Digital
technologies continue to proliferate, bringing increasingly powerful and
creative opportunity to support the production of high quality outcomes for
presentation, exhibition, broadcast, projection and viewing on screen and
handheld devices. With the recent increase in flexible computer controlled
manufacturing equipment, this now places incredible design and production
technologies within easy reach of the classroom.
There is a changing perception of these technologies,
initiated by the return to computing as a higher-level activity and as a
subject replacing ICT in the curriculum. This article identifies how computing
is distinct from and additional to existing digital media processes within art,
craft and design.
The ubiquitous nature of smartphone, tablet
and mobile digital technologies make these ideal both as a means of viewing
creative outcomes and also increasingly as the tool for creating new digital
products and outcomes. Mobile technologies and the web provide students with a
means to disseminate their work either as an online exhibition, or the device
itself may increasingly become the means for the creation of these new
graphical design products, as web design, digital games or interactive apps.
We cannot underestimate either the interest
or abilities young people have in digital processes, their use of these
technologies as both producers and consumers of entertainment and of learning
products. Neither should we underestimate the fascination of both young boys
and girls in these technologies and the particular interest shown by many boys in
mastering these creative tools.
These ‘digital natives’ willingly commit time
and energy to achieving high standards of design. Their growing interest in and
mastery of programming indicates the potential for future careers in the
creative, media and design industries. These tools are a route into these
industries as consumers, but also as producers and practitioners. Film, TV and
media content increasingly is delivered in this way, on-demand and directly to
personal devices. The future of these developments must feature in those
subjects that play a creative or technical role in all aspects of content
creation. This is absolutely true in art and design, which has arguably the
most diverse and potentially productive future career opportunities, when
compared with all other national curriculum subjects.
Two of the most interesting and surprising
developments of computer aided design and manufacture (CAD CAM) in recent years
have been the development of laser cutting, etching and 3D printing
technologies. Previously, the cost, reliability and production times have made
these unsuitable as classroom tools. These issues are resolved and costs are
falling rapidly as speed and quality increases. Design and Technology is
rapidly embracing these tools in schools and they are as common in colleges of
art and design as they are within engineering and manufacturing contexts. Art
and design teachers should take a good look at these technologies and encourage
schools to see these as essential in both curriculum areas.
The opportunities to create individual works
to a very high quality in craft, design or fine art contexts will enable
students to fully realise the products of their imagination, blending
traditional media with computer managed manufacturing processes. Creative
processes might include laser cutting complex shapes in paper, card or fabric
for graphics or textiles projects; cutting sheet wood, cardboard and plastics
to create sculpture maquettes; laser etching lino, woodblocks or acrylic sheet
for mono-printing and intaglio; etching a detailed design into a ceramic tile,
board, plastic or glass surface; 3D laser-scanning natural forms to create a 3D
animation or alternatively, develop as a sculpture, three-dimensionally printed
in resin with complex internal and external forms.
Luizardo by Nick Ervinck
From: 3D printed
sculptures from the studio of Nick Ervinck
http://3dprintingindustry.com/2013/03/29/3d-printed-sculptures-from-studio-nick-ervinck/
In the beginning by Nicola Anthony
From: Word
Sculptures within her website
Agrieborzi by Nick Ervinck
From: 3D printed
sculptures from the studio of Nick Ervinck
Sculpture by Stephanie Lambert
From: Art steps
into the 3D printing arena
http://3dprintingindustry.com/2012/09/04/art-steps-into-the-3d-printing-arena/
To realise these developments, I am
suggesting that there are now three aspects of digital learning in art, craft
and design. Firstly, the design and creation of lens, light based and
interactive outcomes for web, screen, projected and printed products, Secondly,
the production of physical and tactile outcomes using computer aided design and
manufacture (CAD-CAM) and/or programming to control real and virtual systems.
Thirdly, critical studies of the impact on society and the spiritual, moral, social
and cultural implications of this technology.
1. The design
and creation of lens, light based and interactive outcomes for web, screen,
projected and printed products include:
- Digital photography - image making, image manipulation and Photomontage;
- Digital production techniques, digital Collage (eCollage), creating new images from photographic, scanned, drawn or other diverse sources;
- Digital Graphic Design and the use of image, lettering, font design and text for commercial contexts to advertise and communicate graphically as well as games design, interactive media and web graphics;
- Digital cartoons and digital graphical novels or storyboards;
- Animation using 2D and 3D animation tools (e.g. hand-drawn, Flash, Pixelation, Rotoscoping, Stop-frame and Claymation, 3D software animation, Motion Capture and Tweening);
- Film, TV and live/studio created digital recording and capture, to create screen or projected narratives and expressive outcomes;
- Digital Installation art that use digitally created and/or digitally delivered content (from any of the above processes);
2.
The production of physical and tactile
outcomes using computer aided design and manufacture (CAD-CAM) and/or
programming to control real and virtual systems include:
- Computer coding to create animations, digital projection, games, web graphics, multi-modal products, interactive screen technologies and APPs;
- 3D laser scanning and the manipulation of virtual 3D forms using software and supported by e.g. Haptic[i] design tools prior to either image output to screen, projection, print or product;
- Computer Aided Design and Computer Aided Manufacture CAD CAM – e.g. 3D printing, laser cutting and engraving;
- Robot assisted painting – using computer programming to control art making devices that generate virtual and tactile outcomes or products;
- Computer programed and/or interactive art installation.
3.
Critical studies of the impact on society and
the spiritual, moral, social and cultural implications of this technology.
- Educating young people in the media forms itself as intelligent, thoughtful and discriminating consumers and producers.
The production of high quality outcomes at
near professional standards will only be limited by several factors in schools.
Access, availability, cost of resources, or the personal interest and commitment
to CPD that prepares teachers sufficiently to plan and use these technologies.
The involvement of industry professionals,
artists, makers and designers is also of importance in maintaining the cutting
edge nature of such creative activity. We must respect and learn from the past
and the rich heritage of world cultures. But without fully embracing the
technologies that design and create the moment and the products of future
society, our subject will lose relevance and cease to have meaning to the very
people who are our creative future.
Ged Gast May 2013
[i] Haptic
Design Tools use a form of tactile feedback technology, applying forces and
vibrations to enable the user to virtually touch, feel and manipulate what is
on screen to stretch, squash, pinch and press a virtual form into shape.
Health & Fitness
ReplyDeleteSARMs