SCI-Arc Spring 2015 Visual Studies
Glitch and Twitch
Prof. Ivan Bernal
Glitch and Twitch
In the digital world, computational operations are full with small glitches that produce unexpected behaviors, In Video games specifically, this glitches that occur due to the lack of information or processing power deform and distort the created environment producing funny or even creepy results. This same behavior can be observed in a living organism as they experience muscle spasm or twitches. The goal of this course is to analyze the possibilities of the glitch and twitch as a generative tool for new mass qualities and to introduce them in two stages in the course of the class. At the beginning of the class, glitches would be used in the digital work, which would later be compared to the result of twitches to the physical models. This course examines the potential of advanced modeling, animation, and robotic techniques to produce and represent complex geometries. Taking advantage of a single platform, students would be introduced to the techniques to help them postulate, analyze, develop and present their design ideas.
Step 1: Rooted in animation tools, the class would add behaviors to their projects as a way to set their ideas in time, and challenge the notion of a static design. Mutation, Postures, Deformations, Contortions, and Growth would be injected into the geometries as a way to challenge the students to think of their design as fluctuating matter. This step would provide feedback and yield aspects and opportunities not seen before in the project. The goal is to produce a series of studies in which students are asked to evaluate geometry from the design point of view, with the goal of critically understanding the variations produced using animation techniques. Representational
animation would be then introduced as a way for the students to explain their ideas and the process of design in a sequence of images and animations. Dealing with camera paths, film techniques, and render methods Step 2: Robotics will be introduced to add another level of complexity to the initial design, and ground their behaviors in a physical environment and constraints. Taking advantage of the flexibility of this system and its tendency for disruption, students are expected to rearrange, reposition and contort their project to test the limits of the systems they have created. The Final output would not only rely on the visualization of the behavior achieved in the class, but would also introduce dynamic skeletons to recreate and investigate such behavior in physical models. With a link between Arduino and Maya, students could expand their design criteria in an investigation of the physicality and materiality
of their projects as the translation from the computer to their desk would take place, allowing them to compare and
overly the digital and the physical. This juxtaposition would generate a tension in which student would examine the
results, catalog them and insert them back to their digital models to inform and reiterate the process.
Students: Encheng, Sheng, Zhu Suia, Ite Lai, Jarrod Caranto, Kaylee Hyun, Mei Zhi Neoh, Min Pan, Ke Wang, Yaoyuan Zhang, Weizhe Wu, Peiyan Zhang, PoYao Shih, Michelle Recio, Sandybell Sanchez.