Augmented reality is the combining, adding or enhancement of the real world by the virtual. Throughout this three-week project students explore the concept of Augmented Reality alongside experimenting with practical approaches to creating interactive works. This runs parallel to a contextual investigation to how certain works of art and design fit within the spectrum of Augmented Reality and how this technology might inspire new interpretations, experiences and narratives.
Students create an augmented reality (AR) experience of their own exploring how these themes and discourse can be inter-woven into their own creative ideas.
This project is designed to introduce Year 1 students to Maya’s 3d environment through the creation of a convincing Diorama. This project is about form, scale and light. Students are required to create a 30 second animation exploring the 3-dimensional environment viewed from a first person perspective. Consider the core characteristics and restrictions of the medium and experiment with those restrictions.
This is a Year 2 group project where students work collaboratively to create an engaging piece of motion graphics. By using multiple sources, photographs, video clips, and street plans bring to life the history of Glasgow’s high rise flats, once promoted as the utopian solution for social housing that by the turn of the 21st century were earmarked for demolition.
The Data Visualisation project this year produced a diverse range of outcomes including: a large scale printed geometric interpretations of multiple natural disasters, a realtime 3D navigable ‘landscape of deprivation’, a huge wall grid of encoded personal film viewing habits, an interactive sculpture inspired by braille, and a light installation reflecting Japanese earthquake data.
Infographics are not new they have been around as far back as the 1920s – London’s Transport Museum is testament to this. Animated Infographics have taken this a step further and are one of the most effective ways of communicating information, increasing viewer engagement, understanding and enjoyment. They can educate, inform, entertain, and most importantly, are far more memorable than pages of text or numbers.
Students from Year 3 worked collaboratively on a live project with Glasgow Central Station to create an evocative piece of motion graphics to be installed as part of the existing Glasgow Central Station Tours.
Unity was originally launched in 2005 as a game engine for creating interactive media, typically video games. Recently however, designers and artists are beginning to realise that game engines can be successfully used for non-game applications; architects can easily prototype ideas, artists can create interactive art installations, and researchers can use this platform for data visualisation.
Throughout this two-week project students explore the possibilities of Unity to create a dynamic environment that the user interacts with through a series of triggered events, both visual and aural.