Synchronous objects for one flat thing, reproduced

Palazzi, Maria Laura; Shaw, Norah Zuňiga; Forsythe, W. E.; Lewis, Morgan; Albright, Beth; Andereck, Michael; Bhatawadekar, Sucheta; Ban, Hyowon; Calhoun, Andrew; Drozd, Jane; Fry, Joshua; Quintanilha, Melissa; Reed, Alissandra; Schroeder, Benjamin; Skove, Lily; Thorndike, Ashley P.; Twohig, Mary; Ahlqvist, Ola; Chan, Peter; Cressie, Noel; Turk, Stephen; Johnson, Jill McCabe; Roman, Christopher; Waterhouse, Elizabeth; deLahunta, Scott; Haggard, Patrick; Noë, Alva

doi:10.1145/1597990.1597992

Cited by 18 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Interactive video installations like Ed Tannenbaum's Recollections series [25] allow participants to "paint" the screen with stacked layers of silhouettes made with body movement. Visualization tools such as the Synchronous Objects project from William Forsythe and Ohio State University's Advanced Computing Center for the Arts and Design [17], turned complicated dances into data in order to create virtual objects. Video filters and data visualization reveal relationships between dancers, objects, and the patterns they sculpt in space.…”

Section: Art and Dance In Mathematicsmentioning

confidence: 99%

“…Video filters and data visualization reveal relationships between dancers, objects, and the patterns they sculpt in space. Development of visualization and modeling tools that convert complicated gesture and movement into data are available for study [12,17,26]. The objects created from these systems, both virtual and fabricated, exploit the creative tendencies of bodies in motion while revealing some obstacles of transitioning between 3D and 2D space.…”

Section: Art and Dance In Mathematicsmentioning

confidence: 99%

See 1 more Smart Citation

Math propulsion

Mickelson

2010

Proceedings of the Fifth International Conference on Tangible, Embedded, and Embodied Interaction

View full text Add to dashboard Cite

This paper describes a series of interaction design sketches we created to supplement mathematics curricula. These sketches were deployed in a variety of secondary school math classrooms in the San Francisco Bay Area. The activities purposefully use visualization and embodiment to engage students with the math concepts of geometric transformations and symmetrical patterning. These experiments exemplify how applying embodiment and visualization to traditionally impersonal and abstract subjects like math can make the learning experience more fun and active for students and offer new pedagogical strategies for teachers.

show abstract

Section: Art and Dance In Mathematicsmentioning

confidence: 99%

Section: Art and Dance In Mathematicsmentioning

confidence: 99%