Visually-oriented classes - Revision history

Bfisher at 02:46, 15 August 2006

2006-08-15T02:46:08Z

2006-08-15T02:38:35Z

2006-07-27T06:26:27Z

2006-07-27T06:26:11Z

2006-07-27T06:25:40Z

2006-07-27T06:23:58Z

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2006-07-26T21:14:46Z

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 gdesign is concerned with how colors or visuals come to ''mean'' something(s) in particular contexts.
-(Brian, want to discuss qualia?)
+(Brian, want to discuss qualia?) BF -- For sure, the easy part is that if a distinction is not visible it hasn't got any qualia :-)
+hence the need to understand  phenomena like inattentional blindness in scene perception, and how onsets of new information
-BF -- For sure, the easy part is that if a distincion is not visible it hasn't got any qualia :-)
+in a screen can induce it. So I think there is a clear role for visual perception research in visually oriented classes.
 Qualia is at the fringe of mainstream cogsci since much of it is considered subjective and hence not an appropriate
 subject for scientific methods, the modern equivalent to "byond here there be dragons", IMHO it is approachable via

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 (Brian, want to discuss qualia?)
+BF -- For sure, the easy part is that if a distincion is not visible it hasn't got any qualia :-)
 IMHO, I think our students have an initial strong training in Russell's class,

← Older revision		Revision as of 06:26, 27 July 2006
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	My argument is that this is an essential skill that ''all'' of our students require.		My argument is that this is an essential skill that ''all'' of our students require.

−	Thus, we should offer more than half a class (anonymous) and basic design should be taught by more than one instructor. It is essential that our students have constant and meaningfull practice in this area and gain the benefit of mutiple faculty perspectives.	+	Thus, we should offer more than half a class (anonymous->) and basic design should be taught by more than one instructor. It is essential that our students have constant and meaningfull practice in this area and gain the benefit of mutiple faculty perspectives.

← Older revision		Revision as of 06:26, 27 July 2006
Line 8:		Line 8:
	My argument is that this is an essential skill that ''all'' of our students require.		My argument is that this is an essential skill that ''all'' of our students require.

−	Thus, we should offer more than half a class and basic design should be taught by more than one instructor. It is essential that our students have constant and meaningfull practice in this area and gain the benefit of mutiple faculty perspectives.	+	Thus, we should offer more than half a class (anonymous) and basic design should be taught by more than one instructor. It is essential that our students have constant and meaningfull practice in this area and gain the benefit of mutiple faculty perspectives.

← Older revision		Revision as of 06:25, 27 July 2006
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	Thus, we should offer more than half a class and basic design should be taught by more than one instructor. It is essential that our students have constant and meaningfull practice in this area and gain the benefit of mutiple faculty perspectives.		Thus, we should offer more than half a class and basic design should be taught by more than one instructor. It is essential that our students have constant and meaningfull practice in this area and gain the benefit of mutiple faculty perspectives.
		+

	(RW)		(RW)

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 (RW)
 We currently have effectively no teaching in the computer-based representation of designed artefacts. This is an essential component in the tool box of EVERY designer. You do not have a design unless you have a representation of it. A prototype is a representation, but such also (in general) require visual representation before they can be made.
 (DGr)

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 Thus, we should offer more than half a class and basic design should be taught by more than one instructor. It is essential that our students have constant and meaningfull practice in this area and gain the benefit of mutiple faculty perspectives.
 We currently have effectively no teaching in the computer-based representation of designed artefacts. This is an essential component in the tool box of EVERY designer. You do not have a design unless you have a representation of it. A prototype is a representation, but such also (in general) require visual representation before they can be made.
 '''Proposal on Graphic Design:'''

← Older revision		Revision as of 21:14, 26 July 2006
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	physical installation		physical installation

		+	aesthetics contextualized in historical, cultural and philosophical arenas

		+	methodologies
		+
		+
		+	---------------

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 '''meta'''
 visual products
 communication of ideas
 enhance visual aspect of whatever
 physical installation

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 Comics, technical illustrations, medical illustrations, drawings, video art,
-flash animations (for storytelling AND communication).
+flash animations (for storytelling AND communication) sfx.
 '''Video documentation of their work.'''