Practice Research
http://www.play-scapes.com/play-design/resources/on-becoming-a-playground-designer-tell-your-story/
After becoming inspired by spaces exposed to play in the previous post, I looked into playground designer as a career possibility. It's really insightful to see how someone journey towards a playground designer began and progressed in terms to how I could achieve similar results. The last paragraph resonates with my current work because Cynthia Gentry comments about needing the 'love of play in your heart' and to 'master the complexity of play theory and child development' which is exactly what I'm trying to gather in my research. I feel that I may be in the right direction to progress my practice into this style of career choice.
In the Comments post of Playscapes questioning, many of the comments mentioned 'Playground Ideas'. Playground Ideas is a charity to build space for children to play in deprived communities, however they have opensource designs available on their website so that anyone can do a bit of DIY and create a play space. What I did like about this organisation was that they provide opportunities for students or recent graduates for collaboration. If I were to become serious about developing a career in this profession, this seems like a real good opportunity to gather some hands-on experience in the field.
Practice Research
"Lenses by Hush Studios, an interactive light and sound installation that transforms as prisms bend and refract light in different ways… just move and twist them on the wall surface. The composition is “then read by custom software and translated into sounds in real-time, resulting in a warm, ambient soundscape to accompany the powerful visual composition.”"
Rion Nakaya 2016. http://thekidshouldseethis.com/post/lenses-an-interactive-light-sound-installation-by-hush-studios
" Artist Craig Winslow
“Embracing the natural way we would expect people to interact with the device, we made slow soothing movements augment lighting, while aggressive swipes brought in black recursive animations,” Winslow says. “Leap Motion amplified the story we were trying to tell, as the viewer’s human interaction contributed to impact dynamically on the installation.” Light and color are the core mechanics at play in the piece. Winslow and his collaborators programmed color variance to be reactive to palm positioning – transforming the Leap Motion Controller into a powerful tool for color depth exploration. Dipping into blues and reds, “it was fascinating to disrupt the world until you reach a dystopian darkness, until your hand becomes the only light within a strong silhouette.” "The design concept behind Growth is one that Winslow and his collaborators would like to iterate and expand upon in the near future. They believe the Leap Motion interface carries huge potential for enabling human interaction to dance the line between the physical and the digital realms – to illuminate a world and modify its perceived reality." " Katie Mitchell 2013 http://blog.leapmotion.com/growth-art-installation-powered-by-leap-motion/
Interested in the idea of incorporating digital technologies with an interactive space, I did a bit of research as to what's already attempting at combining these. I discovered these two installations pieces that use human interaction to change the design of the spaces. They offer the users the chance to play and experiment through movement (in Growth) and placement of objects (in Lenses). Light plays an important element in both of these installations because it is the response to the human interaction. The users have control of how the light is displayed and can convert it as many times they'd like.
The idea of having a variable in a space that children can interact with to alter the "atmosphere" of the space appeals to me for my practice. I believe it's important to allow children to experiment with the world, to discover mysteries themselves, and creating a space that allows the user to experiment with the design strongly represents that motive I believe.
https://www.microbit.co.uk
https://www.kitronik.co.uk/5618-bbc-microbit-with-inventors-kit-and-accessories.html
https://www.raspberrypi.org
If I want to work with digital technology, I feel that I need to understand programming a bit more. I remember Scott Grandison's talk, the creative coder, in second year and that he had worked with other students on the course in the Human Library when they needed to use coding. I think I need to contact and speak with Scott in hope that he might be able to explain some possibilities and problems with my ideas of creating an interactive space that children can alter.
Practice Researchhttp://www.dezeen.com/tag/playgrounds/ Assemble's brutalist playground inspires my thoughts upon playground design because of its simplicity. It evokes no real theme despite the colours representing "ice-cream" colours. The playground's full concentration is to allow the child to choose as it pleases with it, to explore and make findings themselves (or as a group) of how to use the space for their play. An important design is one that can also invite the children to know it's available to be explored. The soft colours and foam material feeds a bright welcoming to it's presence and any safety issues that may cause concern for parents.
What intrigued me about Höweler + Yoon Architecture's swing set was that it incorporated digital technology, that I had been mentioning before, in an outdoor setting. Swings and slides are instinctly remember when I think about playing in playgrounds as a child myself, so creating these motion-responsive swings harbours that nostalgia feeling. The swings also require human interaction to switch intensity of colours ranging from white to purple. The only thing I can see about these swings is that they work best at night, which can be good for children's sensory values, however in a residential or school environment, many children must stay at home when it's dark for safety reasons, which would mean a light up playground won't recieve it's full advantage during the day when it most likely would be used. Practice ResearchBecoming more interested in playground design, I wanted gather visual research how current playgrounds are compromised in Norwich's Public Residential Areas. One aesthetic they all followed was the equipment was colourful and engaging, however the one I loved the most out of them all was "The Jenny Lind Playground for Children" (The last of the series of images above).
This playground probably had the most space compared to the other playgrounds but it worked really well within it's location. The playground backed onto a field one side and the other by basketball court, and these were encased into a rectangle shape by roads either side. I think what works about this playground is that it uses a various of materials compared to the others I visited. For the ground it combines chippings, soft tarmac?, grass, mud and sand. Then for equipment it uses the landscape as well as man-made play equipment. It incorporates the mound for the sliding equipment and a tree-covered area with rocks centered in the middle, then there is a just a lone log to be climbed upon. The playground uses both man-made and the natural landscape/materials to create a real sense of outdoor play. The only thing this playground doesn't offer is the idea of "loose parts" which I can understand as to why. All these playgrounds don't offer loose objects (except for maybe tree's surrounding the playgrounds) because the public element of the playground can't offer "loose parts" due to possibilities of theft or perhaps vandalism. Or could there be a way a public playground can offer "loose parts" for play? Practice Research
ELEANOR MEREDITH
CHRIS O'SHEA
http://www.chrisoshea.org/woodland-wiggle
CHRIS HAUGHTON
http://www.cowlyowl.com/apps/monster-mingle
http://blog.chrishaughton.com/hat-monkey-the-making-of/
BARE CONDUCTIVE
https://www.bareconductive.com/make/sensor-design-basic-rules-of-thumb/
STUDIO ROOF
https://www.studioroof.com/en/7-products
ANORAK MAGAZINE
http://www.anorakmagazine.com/events/
SOUTHBANK CENTRE - IMAGINE CHILDRENS FESTIVAL
http://www.southbankcentre.co.uk/whatson/festivals-series/imagine-childrens-festival
CAMP BESTIVAL
http://www.bewilderwood.co.uk/explore/photo-and-video-gallery/
BEWILDERWOOD
JUST SO FESTIVAL
http://www.justsofestival.org.uk/about-us/
TATE KIDS
http://kids.tate.org.uk/create/
BRITISH SCIENCE MUSEUM - WONDERLAB
http://beta.sciencemuseum.org.uk/wonderlab#share
I wanted a tutorial with Eleanor because of her work on the loop-the-loop magazine for children. I explained I had recently discovered about the idea of festivals for children the night before and how I'm liking the idea of being part of a team in this kind of environment maybe. She was able to give me alot of things to research in terms of interaction with children, including digital, workshop events, and festivals.
Practice Research
http://nexusproductions.com/interactive-arts
https://processing.org
I managed to get the opportunity to speak with the university's creative coder, Scott Grandison. I explained my idea so far about creating an interactive space that children could alter through digital input and output; such as changing the colour of lights for example. Scott had produced something similar to Chris O'shea's Woodland Wiggle, in Belfast with UFO's by having an interactive screen that was affected by how people moved. He explained to me that processing would be a way to code these using a Kinect. On the idea of altering light through a device, there is Philips Hue which has that concept, although he explained that they are expensive depending on my budget. Scott brought realistic values to my thoughts. If I wanted to create a digitally interactive space, it'll require a lot of time to learn the codings (which I can find online to learn from) and also the costs.
Report ResearchPage 1 "It is a significant function - that is to say, there is some sense to it. In play there is something 'at play' which transcends the immediate needs of life and imparts meaning to the action. All play means something." Page 4 "We find play present everywhere as a well-defined quality of action which is different from 'ordinary' life." "If we find that play is based on the manipulation of certain images, on a certain 'imagination' of reality, then our main concern will be to grasp the value and significance of these images and their 'imagination'." Page 7 "First and foremost, then, all play is a voluntary activity." "It may be objected that this freedom does not exist for the animal and the child; they must play because their instinct drives them to it and because it serves to develop their bodily faculties and their powers of selection." Page 8 "Child and animal play because they enjoy playing and therein precisely lies their freedom." "...first main characteristic of play; that it is free, is in fact freedom." "...play is not 'ordinary' or 'real' life." "Every child knows perfectly well that he is 'only pretending', or that it was 'only for fun'." "This 'only pretending' quality of play betrays a consciousness of the inferiority of play compared with 'seriousness'." Page 9 "Play begins and then at a certain moment it is 'over'. It plays itself to an end." Page 10 "All the temporary worlds within the ordinary world, dedicated to the performance of an act apart." "Play casts a spell over us; it is 'enchanting', 'captivating'." Page 11 "...- all want to achieve something difficult, to succeed, to end a tension. Play is 'tense', as we say." (spoilsport who leaves/ruins rules of play) "He robs play of it's illusion - a pregnant word which literally means 'in-play' (from inlusio, illudere or inludere)." Page 12 "Even in early childhood the charm of play is enhanced by making a 'secret' out of it." "This temporary abolition of the ordinary world is fully acknowledged in child-life." Page 13 " The 'differentness' and secrecy of play are most vividly expressed in 'dressing up'." "We know, however, that in child-life performances of this kind are full of imagination. The child is making an image of something different, something more beautiful, or more sublime, or more dangerous than what he usually is." Page 14 "... with delight, transported beyond himself to such an extent that he almost believes he actually is such and such a thing, without, however wholly losing consciousness of 'ordinary reality'." Page 16 "The term 'instinct', he says, is 'a makeshift, an admission of helplessness before the problem of reality'." Page 17 "Child-play possesses the platform in its veriest essence, and most purely." Page 18 "The child plays in complete - we can well say, in sacred - earnest. But it plays and knows that it plays." Page 19 "We found that one of the most important characteristics of play was it's spacial separation from ordinary life." The first section of Homo Ludens gave myself an in depth look into how play creates a seperation between fiction and reality. I've managed to pull out quotes that I find relevant to my report topic, especially the quote from page 13 about imagination. This quote will most definitely be useful to writing my report chapter about imagination through play in child development.
Research for Both2006 Structure Mrs Tinik had idea of using inside of carpet. The Class upholsted the structure ourselves. We decided on choice of keywords to use such as: Community. Used paints and permament pens to cover the walls. Mrs Tinik gave direction but found it was important as Year6 Children that we were given full control of the project including of mantling and designing. Used as a picnic space. Miss Pritchard and Mrs Antoniou– Reception Focus on Communication and Language Children are allowed to be expressive and innovative. Telling of their stories – Feeds into how they write Talking and Acting – Using signs and symbols (visual and kinesthetic) to understand words. Act out before writing a story. Learning the Patterns of Stories. Role play areas to invoke different play scenarios. Small World – Area to create their own worlds, in control of the story. Model play, Construction Area – Scenarios started of as builders but developed into an obstacle course. – Shows adaption of one environment into another. Weekly Themes – T for literacy and 6 for numeracy. Classroom split into maths area and literacy area. Use of objects, shapes, colour and tactile learning throughout the week to repetitively embed the understanding. Given a range of activities in each area to choose from and take the initiative to move onto the next activity – independence. Still having to learn their gross motor skills before refining detailed motor skills such as fingers. Children who attend the school are from deprived areas, leaving their development behind the average. After starting school, they begin to develop quickly with those on average. Social aspect of school peers helps encourage development. As both my target audience and child development progression are in Schools, I felt it was really important that I visit a primary school and ask some questions.
I wanted to visit my primary school due to a past project when I was in Year 6. The whole school, took part in this project where each class had to work together to build an outdoor "structure". I couldn't remember much of the process of our class's reasonings for the structure. What intrigued me to remember about this project was because it involved the class working together like a community, and that we, the children, took control of the design and construction. Whilst at the school I had the opportunity to speak with other teachers who taught the reception year. I hadn't even thought about how much consideration goes into teaching plans with skills for child development. It was good to be aware about the importance of gross and fine motor skills, as important as it is to learn and broaden the mind, being able to do things physically is just as important! I really found the compositioning of certain areas interesting as well. A lot of the outdoor play was cheap simple items that got children playing. Inside was clearly labelled for simplication for the class tasks as well. The seperation of areas of learning was good to see because it was about giving children clarity about what the spaces can be used for in retrospect. As important as it was to see the classrooms layout, I'd love to be able to see how the children use and behave within the space. Hopefully I'll be able to return during school hours and be able to witness child development happening in the classrooms. Practice ResearchRaven Row - The Ulm Model Royal Institute of British Architects - Life of Clay, We Live in the Office, Façadism AA Gallery - Unknown Fields: Dark Side of the City AA Bookshop - The Playground Project (2016) Serpentine Sackler Gallery - Helen Brown: Drunk Brown House Serpentine Gallery - Marc Camille Chaimowicz: An Autumn Lexicon British Science Museum - Wonderlab: The Statoil Gallery The London Trip was very insightful for my primary research. I got to see in person actual concepts and designs by The Ulm School of Design. Visited both RIBA and AA, from which I discovered the book The Playground Project (2016) in the AA shop. I feel that this book fuels my love for playground design by looking through the history of both past and current playgrounds. What I noted from Chaimowicz work was how it was displayed within the space to allow viewers free choice to move around the space to explore his work from many angles. I want to take this into consideration for if I were to create a space, that I consider the way others may approach certain aspects.
Visiting the Wonderlab was a fantastic opportunity to see how the Science museum was encouraging learning about science through play. The gallery space was fairly dim-lighted because of alot of the installations used bright (and some coloured) lights. It provided the chance to play and experiment with physics, knowledge about momentum, outer space, refraction and more through kinaesthetic learning. The whole space relied on interaction from the public to reveal it's discoveries and I'd love to be able to create a space that attracts children to be curious and interactive. Practice Research
After inspired by the exhibitions in London, I wanted to research further more spaces that are designed for children to interact with them.
Children permamently leave their mark upon the installation.
Quirky design for a reading space. Child's personal space to sit and read compared to normal conventions.
Using recycled material to create these small spaces. Reminds me of the outdoor play area in the primary school, using cheap resources to provide an engaging environment for children to play.
http://monstrum.dk/en/
http://monstrum.dk/en/about/motor-challenges/ "We always create our playgrounds with as much accessibility as possible, also for children with special needs. We regard the playground as a social meeting place for all children and we aim to give room for social activities as well as physical."
I love Monstrum's values towards playgrounds, noting it as a social meeting place amongst the community. The reason I applied for Illustration is because of my passion for narratives and story-telling, and Monstrum here describing their playgrounds as "telling stories", it's encouraging me to delve further into the prospects of becoming a playground designer.
This "cardboard city" event shouts to me the ideas of cheap, basic materials being converted into something new by the children's imagination. It's amazing how children can convert a by-product such as cardboard into a new creative game. I saw this personally happen a few years ago when Euan and our cousin got joy out of a cardboard box for hours by changing it's purpose within the "play", it varied from being a car to being a jack in the box and more.
If I were to create a space, I should think more about raw basic materials such as cardboard for children to convert, evoking their creativity and imagination. Light and Colour
An interactive light playground that happens at a yearly festival in Sydney. From what I've seen from the festival, it's like a blend of what I saw at the Wonderlab and my earlier ideas of being part of a team in a festival aimed toward children learning through play.
Long exposure of Light and Colours to imitate the night sky?
Saturation of rainbow colours in reflection to the very white, sterile space it's located in. Immediatly captures the eye and draws the viewer to want to explore this installation from all angles.
This idea of experimenting with colours within light and shadow reminds me back to my idea of creating a space that's adaptable by the child through digital means, but looking at these coloured shadows, I could achieve the same effect perhaps without needing to use digital devices.
http://www.serpentinegalleries.org/exhibitions-events/marc-camille-chaimowicz-autumn-lexicon
To create coloured light: White lightbulb and coloured acetate overlap.
- Rotating Disco-light as a possibility for an everchanging space? - Children could choose the colours by changing these coloured sheets infront of the lightbulb, however safety issue as lightbulbs are very bright and can get very hot. Wonderlab from Gemma Aylward on Vimeo.
How the Wonderlab has incorporated light into their installations but still safe for children to interact with. Light isn't direct to the viewer's eyes and it's behind a protective layer or out of reach.
Seymour Science — Light from Splinter Design on Vimeo.
"The Sun, electricity and fire all produce light.
Light passes through some things, like air and water. You can see through them, so we call them transparent. But light cannot pass through some other things, like wood and metal. If you cannot see through something, we call it opaque." KS1 BBC Bitesize - Light (http://www.bbc.co.uk/guides/zp23r82#zsxg4wx)
I wanted to have an understanding of what level of knowledge children, specifically in my target range of Key Stage 1 (5-7 year olds), would know about how light works, so that i could ensure that if my space incorporated light, I'll take into considerations of what levels schools may be teaching/taught the children in order to create something that develops that curiosity further.
The fact that Playscapes comments about light being an underused element of play in play spaces, even in August 2016, gives myself more drive to attempt at creating a succeful play space that incorporates interactive light. I think light is a very important subject to learn about and if i can encourage that through play, I'd consider that play space successful.
Children having control on the design of the space through spare materials.
"Kids making their own creative play from available materials."
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This installation sparked the idea about the inclusion of mirrors? especially in this style of unexpected shapes and colours when viewing the installation from the comparably very different outside, the inside creates that notion of surprise. It also uses sound-activated LED's, similar to the Lenses installation by Hush Studios, whilst it lacks that same physical interaction, it creates a hub for social engagement and curiosity.
Could long exposures be a way to document children's use of the space?
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