2009 Fall

Courses taught in Fall 2009

COMM 102: Communications Today

Morgan Schwartz

office: Nugent 560, Room A
tel: 1-212-774-4865
email: mschwartz AT mmm DOT edu
web: http://sodacity.net/courses/

FALL 2009

Section 02 Tuesday/Thursday, 5:50 - 7:10 pm

Classroom: Nugent 557

Syllabus

Course Description

Communication Today introduces you to the world of communication media in a myriad of forms. We will study various media, explore our interactions with them and come to a greater understanding of their influence on our social and personal environments. We will focus on two concepts: 1) finding the “me” in media, and 2) sampling from the “media buffet.” The first involves analyzing our personal media experiences through discussion and reading and writing assignments. The second concept refers to the field trips we will take throughout the semester to visit selected exhibitions and examine their form and function.

Learning Goals

By the end of the course, you will have:

  • a familiarity with current issues in the field of communications and media
  • been exposed to and reflected critically on the media environment of New York
  • developed critical abilities in reading and responding to popular press and scholarly articles about communication, technology and media issues
  • demonstrated skill in writing personal narrative essays and critical analyses
  • improved research and public speaking skills

Texts and Trips

Readings will be distributed in class or posted on the class website. Some of the trips entail an admission fee. Always carry your student ID card.

Grading

Written work is graded on how completely and creatively you have fulfilled the assignment. Carefully proofread your work so that it is free of spelling and grammatical errors.

- Unless clearly noted, I will only accept hard copies. End of story. -

- Assignments lose one grade for each week they are late. -

- I will not accept any work after the last class. -

Essays (40% of your final grade)

Complete four essays of 1200 – 1500 words each on the following topics (that’s about 4 – 5 double-spaced pages, Times New Roman, 12pt font, 1-inch margins ... I know the tricks):

  1. Analysis of a Print Advertisement, (due 9/29/09)
  2. Photography in My Life (due 10/20/09)
  3. Electronic Communication in My Life (due 11/17/09)
  4. The Television Interview (due 11/30/09)

Although you are not required to do so, you may choose to conduct additional research (online or otherwise) and include your findings in your essays. Be sure to cite your sources.

If it appears that students are not conscientiously reading the assigned selections, unannounced quizzes may be given.

Field Trip Responses (20% of your final grade)

Complete a 250 word response to each field trip and submit it to the appropriate thread on the class website before the following class - I have access to the exact time your response was submitted, anything after 5:50pm is late. Your response should take into consideration what has been written before you on the thread - think of it as a conversation. Repetition of what has already been said is discouraged. Responding to what has already been said, as well as adding new insights, is encouraged. You can use this word count tool to make sure your response is the appropriate length.

Oral Presentation (20% of your final grade)

Prepare a 5-6 minute presentation based on a biography or autobiography of an important media figure. You should focus not on the subject’s personal life, but on his or her contribution to the media landscape and the field of communications.
You must submit your topic for approval by 11/10/09.

Attendance & Participation (20% of your final grade)

There will be frequent in-class discussions of the readings, writing assignments and field trips. Your grade for participation will reflect both the quantity and quality of your contribution, i.e., how much input you offer, and the relevance of that input.

Excellent attendance and promptness are expected. Grades are subject to being lowered for poor attendance, lateness and not handing work in on time.

Disabilities

Students with disabilities who require reasonable accommodations or academic adjustments for this course must either enroll in the Program for Academic Access or register with the Office of Student Support Services. For any accommodation, the instructor must be presented with either a letter from the Assistant Director of the Program for Academic Access or an Accommodations Card from the Office of Student Support Services during the first week of classes.

Academic Honesty Policy

MMC fosters an academic community where students and faculty work together to create a learning experience that imparts knowledge and forms character. To achieve this, the College requires all members of the community to adhere to the policy of Academic Honesty that can be found in the Student Handbook, the College Catalogue and on the College website.

Schedule

(subject to change)

09/08 Tuesday

  • Introduction, course design, etc.

09/10 Thursday

  • FIELD TRIP – Go to both of the following locations by the next class session and post a field trip report.
    • The Morgan Library & Museum
      225 Madison Avenue at 36th Street - $8.00 student admission
      Be sure to see the main room of the original library (and try to figure out where the hidden stair case is) and examine closely the special exhibit, “Pages of Gold: Medieval Illuminations from the Morgan.” This exhibit is open only until Sept. 13 so you’ll have to get their asap.
    • The New York Public Library
      Fifth Avenue and 42nd. Street – free
      Be sure to visit the periodical room, the map room and the circulation rooms on the top floor. Take a good look at the murals in the hallway on the top floor and be prepared to discuss the meanings of the images on the ceilings and walls. Very important - find Winnie the Pooh!!

09/15 Tuesday

09/17 Thursday

  • FIELD TRIP New Museum
    Emory Douglas: Black Panther July 22, 2009 - October 18, 2009
    235 Bowery, just south of Houston Street – student admission $8.00
    Spend most of your time examining the exhibition on the second floor: “Emory Douglas: Black Panther.” Consider how the work being exhibited wan intended to achieve political objectives and social change. Are you familiar with any comparable publications today? What would be today’s equivalent to these publications?

09/22 Tuesday

  • topic: Advertising
  • discuss field trips
  • due: field trip post - New Museum
  • read for today:
    • "When Sex isn't Sexy" by the girls of 3iYing (Cat Small, Jane Mai, Evelyn Lieu Rachelle Bowers, Heidi Dangelmaier, Dianne Blanchard) [link]

09/24 Thursday

  • topic: Advertising
  • read for today:
    • "Truth in Advertising" by Leslie Savan DOC
    • "Antidotes 1-5" by Shenk DOC

09/29 Tuesday

10/01 Thursday

  • FIELD TRIP Brooklyn Museum
    200 Eastern Parkway, Brooklyn - $6 for students with ID
    Reflections on the Electric Mirror: New Feminist Video May 1, 2009–January 10, 2010

10/06 Tuesday

10/08 Thursday

10/13 Tuesday

  • topic: Photography
  • discuss field trips
  • due: field trip post
  • read for today:

10/15 Thursday

  • FIELD TRIP International Center for Photography
    1133 Avenue of the Americas (6th Ave.) & 43rd Street – Students $8.00
    Dress Codes: The Third ICP Triennial of Photography and Video October 2, 2009–January 17, 2010

10/20 Tuesday

  • topic: Electronic Communication - Politics, Discuss 3rd essay assignment
  • discuss field trips
  • due: "Photography in My Life”
  • due: field trip post
  • read for today:

10/22 Thursday

10/27 Tuesday

  • topic: Electronic Communication - Social Media
  • read for today:

10/29 Thursday

11/03 Tuesday

  • topic: Electronic Communication - Attention Economy, Discuss oral report assignment
  • discuss field trips
  • due: field trip post
  • read for today:

11/05 Thursday

11/10 Tuesday

NO CLASS - ADVISING

11/12 Thursday

11/17 Tuesday

  • topic: Television News Coverage, Discuss 4th essay assignment
  • discuss field trips
  • due: Oral Report Topic
  • due: field trip post
  • due: "Electronic Communication in My Life"
  • read for today:

11/19 Thursday

11/24 Tuesday

  • topic: The Future of Media
  • discuss field trips
  • due: field trip post
  • read for today:

11/26 Thursday

No Class, Thanksgiving

12/01 Tuesday

  • topic: Semester Recap
  • due: "The Television Interview"

12/03 Thursday

  • FIELD TRIP Cooper Hewitt National Design Museum
    91st Street and Fifth Avenue - $10 for students with ID
    Design for a Living World May 14, 2009–January 4, 2010
    Design USA: Contemporary Innovation October 16, 2009–April 4, 2010

12/08 Tuesday

  • due: field trip post
  • due: Oral reports – continue for following sessions.

12/10 Thursday

  • due: Oral reports

12/15 Tuesday

No Class - NOTE: MONDAY SCHEDULE TODAY

12/17 Thursday

  • due: Oral reports - LAST CLASS
AttachmentSize
leslie-savan_truth-in-advertising.doc1.7 MB
david-shenk_Antidotes-1-5.doc2.92 MB
Susan-Sontag_Platos-Cave.pdf1.28 MB

Assignments

You can use this tool to check your word count.

Analysis of a Print Advertisement, due 09/29/09
1200 - 1500 words (4-5 pages, double-spaced)
Choose an ad from a magazine and analyze both the copy and the image. What is shown, and why? How do the words and pictures serve to encourage using this product? What seems to be the desired effect of the ad? In your opinion, does the ad achieve its desired effect? Identify the target audience of both the source magazine and the ad. Is there a difference between the two? Would the target audience react differently than the general population? Would anyone be put off by this ad, i.e. does it not appeal to, or alienate, a certain segment of the population? Compare it to other ads for the same type of product. Please attach a copy of the ad to your essay, and try to avoid spending too much time describing it. You might consider using a historical ad from Duke's Ad*Access Project.

Photography in My Life, due 10/20/09
1200 - 1500 words (4-5 pages, double-spaced)
Discuss the history of your interaction with photography. Who took the pictures in your family? How were they stored and displayed? What was your relationship to them? Did you take your own photographs? What was recorded (vacations, holidays, scenes of everyday life)? What are your earliest memories of photographs? What would an independent observer learn from an examination of your/your family’s photographic record? What did the photographer intend in the taking of the photographs, and what is actually accomplished? Has your relationship to photography changed over time? What is the difference between photographs and other methods of recording history (video, audio recording, writing, retelling)?

Electronic Communication in My Life, due 11/17/09
1200 - 1500 words (4-5 pages, double-spaced)
Discuss the role electronic communication has played in your life. How do you stay in contact with friends and family? What has changed in you, and in the world, since you first learned to talk on the telephone? Have your preferences evolved along with the technology you use to interact? Do you use different methods for different people? Are the rules different depending on what method you choose? Do you "archive" your answering machine messages, voice mails, emails, instant messages, etc.? Have you inherited or acquired any of these behaviors, or did you develop them on your own?

The Television Interview, due 11/30/09
1200 - 1500 words (4-5 pages, double-spaced)
Choose a person over fifty-five years of age, or one born outside the U.S. Interview that person about his or her experience with television. Here are some questions you might ask, but please feel free to come up with many more on your own. What is his earliest memory of television? How does that differ from what she sees today? How have his viewing habits changed? What are some television milestones she recalls? Who does he typically watch television with? Present the interview in the form of a report or an article, not as a question & answer session.

Final Presentation
Prepare a 5-6 minute presentation based on a biography or autobiography of an important media figure. You should focus not on the subject’s personal life, but on his or her contribution to the media landscape and the field of communications. You are free to use any and all media – photographs, recordings, the internet, etc. – to supplement your presentation. Please submit your topic for approval (title and author of book) by 11/17/09.

You will be graded on your presentation's effectiveness - how informative, organized and relevant it is - as well as how successfully you answer questions about the material.

COMM 225: Digital Media 1

Morgan Schwartz

office: Nugent 560, Room A
tel: 1-212-774-4865
email: mschwartz AT mmm DOT edu
web: http://sodacity.net/courses/

FALL 2009

Section 02 Monday, 10:00 am - 12:50 pm
Section 03 Tuesday, 7:15 pm - 9:55 pm

Nugent 556

Syllabus

Course Description

Digital and interactive media permeate virtually every aspect of our society--from information delivery and product marketing to education and entertainment. In this course you will learn practical and critical skills necessary to become a technically proficient and cognitive digital media maker. Literacy in any medium is the ability to both access (read) materials created by others and to generate (write) materials for others. In this course you will learn to “speak” the language of digital media and to become conversant with the computer as an expressive medium. Through hands-on exercises and projects, you will be introduced to creative approaches to media production and to a range of software. The format of this class is designed to bridge theory and practice. We will explore contemporary issues including: digital imaging, the computer as a medium, typography, copyright, sound and moving image, and web design. We will concern ourselves with “how” and “why” the digital world is constructed the way it is. Students will be challenged to deconstruct this world and to develop an ability to analyze and critique the cultural implications of digital media in our lives.

  • Prerequisite: WRIT 101

Learning Goals

A successful student will develop the following skills by the end of the semester:

  • Use a Macintosh computer, Photoshop (digital imaging) and Dreamweaver (for web design) to generate media.
  • Understand the function and relationship of computer hardware, operating systems, input/output devices and the Internet.
  • Generate media that is critical and cognizant of a larger context (social, political, historical, and/or economical).
  • Develop an appreciation and understanding of the production process.
  • Successfully find solutions to technical problems.
  • Give and receive constructive feedback in a group setting.
  • Use feedback given to others in the generation of new work.
  • Develop, present and articulate creative ideas in both written and verbal formats.
  • Analyze your relationship with digital technology, the role it plays in your life, in your work,
    in our society, and in the world.

Textbooks and Materials

materials:
USB Flash Drive (256MB or bigger) - OR - portable Hard Drive

texts:
all required readings will be available online or handed out in class

attitude:
Your enthusiasm, curiosity and willingness to learn.

optional technical texts:
Technical books become out of date quickly; I recommend finding an appropriate online resource. Many tutorials (of varying quality) are available without cost online. Good video tutorials are available from Adobe. More advanced and complete tutorials specifically selected for this course are available at Lynda.com for $35. w3Schools offers great resources for coding (HTML, CSS, XML, PHP, etc.).

optional history/theory texts:
The Reconfigured Eye by William J. Mitchell
Multimedia - From Wagner to Virtual Reality edited by Randall Packer & Ken Jordan
The New Media Reader edited by Noah Wardrip-Fruin & Nick Montfort

Grade Weights

Participation: 20%

A large amount of class time will be dedicated to group critiques, team projects and class discussion. I encourage you to take an active role in contributing to make our class a fun and dynamic place to be.

Weekly Assignments: 55%

This is where its at - you can't learn web development by osmosis or wait until the end of the semester to cram for an exam. Digital Media production involves a complex spectrum of techniques and software. If you do the assignments each week you will do well. If not, you will fall behind rapidly. Weekly exercises are due at the beginning of class the week after they are assigned unless noted otherwise.

Reflection of Learning Paper 5%

More info will be provided later in the semester.

Final Project: 20%

This group project integrates many of the skills you will learn this semester. Each team will be assigned a "client". You will perform an analysis of the client's existing website. Using this information, the clients goals and requirements and other research, you will design and build a new website using HTML and CSS.

Detailed Breakdown

  • 20 Participation
  • 5 Image Repair
  • 5 Cosmetic Surgery
  • 10 Self-Portrait
  • 10 Report: Evaluation of existing website
  • 5 Usability Study
  • 5 Mockup
  • 5 Mockup revision (group)
  • 5 CSS 1
  • 5 CSS 2
  • 5 Reflections of Learning Paper
  • 20 Final CSS Website w/Templates (group)

Tips

  • Warning - this course demands substantial work outside of class time to complete the projects. Unless you already own an Apple computer with the relevant software, you should plan on coming into the Digital Media lab for an additional 3 hours every week.
  • Attendance is essential to succeed in this class. The skills and techniques taught are cumulative - they build upon previous ones. Missing just one week can make it very difficult to catch up. You will also note that class participation makes up a sizable percentage of your final grade - if you are absent you cannot participate and your grade will suffer.
  • Save different versions of your projects and save often. Make back-ups of your files.
  • Work in the lab with a friend - when learning new technology, 2 brains are usually better than one. You are welcome to work on your assignments at home but many students use the Multimedia Lab in room 556. Lab hours will be posted after the first week of classes. Students may not use the lab when another class is in session. If the lab is locked during regular lab hours you may get a key from the Security Desk.
  • Ask for help!!!

Safety


Electrical:
Water/liquids are a excellent conductors. You can be shocked if you are touching water that touches electricity. Be careful with drinks around the computers!


Carpal Tunnel
Computer keyboarding, typing and use of the mouse are among many common activities that have been identified as contributing to repetitive stress induced carpal tunnel syndrome.


Eye Strain
Staring at a glowing monitor for extended periods of time can cause headaches, eyestrain and problems with your eyesight. Remember to take frequent short breaks by looking away from the monitor and focusing on something in the distance, or close your eyes for a moment. Your eyes need a break!

Attendance Policy

Attendance will be taken in each class. You are allowed one unexcused (no questions asked) absence, after which your final grade will drop substantially with each absence. In the event that an extraordinary circumstance will require you to miss a class, please let me know ahead of time, by calling me, or by email.

Disabilities

Students with disabilities who require reasonable accommodations or academic adjustments for this course must either enroll in the Program for Academic Access or register with the Office of Student Support Services. For any accommodation, the instructor must be presented with either a letter from the Assistant Director of the Program for Academic Access or an Accommodations Card from the Office of Student Support Services during the first week of classes.

Academic Honesty Policy

MMC fosters an academic community where students and faculty work together to create a learning experience that imparts knowledge and forms character. To achieve this, the College requires all members of the community to adhere to the policy of Academic Honesty that can be found in the Student Handbook, the College Catalogue and on the College website.

Section 02 - Schedule

Week 1: September 14

In class:

  • Course Overview - Focus on experiential and active learning, problem solving and life skills
  • Introduction to Computers & Mac OS - Dock, Desktop, Server, RAM, ROM, Hard Drive, Processor, Ergonomics
  • Layout Basics - Composition, Focal Point, Focus, Scale, Color, Contrast, Rhythm, Dynamic
  • Photoshop: Layers & Transformation - Layers, Duplicate Layer, Transform (Scale, stretch, squash, rotate, translate), Alpha/Transparency, Blend Modes, Saving, File Types
  • Scanning

Week 2: September 21

In class:

  • Review Reading - Labels/Captions, Assemblage, Insertions, Deletion, Substitution, Cropping/Framing, Composites, Record/Document, Communication, Identification
  • View “Retouched Photos” - Ethics, Responsibility, Representation
  • Digital Imaging Concepts - Resolution, Pixels, Color Wheel, Inputs/Outputs, Analog vs. Digital
  • Photoshop: Digital Imaging - Variations, Levels, Clone Stamp, Airbrushing, Dodge & Burn

Read for today:

  • “How to do Things with Pictures” by William Mitchell [pdf]

Due:

  • Bring Digital Camera to class
  • Collect 1 physical (analog) image of your favorite celebrity that is scratched/damaged [you can provide the scratches]

Week 3: October 5

In class:

  • Review Reading - Who is involved in the re-touching process? What are the responsibilities/ethics associated with the profession? What are the similarities/differences to cosmetic surgery? What role does digital technology play in our understanding of body and body manipulation?
  • View Example Composite Images
  • Copyright - Copyright vs. Plaigarism, Fair Use, Creative Commons, copies & distribution, derivative works, “tangible form of expression”, Protection, Purpose/Origins
  • Photoshop: Compositing Basics - Selections, Masks, Copy & Paste, Replace Color, Patch

Read for today:

  • "Pixel Perfect" by Lauren Collins
  • "On the Cutting Edge" by Anne Balsamo[pdf]

Due:

  • Image Repair

Week 4: October 19

In class:

  • View & Discuss Digital Cosmetic Surgery Assignments - Believability/Lack of Evidence of Tampering, Process/Choices, Composition, Focal point
  • Exercise: Finding & Matching Perspective
  • Photoshop: Faking It - Distort, Creating Shadows

Due:

  • Cosmetic Surgery
  • Bring Materials for Self-Portrait

Week 5: October 26

In class:

  • View & Discus Self-Portrait Composite Images - Believability/Lack of Evidence of Tampering, Process/Choices, Composition, Concept
  • Introduction to HTML - Tags, Attributes, File Structure, HTML Grammar, Naming Conventions
  • Write HTML Page: body, head, title, img, a, p, br
  • Brief History of the Internet
  • Discuss Website Project

Due:

  • Self-Portrait

Week 6: November 2

In class:

  • Web Design Process
    • Planning: Purpose/Mission, Content, Audience, Client, Writing, Editing, Information Architecture
    • Design: Research-Mockup-Revision cycle
    • Implementation: Templates, Testing, Make “live”
  • Initial "Client" Presentation - project goals and requirements
  • Design Research - What is the organization's mission and purpose? What goals would you like a website to help you reach? Who is your target audience? What do you know about the audience? What are their aesthetic and informational needs/desires? How can we find out more details? Who are your competitors and partners? How/Why do your clients your organization out? How do your services fit into a larger context?

Read for today:

Due:

Week 7: November 9

In class:

  • Mockup Basics - Resolution, Color Scheme Choices/Options, Integration of Logo, Maintaining Identity, Navigation, Site Map
  • Establish Design Teams
  • Site Map & Recommendations: Based on the readings provided and the report you have done, What are the most important concerns/needs for the redesign? Why? What are the strengths that we should build on? Why?
  • Introduction to Dreamweaver - Setting up site/Managing Site; Images & Links; Tables (cell, column, row, padding, spacing, border); Save for Web

Read for today:

Due:

  • State of the Site Report (steps 1-4)

Week 8: November 16

In class:

  • View & Discuss Mockups - Composition/Layout; Focal Point; Color; Compliments organization and mission; Clear Structure; Fulfills recommendations
  • View Web Design Examples
  • Typography Basics - Serif, Sans-Serif, Concord, Contrast, Conflict, Size, Color, Cases, Style, Weight, Alignment, Readability, Legibility, Fonts, lorem ipsum
  • Information Architecture and Information Hierarchy - Strategies to guide your audience through information
  • Meet with Design Teams: Work on Revised Design - What ideas/suggestions/comments from the review need to be addressed? How will you address them?

Due:

  • Usability Study

Week 9: November 23 (Note this is just before Thanksgiving Break and IS CRUCIAL for your success on the group project).

In class:

  • Meet with Design Teams
    • Organize Presentation
    • Present Design Concepts to client
    • Discuss Site-Map Revisions with client (based on recommendations)
    • Discuss Feedback from client and Colleagues
  • Introduction to Cascading Stylesheets (CSS): Styling Text - Why Style?, Internal Vs. External Styles, Syntax, Selector, Property, Value

Read for today:

Due:

  • State of the Site Final Report
  • Mockup - 1st Draft

Week 10: November 30

In class:

  • Review Styling Text Exercise
  • From HTML Pages to HTML Sites - Best Practices, Linking Pages, Organization
  • Digging Into CSS - Cascading Rules, Box Model (Height, Width, Margin, Border, Padding), Float, Class, ID, Styling HTML Tags, background, Starting from templates

Read for today:

Due:

  • Collect Materials for client Site (edit text, photos, etc.; create necessary graphics)
  • CSS Styling Text Exercise #1
  • CSS Exercise #2 (done in class)

Week 11: December 7

In class:

  • HTML Implementation - Creating Templates; Comments; Making a Site Live; Testing In Multiple Browsers on Multiple Platforms
  • Meet with Design Teams
    • Continue Developing CSS Mockup
    • Informal meetings with client

Due:

  • CSS Mockup - 1st draft

Week 12: December 14

In class:

  • Meet with Design Teams
    • Site Testing
  • Review Designs with client - Does the site match the identity, needs and mission of client?; dynamic composition; clear information hierarchy; clear, easy navigation

Due:

  • Finished Version of Website

Week 13: December 15

NOTE: DECEMBER 15 will be a MONDAY schedule

NOTE: LAST CLASS

In class:

  • Final Presentation of Sites

Due:

  • Revised Website
  • Reflection Paper

Section 03 - Schedule

Week 1: September 8

In class:

  • Course Overview - Focus on experiential and active learning, problem solving and life skills
  • Introduction to Computers & Mac OS - Dock, Desktop, Server, RAM, ROM, Hard Drive, Processor, Ergonomics
  • Layout Basics - Composition, Focal Point, Focus, Scale, Color, Contrast, Rhythm, Dynamic
  • Photoshop: Layers & Transformation - Layers, Duplicate Layer, Transform (Scale, stretch, squash, rotate, translate), Alpha/Transparency, Blend Modes, Saving, File Types
  • Scanning

Week 2: September 15

In class:

  • Review Reading - Labels/Captions, Assemblage, Insertions, Deletion, Substitution, Cropping/Framing, Composites, Record/Document, Communication, Identification
  • View “Retouched Photos” - Ethics, Responsibility, Representation
  • Digital Imaging Concepts - Resolution, Pixels, Color Wheel, Inputs/Outputs, Analog vs. Digital
  • Photoshop: Digital Imaging - Variations, Levels, Clone Stamp, Airbrushing, Dodge & Burn

Read for today:

  • “How to do Things with Pictures” by William Mitchell [pdf]

Due:

  • Bring Digital Camera to class
  • Collect 1 physical (analog) image of your favorite celebrity that is scratched/damaged [you can provide the scratches]

Week 3: September 22

CLASS CANCELLED

Week 4: September 29

In class:

  • Review Reading - Who is involved in the re-touching process? What are the responsibilities/ethics associated with the profession? What are the similarities/differences to cosmetic surgery? What role does digital technology play in our understanding of body and body manipulation?
  • View Example Composite Images
  • Copyright - Copyright vs. Plaigarism, Fair Use, Creative Commons, copies & distribution, derivative works, “tangible form of expression”, Protection, Purpose/Origins
  • Photoshop: Compositing Basics - Selections, Masks, Copy & Paste, Replace Color, Patch

Read for today:

  • "Pixel Perfect" by Lauren Collins
  • "On the Cutting Edge" by Anne Balsamo[pdf]

Due:

  • Image Repair

Week 5: October 6

In class:

  • View & Discuss Digital Cosmetic Surgery Assignments - Believability/Lack of Evidence of Tampering, Process/Choices, Composition, Focal point
  • Exercise: Finding & Matching Perspective
  • Photoshop: Faking It - Distort, Creating Shadows

Due:

  • Cosmetic Surgery
  • Bring Materials for Self-Portrait

Week 6: October 13

In class:

  • View & Discus Self-Portrait Composite Images - Believability/Lack of Evidence of Tampering, Process/Choices, Composition, Concept
  • Introduction to HTML - Tags, Attributes, File Structure, HTML Grammar, Naming Conventions
  • Write HTML Page: body, head, title, img, a, p, br
  • Brief History of the Internet
  • Discuss Website Project

Due:

  • Self-Portrait

Week 7: October 20

In class:

  • Web Design Process
    • Planning: Purpose/Mission, Content, Audience, Client, Writing, Editing, Information Architecture
    • Design: Research-Mockup-Revision cycle
    • Implementation: Templates, Testing, Make “live”
  • Initial "Client" Presentation - project goals and requirements
  • Design Research - What is the organization's mission and purpose? What goals would you like a website to help you reach? Who is your target audience? What do you know about the audience? What are their aesthetic and informational needs/desires? How can we find out more details? Who are your competitors and partners? How/Why do your clients your organization out? How do your services fit into a larger context?

Read for today:

Due:

Week 8: October 27

In class:

  • Mockup Basics - Resolution, Color Scheme Choices/Options, Integration of Logo, Maintaining Identity, Navigation, Site Map
  • Establish Design Teams
  • Site Map & Recommendations: Based on the readings provided and the report you have done, What are the most important concerns/needs for the redesign? Why? What are the strengths that we should build on? Why?
  • Introduction to Dreamweaver - Setting up site/Managing Site; Images & Links; Tables (cell, column, row, padding, spacing, border); Save for Web

Read for today:

Due:

  • State of the Site Report (steps 1-4)

Week 9: November 3

In class:

  • View & Discuss Mockups - Composition/Layout; Focal Point; Color; Compliments organization and mission; Clear Structure; Fulfills recommendations
  • View Web Design Examples
  • Typography Basics - Serif, Sans-Serif, Concord, Contrast, Conflict, Size, Color, Cases, Style, Weight, Alignment, Readability, Legibility, Fonts, lorem ipsum
  • Information Architecture and Information Hierarchy - Strategies to guide your audience through information
  • Meet with Design Teams: Work on Revised Design - What ideas/suggestions/comments from the review need to be addressed? How will you address them?

Due:

  • Usability Study
  • Mockup

Week 10: November 17

In class:

  • Meet with Design Teams
    • Organize Presentation
    • Present Design Concepts to client
    • Discuss Site-Map Revisions with client (based on recommendations)
    • Discuss Feedback from client and Colleagues
  • Introduction to Cascading Stylesheets (CSS): Styling Text - Why Style?, Internal Vs. External Styles, Syntax, Selector, Property, Value

Read for today:

Due:

  • State of the Site Final Report
  • Revised Mockup

Week 11: November 24 (Note this is just before Thanksgiving Break and IS CRUCIAL for your success on the group project).

In class:

  • Review Styling Text Exercise
  • From HTML Pages to HTML Sites - Best Practices, Linking Pages, Organization
  • Digging Into CSS - Cascading Rules, Box Model (Height, Width, Margin, Border, Padding), Float, Class, ID, Styling HTML Tags, background, Starting from templates

Read for today:

Due:

  • Collect Materials for client Site (edit text, photos, etc.; create necessary graphics)
  • Styling Text Exercise

Week 12: December 1

In class:

  • Review CSS Exercise Assignment
  • HTML Implementation - Creating Templates; Comments; Making a Site Live; Testing In Multiple Browsers on Multiple Platforms
  • Meet with Design Teams
    • What starting template best matches your design?
    • What do you want to include in your design that you don't know how to do?
    • Begin CSS Mockup

Due:

  • CSS Exercise #2

Week 13: December 8

In class:

  • Meet with Design Teams
    • Site Testing
  • Review Designs with client - Does the site match the identity, needs and mission of client?; dynamic composition; clear information hierarchy; clear, easy navigation

Due:

  • Finished Version of Website

NOTE: DECEMBER 15 will be a MONDAY schedule

Week 14: December 16

NOTE: LAST CLASS

In class:

  • Final Presentation of Sites

Due:

  • Revised Website
  • Reflection Paper

COMM 308: Software Design and Society

Morgan Schwartz

office: Nugent 560, Room A
tel: 1-212-774-4865
email: mschwartz AT mmm DOT edu
web: http://sodacity.net/courses/

FALL 2009

Section 02 Monday, 7:15 pm - 9:55 pm

Nugent 556

Syllabus

Course Description

Software is embedded in many objects that we use on a quotidian basis. These range from the more obvious (computers, cell phones) to the often imperceptible (elevators, toasters, toys). Software as such has social implications: software designers play a large role in crafting both our virtual worlds and our interactions in the physical world. In this course you will learn basic computer programming concepts that can be applied to a wide range of programming languages. You will collaboratively experiment with these languages to create your own software projects. Through critical readings and case-studies of mainstream software applications you will gain greater understanding of the social, political and technological forces at work in software development.

Note - previous experience with computer programming is NOT necessary.

Learning Goals

Students will:

  • Demonstrate an awareness of the history of computers and the evolution of programming languages.
  • Demonstrate an understanding of algorithms, data structures and basic programming patterns as well as various approaches to the software development process.
  • Demonstrate an ability to author original algorithms and to see software as an expressive medium not unlike drawing, writing, singing and knitting.
  • Demonstrate an ability to critically analyze the societal impact of computing and software design.

Textbooks and Materials

materials:
USB Flash Drive (256MB or bigger) - OR - portable Hard Drive

software:
Download and install the free Processing programming environment to your computer.

texts:
all required readings will be available online or handed out in class

attitude:
Your enthusiasm, curiosity and willingness to learn.

optional technical texts:
Processing.org is an invaluable online resource. There are also many good books available on computer programming and software design in general and Processing specifically. Please feel free to speak with me directly if you'd like to explore some additional texts.

optional history/theory texts:

Grade Weights

Class involvement: 20%

A large amount of class time will be dedicated to group critiques, knowledge sharing, in-class assignments and class discussion. I encourage you to take an active role in contributing to make our class a fun and dynamic place to be.

Programming Sketchbook: 40%

You will have 8 homework assignments to complete. Also, by the end of each class period, you will create and turn in a new computer program. In the spirit of a sketchbook, your code needn’t be perfect (or even have to entirely work) - but should reflect an attempt to utilize the concepts presented in class that day.

Presentation OR Technical Workshop: 10%

In groups of 2 students, choose one:

  1. Give a 20 minute presentation to the class case studying projects that use software to make art, architecture or design works.
  2. Give a 20-minute demo/workshop of a particular software technology and develop a participatory activity so that the class can learn how to use it.

Final Project: 30%

Your final project will be a novel software design. You will prepare a technical and conceptual proposal for a new piece of software as well as a small prototype or component of this project realized in code. The emphasis will be on the conceptual design which must be thorough and well-conceived. The prototype does not need to be a fully functional piece of software, but should demonstrate a grasp of basic computer programming principles and best practices. You will demo this prototype for the class. You will work collaboratively in design teams on this project.

Tips

  • Warning - this course demands substantial work outside of class time to complete the projects. You should plan on an additional 3 hours of work outside of class every week.
  • Attendance is essential to succeed in this class. The skills and techniques taught are cumulative - they build upon previous ones. Missing just one week can make it very difficult to catch up. You will also note that class participation makes up a sizable percentage of your final grade - if you are absent you cannot participate and your grade will suffer.
  • Save different versions of your projects and save often. Make back-ups of your files.
  • Work in the lab with a friend - when learning new technology, 2 brains are usually better than one. You are welcome to work on your assignments at home but many students use the Multimedia Lab in room 556. Lab hours will be posted after the first week of classes. Students may not use the lab when another class is in session. If the lab is locked during regular lab hours you may get a key from the Security Desk.
  • Ask for help!!!

Safety


Electrical:
Water/liquids are a excellent conductors. You can be shocked if you are touching water that touches electricity. Be careful with drinks around the computers!


Carpal Tunnel
Computer keyboarding, typing and use of the mouse are among many common activities that have been identified as contributing to repetitive stress induced carpal tunnel syndrome.


Eye Strain
Staring at a glowing monitor for extended periods of time can cause headaches, eyestrain and problems with your eyesight. Remember to take frequent short breaks by looking away from the monitor and focusing on something in the distance, or close your eyes for a moment. Your eyes need a break!

Attendance Policy

Attendance will be taken in each class. You are allowed one unexcused (no questions asked) absence, after which your final grade will drop substantially with each absence. In the event that an extraordinary circumstance will require you to miss a class, please let me know ahead of time, by calling me, or by email.

Disabilities

Students with disabilities who require reasonable accommodations or academic adjustments for this course must either enroll in the Program for Academic Access or register with the Office of Student Support Services. For any accommodation, the instructor must be presented with either a letter from the Assistant Director of the Program for Academic Access or an Accommodations Card from the Office of Student Support Services during the first week of classes.

Academic Honesty Policy

MMC fosters an academic community where students and faculty work together to create a learning experience that imparts knowledge and forms character. To achieve this, the College requires all members of the community to adhere to the policy of Academic Honesty that can be found in the Student Handbook, the College Catalogue and on the College website.

Schedule

Week 1 - September 14 - Surrounded by Instructions

In-class:

  • Course overview
  • Discussion: What is language? What is a programming language?
  • Presentation: Processing demo - environment, code, coordinates, primatives

Due:

Week 2 - September 21 - Pseudo Code (think small)

In-class:

Read for today:

Due:

Week 3 - October 5 - User Stories

In-class:

Read for today:

Due:

Week 4 - October 19 - Simplicity

In-class:

  • Presentation: Stages of software development
  • Presentation: text, typography, data, math

Read for today:

Due:

  • Program DRAW - Complete Part 2 of the in-class exercise from last week
  • in-class exercise - musical chairs

Week 5 - October 26 - Getting Loopy

In-class:

  • Presentation: Approaches to algorithms
  • Presentation: transformations, continuous, functions

Read for today:

TBA

Due:

Week 6 - November 2 - What if?

In-class:

  • Presentation: Software and self-expression
  • Presentation: input, mouse, keyboard, events

Read for today:

Due:

Week 7 - November 9 - Lists of lists

In-class:

  • Presentation: Code and Culture
  • Presentation: mouse, time, response

Read for today:

Week 8 - November 16 - Interactions

In-class:

  • Presentation: Design Patterns
  • Presentation: capturing user interactions

Read for today:
* "Chapter 10 – People and Prototypes" from Designing Interactions by Bill Moggridge [PDF]

Due:

  • Program MAP
  • Student Presentation v0.1
  • Student Presentation v0.2
  • Student Presentation v0.3

Week 9 - November 23 - Data

In-class:

Read for today:

Due:

  • Final Project Proposal
  • Student Presentation v0.3
  • Student Presentation v0.4
  • Student Presentation v0.5

Week 10 - November 30

In-class:

  • Team Meetings
  • Working Sessions

Due:

  • Rough Draft - Design Document
  • Student Presentation v0.6
  • Student Presentation v0.7
  • Student Presentation v0.8

Week 11 - December 7 - Begin Coding

In-class:

  • Team Meetings
  • Working Session

Week 12 - December 14 - Demo Critique

In-class:

  • Critique of project demos
  • Team Meetings

Due:

  • Final project demos

Week 13 - December 15

In-class:

  • Class recap

Due:

  • Presentation of final projects
AttachmentSize
Gillian-Crampton-Smith_What-is-Interaction-Design.pdf.pdf1.03 MB
John-Maeda_The-Laws-of-Simplicity.pdf1.88 MB
Bill-Moggridge_Larry-Tesler.pdf1.82 MB
Bill-Moggridge_Bill-Verplank.pdf1.14 MB

Exercises

A series of exercises for learning computer programming with Processing

A Basic into to Processing

Sketch 00 : Peanut Butter Sandwich

Using the following five items, write instructions for making a peanut butter and jelly sandwich:

  1. knife
  2. jar of peanut butter
  3. jar of jelly
  4. loaf of bread
  5. plate

save your instructions as a text file:
yourLastName_peanutButter.txt (mine would be schwartz_peanutButter)

Sketch 01 : Hello World

Sample file: Hello, World!

Copy and paste the code from the sample file into a new processing sketch. Manipulate the file to do the following things:

  1. Alter what the text says
  2. Change the background color and size of the sketch
  3. Display a numerical calculation (23*77 or 243/13, etc)
  4. Change the font & position of the text
  5. Display more text in a different font

Try to make an interesting composition given your limited set of tools.

Export and save your sketch in your student folder on the server with the folder name:

yourLastName_helloWorld (for me it would be schwartz_helloWorld)

Program 00

  1. Identify an activity that you perform daily
  2. Perform the activity and pay close attention to each step (try to be as granular as possible)
  3. Write a series of instructions explaining how to perform the activity
  4. Try to include at least one "improvement" in your "code" and explain this enhancement after your instructions. The improvement could be a way to perform the activity in less steps or with less money or that is easier/better in some way

Save your file as:
yourLastName_observationalAlgorithm

Sketch 02: 4 Types of Lines

note: - you may only use horizontal, vertical, or diagonal lines

Part 1:

  1. Draw (on paper) a regular pattern with 10 lines of 1 type.
  2. Write pseudo code to instruct someone else on how to create this pattern
  3. Replicate someone else's drawing with a Processing sketch
  4. Save it as yourLastName_oneLine

Part 2:
1. Replicate your sketch from Part 1 but use a for structure to automate your code.
2. Save it as yourLastName_oneLineFor

If time permits:)

Part 3:

  1. Draw (on paper) a regular pattern that includes your pattern from Part 1 and incorporates another pattern using the other 3 line types.
  2. Write pseudo code
  3. Replicate your pattern with a Processsing sketch
  4. Save it as yourLastName_fourLinesFor

Sketch 03 : Bounce

  1. 3.0 Move a shape from left to right across the screen.
  2. 3.1 Move a shape from left to right across the screen. When it moves off the right edge return it to the left;
  3. 3.2 Move a shape from left to right across the screen. When it hits the wall make it bounce back from right to left (forever)
  4. Save it as yourLastName_bounce

Sketch 04 : Imagine


// create an image variable
PImage img;

// load the image (it must be in your sketch's data folder
img = loadImage("someimage.jpg");

// tint (gray, alpha) or tint (val,val,val,alpha) tint(255,0,0,50);

// display the image image(name, x, y, width, height)
image(img,0,0);

  1. 4.1 load an image
  2. 4.2 load 3 versions of an image with 3 different tints
  3. 4.3 using a "for" loop, load lots of images and change their location and tint
  4. Save your file as yourLastName_Imagine

Program DRAW

  1. Design a Drawing Application using User Stories
  2. Implement your Drawing Application in Processing
  3. You may work in pairs
  4. Save your program as yourLastName_draw and turn in your User Stories

Class notes

User Stories

Try to break up your project into specific user stories - you should have at least 2 (but more might be necessary). The idea is to think about your software design in terms of specific requirements and to create a user story about each one. These can simply be typed into a text document and included in your processing project folder.

here's the basic format:
1. statement in the form "As a [user role], I want to [goal], so I can [reason]."
2. brief discussion/explanation of the requirement (including a diagram/sketch if necessary)
3. confirmation - how will you know if the feature is working

for example
1. As a [user], I want to [press/release the mouse], so I can [start/stop drawing]
2. Discussion - the tool should only draw when the mouse button is pressed down, when the user releases the button, drawing should stop
3. Confirmation
1. success: user presses the mouse and drawing starts, user releases the mouse and drawing stops
2. failure: drawing continues if user is not pressing the mouse button

Sample Code


// set an image variable
PImage arrow;

// set a speed variable
float speed;

void setup() {
// set your display size(400,400);

// load the image
arrow = loadImage("arrow.png");

}

void draw() {
// draw with points
//point(mouseX, mouseY);

// calculate speed
speed = abs(mouseX-pmouseX);

// control the stroke weight strokeWeight(speed);

// draw with lines
//line(mouseX, mouseY,pmouseX,pmouseY);

// draw with an image
image(arrow,mouseX,mouseY,speed,speed);
}

Program TYPE

Create a typing program to display a different image for each letter on the keyboard.

Class Notes

capture keyboard input

int x = 100;
int y = 100;

PFont font;

void setup() {
size(500,300);
smooth();
strokeWeight(4);
font = loadFont("Arial-Black-48.vlw");
textFont(font); }

void draw () {
background(204);
if (keyCode == UP) {
y--;
}
line (20,y,100,y);

text(key,28,75);
}

create simple mouse buttons

void setup() {
size(500,300);
noStroke(); }

void draw() {
background(204);
if ((mouseX <= width/2) && (mouseY <= height/2)) {
fill(0);
rect(0,0,width/2,height/2); // upper left
} else if ((mouseX <= width/2) && (mouseY > height/2)) {
fill(255,0,0);
rect(0,height/2,width/2,height/2); // upper right
} else if ((mouseX > width/2) && (mouseY < height/2)) {
fill(0,255,0);
rect(width/2,0,width/2,height/2); // lower left
} else {
fill(0,0,255);
rect(width/2,height/2,width/2,height/2); // lower left
}
}

capture mouse input

void setup () {
smooth();
size(300,300);
noStroke(); }

void draw() {
background(222);
float x = mouseX;
float y = mouseY;
float ix = width - mouseX;
float iy = width - mouseY;
if (mousePressed) {
cursor(CROSS); // ARROW, CROSS, HAND, MOVE, TEXT, WAIT
ellipse(ix,iy,20,20); }

}

Program TIME

Create a clock that communicates the passage of time through graphical quantity or imagery rather than numerical symbols.

basic clock:


int s,m,h;
String time;
PFont myfont;

int x = 65;
int y = 60;

void setup() {
size(300,100);
myfont = loadFont("Garamond-48.vlw"); textFont(myfont);

}

void draw() { background(0);

s = second();
m = minute();
h = hour();

time = h + ":" + m + ":" + s;

text(time,x,y);

}

line clock:


void setup() {

size(100,100); stroke(255);

}

void draw () {
background(0);
float s = map(second(),0,60,0,100);
float m = map(minute(),0,60,0,100);
float h = map(hour(),0,60,0,100);
line (s,0,s,33);
line (m,34,m,66);
line (h,67,h,100);

}

Program MAP

Examples

Step 0 - show the map

Step 1 - a dot for every state

Step 2 - change dot size by population

Step 3 - change dot color by population

Step 4 - add rollovers

download all examples

Assignment

Find a source of data about all 50 states and present it on a map.

Presentations

In groups of 2 students, choose one:

  1. Give a 20 minute presentation to the class case studying 2-3 projects that use software to make art, architecture or design works.
  2. Give a 20-minute demo/workshop of a particular software technology and develop a participatory activity so that the class can learn how to use

Schedule

Week 8 - November 16 - Interactions

  • Student Presentation v0.1 - Meagan, Hope, Matt - Yoko Ono
  • Student Presentation v0.2 - Owen, Lindsey, Myles - Thomas Briggs
  • Student Presentation v0.3 - Alyssa, Adriana - Datum

Week 9 - November 23 - Data

  • Student Presentation v0.3 - Eric, Heather A, Allison - MIDI
  • Student Presentation v0.4 - Sam Caitlin, Danielle - Brooke Singer
  • Student Presentation v0.5 -

Week 10 - November 30 - Project Proposal

  • Student Presentation v0.6 - Nicole, Heather B
  • Student Presentation v0.7 - Noah, Heather G - Video Game Design
  • Student Presentation v0.8 - Sarah

Possible topics:

  • Scratch - a programming language designed for young people
  • Games for Change - games that engage contemporary social issues in meaningful ways to foster a more just, equitable and/or tolerant society
  • Arduino - Arduino is an open-source electronics prototyping platform based on flexible, easy-to-use hardware and software. It's intended for artists, designers, hobbyists, and anyone interested in creating interactive objects or environments.
  • Pipes - Pipes is a powerful composition tool to aggregate, manipulate, and mashup content from around the web.
  • Drupal - Drupal is a free software package that allows an individual or a community of users to easily publish, manage and organize a wide variety of content on a website
  • Brooke Singer - Media artist and Associate Professor of New Media at Purchase College
  • Processing Exhibition - extensive archive of projects created in processing
  • Casey Reas - Software artist and creator of processing
  • Ben Fry - Software artist and creator of processing
  • Thomas Briggs - Software artist
  • Carnivore - a surveillance tool for data networks
  • runme.org - archive of software art
  • Bicycle Built for 2,000 - audio artwork made with Amazon's Mechanical Turk web service
  • Mint.com - online money management software
  • MAPLight - public database that illuminates the connection between campaign donations and legislative votes
  • mycrocosm - a web service that allows you to share snippets of information from the minutiae of daily life in the form of simple statistical graph
  • Daytum - counts and communicates the personal statistics generated by each of us every day

Final Project

note - You must work in groups of 2 or 3.

Software design is all around us. It governs large systems like financial markets and also subtle experiences such as how we select a song on an MP3 player. Software affects us in countless ways everyday. It is our responsibility to participate in envisioning its future.

Imagine: you have been provided with 10 gazillion dollars of venture capital and a crack team of engineers and computer programmers who can make anything you design.

The Challenge: develop a novel software design. You will prepare a technical and conceptual proposal for a new piece of software as well as a small prototype or component of this project realized in code. The emphasis will be on the conceptual design which must be thorough and well-conceived. The prototype does not need to be a fully functional piece of software, but should demonstrate a grasp of basic computer programming principles and best practices. You will demo this prototype for the class. You will work collaboratively in design teams on this project.

Questions:

  • What are you making, what does it do?
  • Who are you making it for - who is your audience?
  • What kind of information does it take in? What kind of information does it produce?
  • Is the software used in public, private, both?
  • How do users interact with it?
  • What problem does it set out to address?
  • What are some related software/products/services - how does yours differ?

Ideas:

  • "Data visualization" - design an interface that allows a user to explore a specific data set in an interesting/revealing/joyful/surprising way. As one option, you can work with a set of of data for female and male homicide rates for each state for each year between 1980-2004. This data is being made available by a criminal sociologist who is interested in seeing visualizations of her research.
  • "Design your own ..." - this semester we have made a drawing tool, a typewriter, and a clock. Choose another familiar technology and re-imagine it. A visual calculator, a weather service, a calendar ...
  • "Musical Instrument" - design an interface that allows a user(s) to create sounds/music in a novel way
  • "Design a Game"

Any idea is welcome - you just have to make your case.

Format:

Project Proposal – due November 23
In this section, write a few paragraphs that describe what the project or software will do. What is the problem it is trying to solve? Why does it need to exist? Who will use it? By answering these questions, you establish the scope of your design.

Design Document – Rough Draft due November 30

Project Name

Background

How did the idea for this software come about? What is the problem it is trying to solve? Why does it need to exist? Who will use it?

Specifically address:

  • Scope - What are you developing? What does the software do? What does the software NOT do?
  • Audiences - Who are the major types of users you want the software to serve?
  • Objectives - What goals should the software help your users meet?

Competitive Analysis - Assess current alternatives/options. What are their strengths and weaknesses? How does your idea fit into the current landscape? You should case study at least 2 other software products in this section.

Implementation

Aesthetics

What is the look and feel for this project? How can specific design decisions make this software appealing and usable to your target audience?

Architectural Strategy

What is a suitable development platform for your project? What kinds of existing technologies can you leverage (open-source code, hardware)? What kinds of new software/hardware needs to be developed to realize your project? You should present your research on the pros and cons of at least 2 different technologies that could be used in developing your project.

Interaction

A use case is a description of how users will perform tasks with your software. Who can do what?

A use case includes two main parts:

  • the steps a user will take to accomplish a particular task
  • the way the software should respond to a user's actions

Each use case captures:

  • The actor - Who is using the software? What specific characteristics does this user have?
  • The interaction - What can the user do? How does the software respond?
  • The goal - What is the user's goal?

You should write at least two use cases for your software. You should write each a use case as a mini-narrative.

Prototype

A prototype is a draft version of your software. Prototypes allow you to explore your ideas before investing time and money into development. A prototype can be anything from drawings on paper (low-fidelity), click-through of a few images or pages, or fully functioning software (high-fidelity).

You will create 2 prototypes: a UI prototype and a software prototype.

UI Prototype
This can be done with photoshop/illustrator to create a series of pages that will simulate how a user will interact with your creation. You can think of this as a storyboard or flowchart. The storyboard should represent important UI features (menus, buttons, etc) and demonstrate the ways that a user can interact with your software. These can be presented as a series of PowerPoint slides or in the form of a simple website. For your rough draft, this can be in the form of sketches on paper.

Software Prototype
You will determine a suitable aspect of your project and attempt to prototype it in Processing. I’ll work with each group individually to determine the appropriate part of your project to implement. Please turn in the code for this part of the project. This is not due for the rough draft.

Presentation & Final Design Document – due Last Class
A 10 minute presentation in the form of Power Point or a webpage/blog. Please turn in either a copy burned to CD or a URL.

The presentation should incorporate the following:

  1. A name for your software.
  2. Answers to the above questions.
  3. Use cases or scenarios that demonstrate typical user experiences.
  4. Visual designs - at least 4 visualizations that depict what the service/device/interface looks like and how it would be used.
  5. Code prototype – identify an aspect of your software project and implement it in Processing.

!!! your device/service does not have to completely work - but you need to explain how it would work.