Author: Jenna (Page 2 of 2)

September 26, 2016

Materials Need for This Class:

• Sketchbook
• Pencils (wide range from 4h to 4B)
• Inking pens
• 9×12″ Bristol

Due this class:

• Post your Phase 1 of Project #2 writing to the class blog. Comment on at least 3 other students posts. See Guidelines for specifics.

Review / Share

• Review Elements & Principles for this project
• Do you have anything to Share?

Demo

• Thumbnail sketches How to / Why Video
• Thumbnail sketching is important, because it’s a beginning place for brainstorming ideas. It allows you to quickly get your ideas down on paper. This should happen before you jump on the computer and go with the first concept that comes to mind. Thumbnail sketches are part of the Design Process, Phase 1: Discover. You can then refine your best sketches in Phase 2: Define. If an idea or message doesn’t work well in a sketch then it’s unlikely to work in a final design.

Lab

Staccato / Legato Pattern Mashup PREP

• Take out a soft pencil #3B and your sketchbook.
• Rhythmic Line Test 1: Listen to this song: Another One Bites the Dust and draw a line representing its rhythm across your first sheet of paper. Repeat and refine until you get a variety of interesting lines. How would you describe these lines?
• Rhythmic Line Test 2: Listen to this song: Summertime and draw a line representing its rhythm across your second sheet paper.Repeat and refine until you get a variety of interesting lines. How would you describe these lines?
• Patterns: Now create at least 12 thumbnails: 6 for Staccato and 6 for Legato. Using your rhythmic line tests as a guide, create 6 patterns that represents STACCATO and 6 patterns that represents LEGATO.  Continue to refine these patterns. Try varying the line weight (thick and thin) and the spacing (tight and wide) between the lines. Let the rhythm of the music dictate the look and feel of your patterns.

Homework

1. Complete Staccato / Legato Pattern Mashup PREP (See Lab above).
2. Materials needed next class: Sketchbook and variety of pencils — plus inking pens, 9×12″ bristol.

September 21, 2016

Due this Class:

• Your final post (Phase 4: Deliver) for Project #1
• NOTE: You will receive a grade and comments from the Professor on this post. If you do not create this post, you will not receive a grade for the project.

Materials Need for This Class:

• Sketchbook
• Pencils (wide range from 4h to 4B)
• A song or piece of music that you like & headphones

Discussion

The Elements: basic components used as part of any composition, independent of the medium.

1. Line: An series of points, which has length and direction. It can be the connection between two points, the space between shapes, or the path of a moving point. A closed line creates a shape.

The Principles: basic assumptions that guide the design practice.

1. Rhythm: Is a repeated pattern, such as what we hear in music. In different art forms, it can be a very complex interrelationship or a regular, steady beat.
   1. Repetition: Repeating a sequence; occurring more than a few times. In design, repetition can create visual consistency and a sense of unity.
   2. Pattern: Unbroken repetition, the repeating of an line, object or symbol.
   3. Variety: Visual rhythm is often punctuated with variations or changes in color, texture, or form. Creating variety is easy. Too much variety can lead to chaos and confusion for the viewer. A designer must effectively use pace and spacing to create rhythm and achieve unity in a composition.
   4. Monotony: Without variety or change, excessive repetition can lead to boredom and uninteresting compositions.

References:

• Pattern and Rhythm in Nature
• Pattern and Rhythm in Art and Design:

Lab 1: Play

Line Networks : Monotony and Variety

Create two types of pencil drawings in your sketchbook.

The first drawing will demonstrate a lack of variety or monotony by visualizing a piece of music with very little variety and contrast. The second drawing will visualize a song or series of songs that have variety and obvious changes in meter, pitch, and volume. Both drawings will use a network of repeated horizontal, vertical, and diagonal lines to demonstrate visual pattern, repetition and rhythm. If the music ends before your drawing is finished — REPEAT.

Monotony Line Network (LISTEN MP3): 

• To begin this drawing, simply create a freehand line from top edge of the page to bottom or in whatever direction you “hear”.
• Continue creating the “vibrations” of this line until the entire page is filled with lines eminating off of this original line. Once you get to the edge of the paper, turn the paper 90 degrees and create a grid– drawing intersecting lines across the same page.
• Working slowly, with intention, try to keep your lines consistent, close together, and evenly spaced (this is hard– nearly impossible, actually). Create several versions of this drawing in your sketchbook, using one type of pencil for the whole drawing- perhaps a soft pencil (2B or 4B).
• Your final drawing should look like a grid, woven fabric, or network of lines.

Variety Line Network (LISTEN MP3): 

• As soon as you hear the music, consider the sound you hear and visualize it as a line.
• Choose a pencil (hard or soft) and start drawing lines– don’t draw anything recognizable.
• Let your pencil move in one direction, until you hear the sound change. At that moment, change the direction/angle/length/weight of your line.
• Notice how easy it is to create variety and how quickly your drawing become cluttered, chaotic, and confused. Let this happen.
• Create several versions of this drawing in your sketchbook, using a variety of line weights and styles (thick, thin, medium, short, long, broken). Choose to make a mark based what you “hear”.  For example, if you hear a low tone, perhaps your marks should become thicker, denser or darker.
• In some parts of your drawing you may make lines so dense that groups of lines become solid shapes. In other areas, your lines may be light, thin, and sparse.
• Take the entire page into consideration– observing figure/ground, unity, and economy, even if these principles are lacking.

In your sketchbook you should complete at least:

• 2 Monotony Line Networks
• 2 Variety Line Networks

Lab 2: Project #2 | Sound Visualizations

Phase 1: Discover

Listening

• Listen to your favorite piece of music with headphones
• Imagine how the sounds and patterns look if they were lines or shapes and consider how they relate to each other.

Writing

• Compose a minimum 2-paragraph description of the sounds you hear.
• Describe them in terms of pattern, line, shape, variety. Consider how some sounds repeat to create rhythm.
• Are some sounds rough or sharp and other smooth and flowing?
• Do any of these observations affect how you understand the meaning of the music or the intention of the composer/songwriter/artist?

Documentation and Feedback

• Create a new blog post called Sound Visualizations: Phase 1.
• Add a link to the piece of music via  YouTube, SoundCloud, or similar.
• Refine your writing and add it to the post.
• Include the hours that you worked on this part of the project.
• Don’t forget to comment on at least 3 other student’s posts.

Homework

1. Post your Phase 1 of Project #2 writing to the class blog. Comment on at least 3 other students posts. See Guidelines for specifics.
2. Materials Needed for next class: Sketchbook with and variety of pencils — plus inking pens, 9×12″ bristol.

September 18, 2016

ALL PARTS OF Project #1* are DUE:

• Bring finish Inked Sketches (1 stable, 1 ambiguous) to class for critique.
  • Your inked compositions should be labeled ON THE BACK with your full name and the project number (ie: Project #1)
    NOTE: Points will be deducted from your grade if your work is smudged, wrinkled or bent. Protect your work with tracing paper and transport in a portfolio (refer to recent class demo).
• Complete all Design Process Blog posts Phases 1-3 for Project #1.
  • We will use the class blog to present finished work during the critique next class.

* You will complete your final post (Phase 4: Deliver) after the critique

Critique

• Present and analyze your finished work in terms of concept, craft, what you learned, and the design process.
• State your name, your understanding of the project goals (ie: what is the point?), which parts are successful and which parts need more work.
• Your peers and the professor will provide feedback. You will have an opportunity to revise your work based on the feedback and improve your grade.
• When critiquing other student’s work, clearly describe what works and what doesn’t work using the project vocabulary:
  • Shape (Organic, Geometric)
  • Frame
  • Figure-Ground (Obvious, Ambiguous, positive space, negative space)

Homework

1. Complete your final post (Phase 4: Deliver) for this project:
   • Create a new blog post called Urban Artifact: Phase 4.
   • In the post, document your thoughts about this project. Think about what you learned, what you could have done better (planning, material use, craft), and how you will apply what you learned to your next project. Consider and respond to the comments made in class during the critique.
   • Include links to your three other Design Process posts for this project. (ie: Phase 1: Discover, Phase 2: Define, Phase 3: Develop)
   • Don’t forget to comment on at least 3 other student’s posts. Review commenting guidelines first.
   • NOTE: You will receive a grade and comments from the Professor on this post. If you do not create this post, you will not receive a grade for the project.
2. Materials needed for next class:
   • your favorite piece of music
   • headphones
   • sketchbook (always)
   • Pencils (wide range from 4h to 4B)

September 14th, 2016

Due THIS CLASS:

• Complete Project #1: Phase 2 – Define.
• Come prepared with required materials and print outs of your completed Digital Sketches to work on Phase 3: Develop.
• Materials Needed (check Supply List):
  • printouts of all 6 figure-ground digital sketches / compositions
  • flash drive or Dropbox/Google Drive access.
  • sketch book for COMD1100 only (9″x12″ or similar)
  • Pad of Bristol board (9”x12” 2-ply smooth plate finish)
  • roll of tracing paper (18″ wide)
  • graphite pencils (Venus or similar 6B, 2B, HB, 2H, 4H)
  • pencil sharpener (basic metal)
  • eraser (magic rub, mars, gum or similar)
  • inking pens (.02 and .05 – Pigma Micron,  Faber-Castell Pitt Big Brush Pen)
  • 18″ ruler/T-square
  • triangle
  • small box or travel container for your supplies (reuse/find)
  • portfolio to transport your work (larger than 14″x17″)
  • 1 roll drafting or removable tape

Lab 1

• Introducing Project #1: Phase 2 – Develop

Demo

Protecting and submitting your work

When you submit your final class work, demonstrate a dedication to your design practice and show a sense of professionalism. Protect your work from smudges, wrinkles and bends by covering it with a piece of protective tracing paper.

1. Cut a piece of tracing paper to the width of your work with about 1″ overhang on the top.
2. Fold the 1″ overhang and tape it with a piece of drafting tape to the back of your work.
3. Protect your work from spills, rips, and other accidents by carrying it to and from school in a protective portfolio.
4. Write your full name and the project number (ie: COMD Project #1) on the BACK of the work in lower right corner.

Yes!

NO!

Lab 2

• Work independently (and silently). Feel free to listen to music using headphones!
• By the end of class you should have completed at least one of the two compositions.
• Individual meetings with Professor.

Homework

1. Finish Inked Sketches (1 stable, 1 ambiguous) to present to class for critique.
   NOTE: Don’t forget to protect your work with tracing paper. Points will be deducted from your grade if your work is smudged, wrinkled or bent.
2. Complete all Design Process Blog posts Phases 1-3 for Project #1.
   We will use the class blog to present finished work during the critique next class.

September 12th, 2016

Due THIS CLASS:

• Completed or in-progress Project #1: Phase 2 – Define.

Materials Needed (check Supply List):

• flash drive or Dropbox/Google Drive access.
• sketch book for COMD1100 only (9″x12″ or similar)
• Pad of Bristol board (9”x12” 2-ply smooth plate finish)
• roll of tracing paper (18″ wide)
• graphite pencils (Venus or similar 6B, 2B, HB, 2H, 4H)
• pencil sharpener (basic metal)
• eraser (magic rub, mars, gum or similar)
• inking pens (.02 and .05 – Pigma Micron,  Faber-Castell Pitt Big Brush Pen)
• 18″ ruler/T-square
• triangle
• small box or travel container for your supplies (reuse/find)
• portfolio to transport your work (larger than 14″x17″)
• 1 roll drafting or removable tape

Show and Tell

• Do you have an art or design-related video, image, blog post, article to share?
• Artist: Carrie Mae Weems | Kitchen Table Series

Critique

• Students present Digital Sketches to the class for critique.
• Why critique?
• Review critique guidelines (see Commenting in Design Process).

Lab

• Continue Project #1: Phase 2 – Define.
• Work independently (and silently). Feel free to listen to music using headphones!

Individual Meetings / Lab Time

• Meet with Professor review Phase 1 and Phase 2 of Project #1 — and to make sure you are on the path to success in this course.
• If you have questions or need extra help, now is the time to ask!

Homework

1. Complete Project #1: Phase 2 – Define.
   If you don’t have access to Photoshop or similar, plan to work at school in one of the computer labs.
   • G608 lab
   • V217 lab
   • COMD Labs (check posted schedule)
2. Come prepared with required materials and print outs of your completed Digital Sketches to work on Phase 3: Develop.
3. If you haven’t kept up with COMD posting and commenting on the PLAY WTH YOUR PROBLEMS blog. Points will be deducted from your grade. … ASK FOR HELP!
4. Materials Needed (check Supply List):
   • printouts of all 6 figure-ground digital sketches / compositions
   • flash drive or Dropbox/Google Drive access.
   • sketch book for COMD1100 only (9″x12″ or similar)
   • Pad of Bristol board (9”x12” 2-ply smooth plate finish)
   • roll of tracing paper (18″ wide)
   • graphite pencils (Venus or similar 6B, 2B, HB, 2H, 4H)
   • pencil sharpener (basic metal)
   • eraser (magic rub, mars, gum or similar)
   • inking pens (.02 and .05 – Pigma Micron,  Faber-Castell Pitt Big Brush Pen)
   • 18″ ruler/T-square
   • triangle
   • small box or travel container for your supplies (reuse/find)
   • portfolio to transport your work (larger than 14″x17″)
   • 1 roll drafting or removable tape

September 7th, 2016

Due THIS CLASS:

1. Completed Project #1: Phase 1: Discover
2. Have your original full-resolution artifact photographs available to work with. (via Dropbox, Google Drive, flash drive)
3. Materials Needed (check Supply List):
   • flash drive or Dropbox/Google Drive access.
   • sketch book for COMD1100 only (9″x12″ or similar)
   • Pad of Bristol board (9”x12” 2-ply smooth plate finish)
   • roll of tracing paper (18″ wide)
   • graphite pencils (Venus or similar 6B, 2B, HB, 2H, 4H)
   • pencil sharpener (basic metal)
   • eraser (magic rub, mars, gum or similar)
   • inking pens (.02 and .05 – Pigma Micron,  Faber-Castell Pitt Big Brush Pen)
   • 18″ ruler/T-square
   • triangle
   • small box or travel container for your supplies (reuse/find)
   • portfolio to transport your work (larger than 14″x17″)
   • 1 roll drafting or removable tape

Groupwork Vocabulary Review (15 min)

Goal: To better understand the Project 1 Principles.

Activity: Break into groups of 3-4 students, review and present project Principles.

Your group will be given one of the following compositional concepts to present:

• Obvious Figure-Ground Relationship: An obvious figure-ground will have an imbalance of figure and ground (70/30), wherein the ground “supports” or surrounds the figure.
  OR
• Ambiguous Figure-Ground Relationship: An ambiguous figure-ground will have a closer balance of figure and ground (50/50), wherein the differentiation between figure and ground become unclear. Often elements of the composition will intersect the boundaries of the frame.

Research and discuss your group’s concept. Following these guidelines and outcomes:

• Designate 1 speaker and 1 idea recorder
• Make a free-flowing list of ideas related to your concept.
• Refine definitions in your group’s own words and find examples of your concept (student work, drawing on chalkboard, book, magazine, or online images)
• Present the definition and at least 2 examples of the principle.

Critique (30 min)

Project #1 | Urban Artifacts Posts and Map Contributions

• Based on the Project #1: Phase 1: Discover guidelines, discuss what is successful and what needs improvement.
• What does your blog post communicate? How could the presentation be improved?
• Take notes. Plan to improve your posts and map contributions based on feedback before next class.

Demo (15 min)

• Review guidelines for Project #1: Phase 2 – Define
• Photoshop demo

Lab (1 hr 30 min)

• Work on your digital sketches in Photoshop. See Project #1: Phase 2 – Define
• Individual meetings with Professor.

Homework

1. Complete Project #1: Phase 2 – Define. Come prepared to present your work. If you don’t have access to Photoshop or similar, plan to work at school in one of the computer labs.
   • G608 lab
   • V217 lab
   • COMD Labs (check posted schedule)
2. If you haven’t kept up with COMD posting and commenting on the PLAY WTH YOUR PROBLEMS blog… ASK FOR HELP! You will have until next class to do so and then points will be deducted from your grade.
3. Materials Needed (check Supply List):
   • flash drive or Dropbox/Google Drive access.
   • sketch book for COMD1100 only (9″x12″ or similar)
   • Pad of Bristol board (9”x12” 2-ply smooth plate finish)
   • roll of tracing paper (18″ wide)
   • graphite pencils (Venus or similar 6B, 2B, HB, 2H, 4H)
   • pencil sharpener (basic metal)
   • eraser (magic rub, mars, gum or similar)
   • inking pens (.02 and .05 – Pigma Micron,  Faber-Castell Pitt Big Brush Pen)
   • 18″ ruler/T-square
   • triangle
   • small box or travel container for your supplies (reuse/find)
   • portfolio to transport your work (larger than 14″x17″)
   • 1 roll drafting or removable tape

Materials needed for THIS CLASS (see Supply List for details):

• photographs of at least 3 artifacts you found on our walk (digital files)
• sketch book for COMD1100 only (9″x12″ or similar)
• graphite pencils (Venus or similar 6B, 2B, HB, 2H, 4H)
• pencil sharpener (basic metal)
• eraser (magic rub, mars, gum or similar)
• small box or travel container for your supplies (reuse/find)
• 1 roll drafting or removable tape

** Note: if you are unable to afford these items due to financial aid delays, please make arrangements with a classmate to borrow or share supplies.

Discussion

The Elements: basic components used as part of any composition, independent of the medium.

1. Point: An element that has position (x,y), but no extension or mass. A series of points forms a line, a mass of points becomes a shape.
   Malevich Black Dot| Seurat La Parade detail | Seurat La Parade du Cirque
2. Line: An series of points, which has length and direction. It can be the connection between two points, the space between shapes, or the path of a moving point. A closed line creates a shape.
   Mondrian | Klee
3. Shape: Created by line (contour) or a grouping of points, it is an area that is separate from other areas, defined by its perimeter.
   Popova| Gris | Gris
4. Organic shape: is one that resembles the flowing contours of an organism.
5. Geometric shape:  such as circles, triangles or squares often have precise, uniform measurements.

The Principles: basic assumptions that guide the design practice.

1. Frame: This boundary (rectangle, square, circle) is represented by the edges of the paper or the margins drawn within.
2. Figure (positive space): The shape of a form that serves as a subject in a composition.
   Craig Stephens | Matisse
3. Ground (negative space): The space surrounding a positive shape or form; sometimes referred to as ground, empty space, field, or void.
   Matisse | Rubin’s vase
4. Figure/Ground: The relationship between positive and negative space.
   MC Escher | GDBasics
5. Obvious (stable) Figure/Ground:  A figure/ground relationship that exists when a form stands clearly apart from its background.
6. Reversal Figure/Ground: A figure/ground relationship that occurs when positive and negative elements are equal and alternate.
7. Ambiguous Figure/Ground: A figure/ground relationship that challenges the viewer to find a point of focus. The figure and ground seem unclear.

STUDENT EXAMPLES: Can you determine which image demonstrates Obvious and Ambiguous Figure/Ground? And why? Are they all successful or could some be improved? How?
Example 1 | Example 2

Let’s look at some professional design examples from 2015.

OpenLab Refresher

1. Create an OpenLab account and/or sign in.
   • If you need help, follow these instructions.
2. Join our OpenLab Course: PLAY WITH YOUR PROBLEMS
   • Click the Join + button
   • If you need help, follow these instructions.

Design Process Introduction

• Let’s review the Design Process Guidelines.

Project 1: Urban Artifacts

Phase 1: Discover

Post to the Class Blog:

• Create a new blog post called Urban Artifacts: Phase 1 on PLAY WITH YOUR PROBLEMS class site.
• Upload images of the three objects you discovered on the Urban Archeology Walk to the PLAY WITH YOUR PROBLEMS course site. Add captions to each image, including the location of each object.
• Include a link to our shared Google Map in your post: https://www.google.com/maps/d/viewer?mid=1vFmsV4WKCUY7NXRYmnTl66qTF0A&usp=sharing
• Add Category and Tags:
  • Category = COMD1100 Project #1
  • Tags = Phase 1: Discover, Urban Artifacts

Add to the shared Google Map:

• For Monday’s HOMEWORK, you should have emailed me your gmail address or signed up for one.
• Login to Google and open our shared Google Map.
• Click on the Placemark tool and then on the location where you found an artifact.
• Enter the artifact name in the Name box (example: rusty bottle cap).
• Enter your name and the year in the Description box.
• Click on the paint bucket to change the style to an orange (rgb 230, 81, 0) camera icon.
• More info from Google Support.

Writing

• Look at the images of the three objects you discovered on our Urban Archeology Walk to the art supply store.
• In your sketchbook write the heading: ‘Urban Artifacts’ and compose a minimum 1-paragraph description of the three objects. Describe the shapes. Are they geometric or organic? Observe and describe the points, lines and shapes created by the objects. Note the figure and the ground and the figure/ground relationship. Is it stable or ambiguous? Describe where you think these objects came from.  Describe their relationship to each other. Create a 1-2 paragraph story about these artifacts, imagining how they happened to turn up in the location that you found them.

Documentation and Feedback

• Refine and spell/grammar-check your writing.
• Edit your blog post Urban Artifacts: Phase 1 to include your reworked writing.
• Include the hours that you worked on this part of the project.
• Then comment on at least 3 other student’s posts.

Homework

1. Complete Design Process Blog posts for Project #1: Phase 1: Discover
   Please don’t wait until the night before!
2. Materials Needed for NEXT CLASS (check Supply List):
   • flash drive or Dropbox/Google Drive access.
   • sketch book for COMD1100 only (9″x12″ or similar)
   • Pad of Bristol board (9”x12” 2-ply smooth plate finish)
   • roll of tracing paper (18″ wide)
   • graphite pencils (Venus or similar 6B, 2B, HB, 2H, 4H)
   • pencil sharpener (basic metal)
   • eraser (magic rub, mars, gum or similar)
   • inking pens (.02 and .05 – Pigma Micron,  Faber-Castell Pitt Big Brush Pen)
   • 18″ ruler/T-square
   • triangle
   • small box or travel container for your supplies (reuse/find)
   • portfolio to transport your work (larger than 14″x17″)
   • 1 roll drafting or removable tape

Introductions (1 hour)

Find a partner and introduce yourself.

1. Clearly state your full name.
2. Choose 2 words to describe your personality.
3. Describe your favorite animal.

Next, we will go around the room and introduce our partners to the class. (2 min. each)

Learning Community and Course Overview (1/2 hour)

PLAY WITH YOUR PROBLEMS Learning Community
Life is a series of problems to solve. Learn to embrace play: discovery, ideation and experimentation, to find imaginative solutions. This First Year Learning Community brings together Graphic Design Principles 1 and English Composition 1 to introduce Communication Design students to a creative process they can use in design, writing and life!

• What is a Learning Community? 

COMD1100: Graphic Design Principles 1

This design and color theory course explores graphic communication through the understanding of the elements and principles of design, as well as the design process, from idea development through final execution.

What is Design?
To design is to plan or arrange elements in order to communicate a thought, feeling, or concept. Design can also be described as the organization of information.  This information can be visual, aural, informational, or tactile.

The products of design are compositions — arrangements of elements. We will focus primarily on the arrangement of visual elements in this course, but we will also consider how all our senses affect how we interact with and understand the world.

Why Learn Design?
A good designer, independent of the medium (data, sound, pixels, paint, wood) has a significant advanpage in the world, because s/he can influence what people see/feel/do.

How do you become a good designer?
First you must learn the fundamental tenets or guidelines. When building a sturdy house you need a strong foundation. When learning a new language you need to master grammar. It takes patience, attention to detail, and dedication to the craft.

Good designers love problem-solving. They love a challenge. They are inquisitive investigators with a strong internal motivation. They use all of their senses to find inspiration and solutions to design problems. Like a scientist they research, experiment, and repeat– until they arrive at the best solution to the problem they face. Their first idea is rarely the best.

A good designer follows a design process.

What is a Design Process?
A Design Process is the workflow a designer uses. Following a clear design process gives structure to design problem and helps to bring an idea from conception to final delivery. It is especially helpful when collaborating with others.

The primary design process we will follow in this class is:

Phase 1: Discover: Inspiration and Exploration
Phase 2: Define: Experimentation, Iteration and Feedback
Phase 3: Develop: Refined expression of Form, Skill, Craft and Voice
Phase 4: Deliver: Professional verbal, written, and visual presentation; critical reflection

Review of Course Documents

• Online Resources:
  • profspevack.com/gdprinciples1
  • openlab.citytech.cuny.edu/groups/play-with-your-problems-fylc-fall-2016
• Syllabus
• Understanding Your Grade
• Supply List
• Study and Learning Aids
• Design Process Guidelines

Getting on OpenLab (1/2 hour)

Become a member of our OpenLab course:

1. Follow these instructions if you don’t have access to your City Tech email.
   NOTE: You need be able to access your City Tech email before signing up for OpenLab.
   Check this page for instructions for City Tech email access or contact Help Desk at 718-260-4900 or studenthelpdesk@citytech.cuny.edu, or visit the Help Desk on the first floor of the Atrium Building.
2. Create an OpenLab account and/or sign in.
   • If you need help, follow these instructions.
3. Join our OpenLab Course: PLAY WITH YOUR PROBLEMS
   • Click the Join + button
   • If you need help, follow these instructions.

Urban Archeology Walk (15 min)

The WALK:

1. Together we will walk from the classroom to the art supply store, taking a circuitous route and arriving at our destination in about 15 minutes.
   W.C. Art & Drafting Supply Co. 351 Jay Street

2. Each group will help decide which direction we will travel together.
3. Along the way each member of your group will be looking for three small “urban artifacts” — detritus, objects or fragments of objects that have been discarded, lost, or destroyed. (at least 3 objects per person.)
4. Think about the history of each object, the color, the shape,  the texture, how it ended up where it did.
5. Document the exact location of the object, exactly where you found it.
   • Take a photo and record the location or street intersection.
   • If you use Google Maps, drop a pin, label and/or save the location.
6. We will add these photos to a shared Google Map next class and use the photographs for our first project.

References:

• http://jensen-projects.com/category/collecting-soho-walk/
• https://jensenprojects.files.wordpress.com/2014/12/walking-flatbush.pdf
• http://www.nps.gov/archeology/visit/urbanarch.htm
• Image Examples

Homework

1. Become a member of our OpenLab course:
   • Create an OpenLab account and/or sign in.
     NOTE: You need be able to access your City Tech email before signing up for OpenLab. Check this page for instructions for City Tech email access or contact HelpDesk (718-260-5610).
   • Join our OpenLab Course: openlab.citytech.cuny.edu/groups/play-with-your-problems-fylc-fall-2016
2. Email me your gmail address or sign up for one first, if you don’t have one. We will use it to edit our shared Google Map.
3. Buy/find materials needed for next class. (see Supply List for details)

Materials needed for NEXT CLASS:

• photographs of at least 3 artifacts you found on our walk (digital files)
• sketch book for COMD1100 only (9″x12″ or similar)
• graphite pencils (Venus or similar 6B, 2B, HB, 2H, 4H)
• pencil sharpener (basic metal)
• eraser (magic rub, mars, gum or similar)
• small box or travel container for your supplies (reuse/find)
• 1 roll drafting or removable tape

** Note: if you are unable to afford these items due to financial aid delays, please make arrangements with a classmate to borrow or share supplies next class. And contact me BEFORE the next class.