Thursday, January 24, 2013

Soft Eye

Play Faces 24.1.13

Play Faces

change an objects function
use it for purposeless fun
familiarity / unfamiliarity
control and limits
good and bad
soft control
open ended or not really
stories of and in the events
small act / big reaction
liz joel wendy richard kathryn megan
jo casey
research through doing through purposeless play

Paintings with Nail Polish 1

Wednesday, January 23, 2013

Come and Play

Into space

Come and Play

Edie, Martha, Arthur, Franks, Dan, Liz

build a den
rearrange space, ohp
collage with dice
space rockets in ladder form,
a play room makes me feel good, happy, dancerous, going into space
a play room should have -
a magic carpet,
a bouncy carpet, space to dance, ladder, drawing, biscuits, cafe, obstacles, games, paper, a bath
croissants, salty savoury biscuits, hot chocolate,
pink and yellow

taxonomy of materials used by shape - ish
drawing of set up
quiet reflection
on everything so far


Jacques Tati's film Playtime


Jo Emma Rachel Liz, Mariya, Amy
collecting snow
landscape bears
painting with tipex on black
triggering a memory
memory of a professional / work experience
what is professional?
what do we do to be professional
feeling a fraud
not an expert
someones vulnerablility creates an opening to step into
perhaps you know more than you think
50 cold calls before 12 noon
best time to reach people
empathetic language
suits proper clothes
being creative can be different
have no fear
what is the worst that can happen

fear disables action

Monday, January 21, 2013

Confusing Important Talking

Themes/People/Key Words

Firstly, Do we need a set of house rules displayed in the space?
To feel safe and secure do we need to know the boundary and the limit?
Otherwise are there latent hierarchies?

 On p.133 in  Processing:Analogue/Digital Material Surfaces (imprecise with precise tools): A collaborattive student-staff workshop with international guests
by Dan Robinson:

"Reflection: Managing student-staff collaborations
As an approach to teaching and learning, I believe our
workshop shows that student-staff collaboration in
learning new skills and producing and exhibiting work
can enable more complex learning to take place, than
the sometimes more hierarchical tutorial, lecture and crit scenarios... This is not to propose
‘non-hierarchical’ as a straightforward concept. Far
from it, lack of structure and formality may reinforce
latent hierarchies; individuals may dominate or coerce
each other through ‘collaboration’. I use the term nonhierarchical
with caution as a means to investigate
collaborative approaches to student-staff learning."

digital native 
digital immigrant
tin foil
wooden blocks

George Perec 

raspberry pi
The Raspberry Pi is a credit-card-sized single-board computer developed in the UK by the Raspberry Pi Foundation with the intention of stimulating the teaching of basic computer science in schools.(Wikipedia)

Programming language
Scratch is a programming language learning environment enabling beginners to get results without having to learn syntactically correct writing first

Give every child in the UK the chance to learn to code. It is our aim to have Code Club in 25% of primary schools in the UK by the end of 2015.

Want to learn how to code? Here are six useful websites:

A visual programming language for children age 6 and up, developed at MIT. Allows users to create and share interactive games.
In-browser 'x-ray goggles' which allow you to see the HTML elements that make up every webpage - and lets you edit them yourself.
Code 'spellchecker' and preview window which makes web editing simple. Create your own functional page in minutes and host it online.
Hackety Hack
Learn the Ruby programming language from scratch with this free downloadable software.
Code Academy
Learn the basics of Javascript, Python and Ruby through these fun interactive online course. Suitable for teenagers and upwards.
Code School
More advanced tutorials in Ruby, Javascript and CSS design which allow you to share your progress with the coding community.

Thursday, January 17, 2013

Turning Domestic Drudgery into Joy?

Play at Work 4

jo pete clive kris ollie wendy liz clare
jo makes an offering
top cleaning tips & the stories of the objects
love, death, useful, useless, works, doesn't work
the only way to understand a washing machine
is to get in it
where do you play in the home? map
dancing, nails, cat, on off,
pete goes wandering cheap shops and markets
for objects to turn into kinetic sculpts
the handbag that slowly opens
growling feather bush
food and talk
blowing fluff in kitchen game

Wednesday, January 16, 2013

The criteria of success is MAGIC

lets play together
terrifying walk with a hood  on
lift, waiting
why are we waiting
time walking,
distance seems longer,
loud warm air,
blast of cold air
alone outside
i dont want to go in the revolving doors blindfolded,
hand might get trapped
blue tack touch sign
Keira's poster sign

Walk the Talk

John Wood
Tim Brown -Tales of Creativity and Play
Jane Fulton -Thoughtless Acts
Cultural Probes
Mosaic Method
Participatory Observation
Cushion Cover
Office Chair
A Building Broadcasting Place


Tuesday, January 15, 2013

Chance and the creative process 15.01.13

bouncy balls, thread, towers, zip wires, holes, map, yappy dog,
bounce, build, talk, giggle, hula hoop,

trust, confidence, safe, donald schon, ron arat,

play, risk, create

The picture of The Reflective Practitioner is by .nele and is reproduced here under a Creative Commons licence (Attribution-Non-Commercial-Share Alike 2.0 Generic) - flickr Alan Schon (1930-1997) trained as a philosopher, but it was his concern with the development of reflective practice and learning systems within organizations and communities for which he is remembered. Significantly, he was also an accomplished pianist and clarinettist – playing in both jazz and chamber groups. This interest in improvisation and structure was mirrored in his academic writing, most notably in his exploration of professional’s ability to ‘think on their feet’. On this page we review his achievements and focus on three elements of his thinking: learning systems (and learning societies and institutions); double-loop and organizational learning (arising out of his collaboration with Chris Argyris); and the relationship of reflection-in-action to professional activity.