, which are collages that represent one's dreams and goals. Vision maps can take the form of quilts, as done by artist Harriet Powers, who used quilts to tell stories and depict historical events. Quilts often use shapes and rotation of shapes in their designs. The document instructs on how to make a paper vision map quilt by cutting out shapes, arranging them on a grid, and adding images from magazines. It discusses the artist Sanford Biggers' use of collage and remixing in his quilts, as well as Romare Bearden's remixing of Homer's Odyssey in his collage works. The document prompts questions about personal storytelling through quilts and
This document discusses how culturally situated arts-based learning can enhance STEM education. It involves integrating cultural art and design with STEM principles to create simulations of artifacts. This allows students to tap into their intrinsic learning styles through creative expression. Digital media also plays a role, including use of mobile devices. The document poses questions about how culture and the arts enhance STEM understanding and how this approach can bridge formal and informal learning.
This document discusses the cyclical nature of black culture through concepts like improvisation, identity, and reappropriation. It argues that black popular culture has continually reinvented itself by borrowing from the past and incorporating new techniques and audiences through improvisation. This allows black culture to survive by constantly changing and adapting. Examples are given of how these concepts have manifested in various art forms like music, visual art, crafts, and digital media. The goal is to illustrate how black culture shapeshifts identities and looks to the future through avenues like Afrofuturism.
An interdisciplinary approach to learning where academic concepts are coupled with artistic works and cultural practices as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, personal interests, and the global marketplace.
This document proposes using digital media and culturally situated learning to support STEAM education. It suggests building on successful methods in three key areas: allowing students to creatively improvise with cultural materials to develop identity and find personal meaning; incorporating ideas and symbols into art and game-based learning activities; and transforming technology in a way that creates new traditions and practices. The goal is to use cultural heritage arts to help conceptualize science, technology, engineering, and math learning.
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