Monday, October 29, 2012

MX: student hub visual direction



Moving forward Patrick and I tried to keep the simplicity of our first visual direction and use the

Monday, October 22, 2012

Monday, October 15, 2012

MX: branding the concept



as for now we have landed on the name geosounds. The idea is that the prefix geo relates to the inherent geometry of our platonic solids. Geometry too is the study of the earths most basic shapes and forms which ties in appropriately with our system of fundamentals relating to music. Sounds, well sounds obviously is about the sound created during the learning process. Geosounds.

Friday, October 12, 2012

MX: SPATIAL WIREFRAMES


Today in class we took a look at a scenario from our wire-frames we built out to walk through our music education concept. We chose to take a look at how information could be depicted in three dimensions regarding the modules, levels, platonic solids, and tangibility of our interface. The marsh mallows represent levels and exercises all connected to the noodle ( a module ) as an experience. The cups represent our platonic solids having layers of information and tactility.

HAM'S — PHASE TWO FINAL

HAMS BARBERSHOP CONCEPT ONE.




HAMS BARBERSHOP CONCEPT TWO.




HAMS BARBERSHOP CONCEPT THREE. 




















Men knew their barber and their barber knew them. It was a gentleman's place. In each approach I focused on one attribute mainly and let the rest follow. The first direction maintains a level of sophistication in its aesthetic while exploring what a barbershop would look like if it respected the analytical, and science behind the tools and methods of barbering. The second focuses on history and tradition. It should be noted that although the brand looks to the past for inspiration, it maintains a level of here and now to straddle the fine line of "vintage" but not cliche. Lastly in the third, I tried to build a narrative around the signature and take a look at the personable attribute. Ham's would be a place coming from a strong line of barbers. With minimal approaches, the brand can become something vibrant by mixing the traditional color pallet, clean typography, and lifestyle photography. I recommend the third direction for many reasons, but that isn't to say i do not support the first and second strongly either.

Wednesday, October 10, 2012

VA: POP UP PARK — RD PRESENTATION 2










HAMILTON'S PHASE 2

Hamilton's Barbershop Co. Phase 2 Men knew their barber and their barber knew them. It was a gentleman's place. In each approach I focused on one attribute mainly and let the rest follow. The first direction maintains a level of sophistication in its aesthetic while exploring what a barbershop would look like if it respected the analytical, and science behind the tools and methods of barbering. The second focuses on history and tradition. It should be noted that although the brand looks to the past for inspiration, it maintains a level of here and now to straddle the fine line of "vintage" but not cliche. Lastly in the third, I tried to build a narrative around the signature and take a look at the personable attribute. Ham's would be a place coming from a strong line of barbers. With minimal approaches, the brand can become something vibrant by mixing the traditional color pallet, clean typography, and lifestyle photography. I recommend the third direction for many reasons, but that isn't to say i do not support the first and second strongly either.

Sunday, October 7, 2012

Early Childhood Music Education

Learning the fundamentals of music theory at a young age Patrick Drake and I

We have constructed a group of platonic solids that react to touch with color and sound. These objects will be utilized by children to 1. complete lessons created by the teacher and 2. explore. In addition to our 3-d objects (our individual device/ small screen) the medium screen is a touch sensitive table that reacts to the user and platonic solids. The table displays an interface that takes the children through the activities as they explore individually or in groups. The table displays user information, class modules, progress, and visuals for the children to follow along with. The hub is located online in a larger network that can be accessed from an iPad, laptop, or desktop. The hub allows teachers to monitor the class, create lessons, and share lessons. For students, the hub displays their progress in the class as well as recordings of objectives and “free-play” sessions. Our community of kindergarten music classes can benefit from this system in multiple ways. Music education is known to have bi-products that enhance the cognitive skills of developing minds. By creating a simple tangible object (rather than just touch) that targets different fundamentals of music theory, we hope to bridge the gap between technology and music for young children which is something xylophones and boom sticks cannot offer. It is also hard for teachers to totally understand whether or not each child is keeping up with the exercises and retaining the information. With the hub, not only will the instructor have a better grasp of how to tailor to each student or group but the parents too, will be able to monitor their child’s understanding of music theory.