Areas of Activity
Digital and creative pedagogies
Workshop planning and delivery
Workflow and curriculum development
Analogue and digital practices
Staff training and activities
Introduction
The Camberwell Illustration Festival, The Office For Speculative Futures, provided an excellent opportunity to test and showcase some of the workshops and activities being developed by ETRG. Monster Mayhem represents the evolution of earlier workshops exploring digital scanning platforms and continues the dialogue between the analogue and digital processes across the illustration programme.
Workshop Activity
Using the weblog Bibliodyssey for inspiration, students were asked to design and build a plasticine monster. On completion the digital scanning app Scaniverse was used to capture the monster, ready to terrorise visitors in the pre-prepared Camberwell Illustration Maze. Students were encouraged to use Scaniverse as part of their development process, scanning and testing work in progress and making changes in response.
Different iterations of the workshops have given students between 1-3 hrs to complete the task. The additional integration of the online platform Mixamo enables models to be auto rigged an animated using pre loaded gaming animations.
Workflow
At the start of the project the majority of the cohort had some experience with Adobe Creative Suite but little or no experience with digital 3D modelling or AR technologies.
Expanded versions of the workshop.
Elevated scanning Scanning
Image: Illustration Maze design by Matthew Hawkins
Spacial Practices
Initial work required students to use drawing as an investigative tool, any drawing needed to understand exhibits three dimensionally, but more importantly obtain full comprehension of the stories and ideas connected to the chosen exhibits – it was essential to bring language and experience together. Following these early investigations students undertook a one-day workshop creating a physical 3D interruption in the form of a visitation at the Camberwell College site. The purpose being for students to better understand the challenges associated with a three dimensional artwork/installation. These initial analogue activities were aligned with technical inductions and workshops using Nomad Sculpt, Blender, Substance Painter/Stager and Adobe Aero. Building on the ETRG understanding and delivery of workflow, focus shifted from any one platform, instead providing an accessible and clear pathway to resolved outcomes.
IAt the start of the project the majority of the cohort had some experience with Adobe Creative Suite but little or no experience with digital 3D modelling or AR technologies.
Image: Matthew Hawkins
Image: Xiaolei Zhang
Work Along
The project offered an excellent opportunity for staff to develop personal knowledge and skills. Graduate Diploma staff attended workshops with the students to help aid the integration of emerging technologies on the project and beyond. This proved invaluable to staff when discussing concepts and development opportunities and further enhanced knowledge of the contemporary creative landscape. Staff were also able to feedback to ETRG and suggest opportunities to combine technical and pedagogy experiences.
Digital and creative pedagogies
Workshop planning and delivery
Workflow and curriculum development
Analogue and digital practices
Staff training and activities
Introduction
The Camberwell Illustration Festival, The Office For Speculative Futures, provided an excellent opportunity to test and showcase some of the workshops and activities being developed by ETRG. Monster Mayhem represents the evolution of earlier workshops exploring digital scanning platforms and continues the dialogue between the analogue and digital processes across the illustration programme.
Workshop Activity
Using the weblog Bibliodyssey for inspiration, students were asked to design and build a plasticine monster. On completion the digital scanning app Scaniverse was used to capture the monster, ready to terrorise visitors in the pre-prepared Camberwell Illustration Maze. Students were encouraged to use Scaniverse as part of their development process, scanning and testing work in progress and making changes in response.
Different iterations of the workshops have given students between 1-3 hrs to complete the task. The additional integration of the online platform Mixamo enables models to be auto rigged an animated using pre loaded gaming animations.
Workflow
At the start of the project the majority of the cohort had some experience with Adobe Creative Suite but little or no experience with digital 3D modelling or AR technologies.
Expanded versions of the workshop.
Elevated scanning Scanning
Image: Illustration Maze design by Matthew Hawkins
Spacial Practices
Initial work required students to use drawing as an investigative tool, any drawing needed to understand exhibits three dimensionally, but more importantly obtain full comprehension of the stories and ideas connected to the chosen exhibits – it was essential to bring language and experience together. Following these early investigations students undertook a one-day workshop creating a physical 3D interruption in the form of a visitation at the Camberwell College site. The purpose being for students to better understand the challenges associated with a three dimensional artwork/installation. These initial analogue activities were aligned with technical inductions and workshops using Nomad Sculpt, Blender, Substance Painter/Stager and Adobe Aero. Building on the ETRG understanding and delivery of workflow, focus shifted from any one platform, instead providing an accessible and clear pathway to resolved outcomes.
IAt the start of the project the majority of the cohort had some experience with Adobe Creative Suite but little or no experience with digital 3D modelling or AR technologies.
Image: Xiaolei Zhang
Work Along
The project offered an excellent opportunity for staff to develop personal knowledge and skills. Graduate Diploma staff attended workshops with the students to help aid the integration of emerging technologies on the project and beyond. This proved invaluable to staff when discussing concepts and development opportunities and further enhanced knowledge of the contemporary creative landscape. Staff were also able to feedback to ETRG and suggest opportunities to combine technical and pedagogy experiences.