The first students from the BDes (Hons) Digital Culture at the Glasgow School of Art graduated in July 2015 and the first Degree Show ran from 13-20th June 2015.
Students from the Glasgow School of Art Digital Culture programme have been invited to respond to the term “culture” through discrete, projected interventions within the context of CCA. In these temporary installation works, which take place over three evenings, students consider the cultural and architectural context of the CCA space, producing compelling experimental and responsive artworks using projection-mapping and realtime feedback.
Brendan Dawes’ lecture at the Glasgow School of Art attracted a full house. Glasgow School of Art staff, undergrad, postgrad, and research students enjoyed his inspirational, informative and highly entertaining lecture. Brendan showed a diverse range of projects and shared his playful approach to generating and realising his highly innovative ideas.
The theme of this project is ‘awareness’ and the focus is on meaning, execution, and critical reasoning. It is a rapid project that requires research, development and realisation within a very short timescale. Students are introduced to audio input and computer vision techniques using webcams, Kinects, and TSPS, and how these can be sensed and used in the Processing environment.
Working independently, students create a meaningful, visually engaging site-specific projection map. Using mapping technology they create a dynamic digital projection made of animated texts to create an engaging experience for the viewer in an attempt to blur the barrier between the virtual and the real world, conveying as the title suggests, the sense that the walls of the building have come alive. This provides an opportunity to create a thrilling visionary path between real architecture and virtual stories through digitally augmenting the building with multiple layers of video filmed over several days.
Students worked independently to create a meaningful projection-mapped sculpture. They build physical sculpture elements using prepared boxes, simple furniture, found objects. These could be assembled as a floor-based piece, hanging piece, or wall piece. The idea is to use objects as bare projection surfaces so either white or light-coloured objects should be used. The projections could both add to the surface of the objects and highlight around objects.
In this project, students explore the domain of mobile application development using the Livecode platform. Mobile application development allows access to specific sensors and modes of operation detecting motion, acceleration, rotation, heading and location. Mobilespecific controls for accessing network resources and APIs, panning and controlling images, accessing cameras and prebuilt UI elements are also available for experimentation and implementation. Students are encouraged to employ an experimental approach with an aim to produce an engaging artisticallydriven response.
This year two motion graphics project combined typography with motion. Students were asked to consider patterns and rhythms created by motion visual language and the message contained within words and images. They also had to take into consideration the filmic conventions, such as, editing, transitions, lighting, focus, and camera angles utilised in their earlier Screen Language project.
This project introduced students to coding using Processing. This was the first project that required students to apply procedural thinking and creative coding practice to develop a series of three engaging procedural visual artworks using Processing.
Calum used digital technology to produce an update of traditional Scottish cornicing by combining social, political and economic data, with bespoke data visualization software and an artist built CNC milling machine.