Tag Archives: storytelling

Robot World

Build your own robot and a magical world in this after-school activity for grades 4-5. These fun little creatures can roam around, shake their heads and flap their wings, at the touch of a button. 

Create your own artistic robot! Learn how to make your robot move in a variety of ways, as well as play sounds and light up, using a programmable Arduino board. Decorate your animated character, give it a story, and create a magical world for it to live in. All materials are included in this course: you can take your robot home when the class ends.

This Maker Art class for grades 4-5 takes place at the Lycée Français in Sausalito. We meet every Tuesday for 12 weeks, from 3:30 to 5pm, between September and December 2017.

Students develop new skills in playful ways: science, technology, engineering, art and math skills (STEAM), as well as creativity, problem-solving and communication skills.

Teachers are multimedia innovator Fabrice Florin and software designer Edward Janne.To learn more, view our photo albumcourse slides and student guide — and check our course page for updates.

 

Who is it for?

This program is for lower school children in grades 4 and 5 (ages 8-10). We expect between 6 and 10 students to participate in our afternoon class in Sausalito this fall.

 

Where and when is it?

This class takes place at Lycée Français in Sausalito, in the Innovation Lab (Room #340). The school entrance is 660 Coloma Street, Sausalito, CA 94945.

We meet every Tuesday for 12 weeks, from September 12 to December 5, 2017, from 3:30pm to 5:00pm, at the Lycée Français in Sausalito.

Here is our course schedule:

  • Sep-12: Plan the robot world
  • Sep-19: Learn about robots
  • Sep-26: Build your robot 1
  • Oct-3: Build your robot 2
  • Oct-10: Program your robot 1
  • Oct-17: Program your robot 2
  • Oct-24: Break: No Class
  • Oct-31:Program your robot 2
  • Nov-7: Break: No Class
  • Nov-14: Finish your robot
  • Nov-21: Create the robot world
  • Nov-28: Rehearse your show
  • Dec-5: Shoot videos
  • Dec-12: Show & Tell

Can we see pictures from the classes?

Here are some of our first photos from this class.

You can see more pictures in our photo album.

 

What are students learning?

Students are creating their own robot and interactive art, in a playful way that makes learning more fun. Working collaboratively, they make their bots move, bringing characters to life and interacting with others in their new ‘robot world.’

This unique combination of art and technology helps them develop a range of new skills:

  • critical thinking and problem solving
  • Arduino, robotics and programming
  • science, technology, engineering, art and math skills (STEAM)
  • creative expression, communication & collaboration skills

Learn more in our course slides and student guide.

 

Do you also teach this class for adults?

Yes! We taught a Create a Robot class for adults and teens at Tam Makers in Mill Valley.

In just two evenings in September 2017, we showed students how to build their own artistic robot with Arduino, make it move around, shake its head and wave. And they got to take their animated creature home with you, to impress friends and family. 🙂  We may teach more adult classes in the future. Check out our classes page at Tam Makers.

 

What materials are included?

Each student will receive a robot kit, which they will learn to assemble, control and program.

For this class, we have created our own robot kit, using an Arduino Feather M0 for the robot, an Pro Micro for the remote, a custom chassis, plus three additional servos and more parts. Our robot kit is similar to commercial kits, but with a lot more features at a lower cost. This robot kit will be decorated by the students to create an interesting animated character. Learn more about our robot kit in our student guide.

This robot kit supports these features:
Roaming – the bot can move around under user control
Moving – the bot can move some body parts (turn its head, wave its arms, using servos)
Inputs – the bot has a variety of buttons (on/off button, buttons for different gestures, etc.)
Remote – the bot can be controlled remotely (using a remote control or desktop app)
Lights – the bot can have lights in its body (LEDs that blink, glow, or fade on and off)
Sounds – the bot can play audio (using piezo buzzer to play simple beeps and tunes)
Programming – the bot is easy to code (with visual programming tool like Snap4Arduino)
Flexibility – the bot can be expanded (with extra parts to be ordered separately)
Pricing – the bot is affordable (we’re aiming for a maximum of $75 per robot)

We plan to use the school’s Macs to program the robots, using the Arduino software and a visual programming tool like Snap4Arduino. Arduino code will be shared with parents when class ends, if students want to continue to program their robot at home.

 

What do the robots look like?

We’re still creating our robots, but the photo above shows what they look like in early stages of development. Students designed their own characters from scratch during the first classes, and we then laser cut wooden figures based on their designs. In coming weeks, they will paint and decorate them. You can track our progress in our photo album.

Here are a few photos of our first prototypes, made with laser-cut wood figures and servo motors (to see them in action, watch our video). We call them ‘Bambots’. This name is short for ‘Bamboodu Robot’: it is inspired by the fictional Bamboodu tribe we created for art projects like the Bamboodu Float and the Pataphysical Slot Machine.

Bambots like to shake their heads and flap their wings back and forth. The photos below show other prototypes of a Bambot Angel and an Bambot Dude, in different stages of construction.

For more pictures of this course, see our photo album.

 

What will the robot world look like?

We will invite students to create a magical world for their robots, as well as decorate it.

The world could be set in any location, as long as it has flat terrain that the robots can easily roam on. The mockup above shows what our robots might look like on Mars, for example.

We will ask students to decorate their robots so they look like characters in that fantasy world. For a closer look, watch our video or see our photo album for this course.

 

Who are the teachers?

Multimedia innovator Fabrice Florin and software designer Edward Janne are teaching this course.

Fabrice Florin

Fabrice is an art maker and social entrepreneur who creates unique experiences to inform and engage communities through digital and physical media. He has led the development of many pioneering products in education, news and entertainment, working with innovators such as Apple, Macromedia and Wikipedia. He is now a teacher and artist at Tam Makers in Mill Valley, where he teaches maker art to adults and kids. Learn more at fabriceflorin.com .

 

Edward Janne

Edward is a software developer and teacher at Tam Makers. He has an extensive background in interactive design and engineering. Prior to joining us, he was a technical animator at Bonfire Labs, a creative content agency. He also studied at the Academy of Art University and the University of San Francisco. Edward has taught several Maker Art classes with us, and will lead more classes for adults and teens at Tam Makers this fall.

 

How can I learn more?

To learn more, view our photo albumcourse slides and student guide — and check our course page for updates.

Also read this overview of our Maker Art classes, and visit our site for Tam Makers, our community makerspace in Mill Valley.

For more info, email Fabrice at fabriceflorin-at-gmail-dot-com.

Time Machine at the Lycée

Travel through time and meet characters from the past, present and future!

Our Maker Art class at the Lycée Français created a Time Machine with animated scenes and characters from the age of dinosaurs to the 50th century. This interactive art exhibit integrates physical and digital media, combining art, technology and storytelling.

Our 4th and 5th graders created their own scenes from the past, present or future, and brought them to life with motion, lights and sounds. Then also worked in teams to build interactive features to showcase their scenes: keypad, spinner and doors.

See also: video, slides, photos and design spec.

What does it look like?

Watch the video above to see the Time Machine in action. Some photos are also included below. See more in our slides.

Students

This program was designed for lower school children in grades 4 and 5 (ages 8-10). Nine students participated in this class: Tilo Allexandre, Esther Bomse, Theodore Carman, Louise Eddy, Nathanial Jenkins, Lena Jessen, Eugene Maeght, Yann Menard and Marshall Patron.

Here’s a survey report on what students thought of this class: they found it very good, liked learning about Arduino, and most would recommend this class to a friend.

What did students create?

Students created their own interactive ‘wonderboxes’ for these time periods:

  • Age of Dinosaurs
  • French Revolution
  • World War 2
  • World War 3
  • New York 2092
  • Alien Invasion
  • 25th Century
  • 50th Century

They brought their characters to life inside their cardboard ‘wonderboxes’ by making lights blink, sounds play and things move.

Working collaboratively, they also created these Arduino-powered features:

  • Dashboard with keypad
  • Spinner
  • Doors with lights

 

What did students learn?

Students learned to design a miniature world, build it with a variety of tools, animate it with electronics, and tell its story in presentations at the Lycée in Sausalito — and at Marinovators at the College of Marin on April 22 (see photos). We also showed them how to program the popular Arduino board to create a cool interactive art experience.

This unique combination of art and technology helped them develop a range of new skills:

  • critical and logical thinking;
  • science, technology, engineering and math skills;
  • electronics, circuits, lights, motors and soldering;
  • Arduino and computer programming;
  • creative expression and storytelling skills;
  • communication, collaboration and social skills.

See also: video, slides, photos and design spec.

 

Location

This class took place at Lycée Français in Sausalito, in the Innovation Lab (Room #340). The school entrance is 660 Coloma Street, Sausalito, CA 94945 (see Google Map).

 

Schedule

We met every Thursdays for 12 weeks, from January 5 to March 30, from 3:30pm to 5:00pm, at the Lycée Français in Sausalito.

Here is our course schedule:

  1. Plan our time machine (Jan. 5, 2017)
  2. Design the time machine (Jan. 12)
  3. Create your time scene (Jan. 19)
  4. Create a character (Jan. 26)
  5. Light up your scene (Feb. 2)
  6. Build your time machine (Feb. 9)
  7. Create a feature (Feb. 16)
  8. Paint your feature (March 2)
  9. Program your feature (March 9)
  10. Finish the time machine (March 16)
  11. Write your story (March 23)
  12. Show & Tell (March 30)

(There was no class on Feb. 23.)

 

Who were the teachers?

Multimedia innovators Fabrice Florin and Edward Janne taught this course, with the help of our Tam Makers community.

Fabrice Florin – Teacher

Fabrice is an art maker and social entrepreneur who creates unique experiences to inform and engage communities through digital and physical media. He has led the development of many pioneering products in education, news and entertainment, working with innovators such as Apple, Macromedia and Wikipedia. He is now a teacher and founder at Tam Makers in Mill Valley, where he teaches maker art to adults and teens.

Learn more at fabriceflorin.com .

Edward Janne – Associate Teacher

Edward is a software engineer, teacher and active member at Tam Makers. He has an extensive background in interactive design and engineering, and a personal interest in maker education. He is teaching other classes for adults and teens at Tam Makers this spring.

Learn more about Maker Art classes here: fabriceflorin.com/teaching-maker-art/

Fabrice and Edward are both part of Tam Makers, a new makerspace in Mill Valley, CA. To learn more, visit our site at tammakers.org .

 

Théatre Mécanique

Theatre Mécanique is a proposed interactive storytelling system for recreating a wide range of stories with animated puppets.

Theatre Mécanique is a proposed interactive storytelling system featuring animated puppets and computer-controlled multimedia.

I propose to create a Théatre Mécanique — a project which I would like to work on in coming years, in collaboration with others. (For a visual overview, check out these slides.)

The idea is to build an interactive storytelling system that would let you experience and remix some of the great myths and legends shared by all cultures around the world. It would enable small groups of people to collaboratively reenact some of these universal stories, connect them with their daily lives — and better understand each other as a result.

This theater cart would enable small groups of people to experience some of the universal myths we all share.

This theater cart would enable small groups of people to experience universal myths, and select plot elements.

This mini theater would be mobile, like a hot dog stand, so it could be located anywhere, from birthday parties to street fairs or even on the Playa. It would feature animated puppets, which could either be controlled manually by live performers, or automatically by small computers like Arduino: the puppets could slide in and out of the stage, face one another and/or move their heads and limbs, as shown in the prototype we’re now developing for a balinese cuckoo clock.

Animated puppets would act out short stories selected by participants, set against colorful images on a rear-projected screen.

Animated puppets would act out short stories against colorful images, rear-projected on a background screen.

This mixed media system would include a good sound system for amplifying background music, sound effects and character voices, either live or pre-recorded. A rear-projection screen would set the mood by displaying a wide range of images for each scene, from landscapes from around the world to historical or futuristic scenes. An interactive controller at the front of the stage would let visitors and performers select different types of stories, characters, images and sounds.

Participants would be invited to approach the theater and pick a topic, place or time on the controller. The puppets would then act out a short 1-3 minute scene based on your selection. At the end of each scene, they would ask you for more plot ideas, to guide what happens next. The performance would be recorded on video, which could be emailed to you afterwards, as shown in this first example.

This is an ambitious project, but it appeals to me deeply, because it has the potential to support a wide range of applications: from simple party entertainment to more creative uses, like a time machine simulation — or even scenario planning for group discussions.

In coming months, I would like to explore this idea with friends and collaborators, starting with simple low-tech theatrical experiments and eventually building small prototypes for key parts of the system. I am quite aware this is a large, multi-year project, so I am proposing to start small, and spread research and development over time, with actual fabrication starting a year later. This process is inspired by our collaborative work on the Pataphysical Slot Machine, which we aim to exhibit in public this year.

For this Theatre Mécanique, I hope we can find the right balance between existing storytelling traditions and new interactive technologies — so that the human qualities that make great performances possible are supported by these tools, rather than supplanted by them. Interestingly, this also ties in with the larger challenge we all face as a species, as we look for the right interplay between human and machine intelligence. To that end, I hope that we can tap diverse communities of artists and engineers to participate in this creative experiment.

Fortunately for us, there is a large community of puppeteers already practicing around the world, from Guignol to ‘toy theaters’ to Wayang — and these creative artists have already paved the way for this art form to evolve in a computer-assisted setting! I look forward to discussing these ideas with interested collaborators later this year. For now, I have included below a variety of links that might inspire us in planning this project.

Onward!