Supporting
Essay - The Golden Room
MA Computer Arts, TVU
Interactive & Immersive Virtual Artworks
by Paul
Glennon
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Preference
The following essay supports the Golden Room project designed in its
entirety by the author in conjunction with the MA in Computer Arts
at TVU, Ealing. This is the first module out of five and is referred
to as: Interactive & Immersive Virtual Artworks.
The Programme Leader for the course is Jeremy Gardner and the Module
Leader and tutor is Henrik Jonsson.
Introduction
The main goal for this first module was to develop a virtual workspace
that would use specialist contemporary software. The title of the
module was discussed at length with the module leader and the group.
As long as it was interactive, Henrik was happy for the group members
to direct the content of the project. We were required to present
our ideas within the first few weeks of the course.
For completion, the group members were asked to submit the workspace
on CD with a supporting essay.
Main Body
I looked at three concepts as starting points for the workspace. They
were: projection (at night on large buildings via interactive controls),
e-learning and the Golden Section.
All three areas were exciting, but the opportunity to spend time studying
the validity of the Golden Section appealed the most. Generally, people
mention the subject but at no stage in my education or teaching have
I been instructed as to the meaning or validity of the Golden Section.
On reading about it in various texts I discovered how difficult it
was to understand the wording. I was finding a clear design problem
of text-only explanation for visual subject matter that was too difficult
to understand. It became clear to me that a text-based explanation
alongside a visual experience would help clarify the meaning of the
subject and make it more accessible.
Much time was spent exploring existing texts on the subject matter
both via the web and books (the latter proved more reliable than the
former). It soon became clear that many people were biased towards
the Golden Section and did not present the material in a clear and
concise fashion.
Sketchbook
To accompany the project I kept a small work journal (that can be
viewed on the accompanying CD) and used it to collate and reflect
on my ideas and findings. One of the first things I set out to do
was to find out the truth. Facts were needed. I therefore created
'theory testing' exercises. Alongside these I began to storyboard.
The project began to take shape. At first it was more like a movie
with a split screen divided in the Golden Section with text in the
smaller part and a movie in the larger. I soon realised that it needed
more interaction. People would want to stop and reflect, so a navigation
system was introduced.
The navigation is really a small part of the interactive and immersive
aspect. This interaction is found directly in the relationship between
text and image and how the viewer learns. Much time was spent testing
the work on students at Reading College. These tests led to a clear
meaning for the project.
Interactive Lecture
The subject matter for me as a Lecturer of Graphic Design is very
important. This projection could be used for an hour-long lecture.
Notes would not be required as the students could go online afterwards
and visit the lecture for a short period of time. This is real 'e-learning':
a buzzword that can be just as confusing as the Golden Section.
Lectures can be confusing for students as there may be all types of
distractions, both semantic and physical. The ability to revisit the
lecture afterwards offers the students an opportunity to further their
own learning on a stop and start basis.
Software
For the construction of the workspace, Flash MX and 3D Studio Max
were used. The combination of the two allowed for powerful graphic
communication as an aid to the overall feel of the project. 3D was
required as the Golden Section works on paper and in the physical
world.
Testing was a main part of the project. Combining sound with text,
image with movement, etc. were all observed, tested and then executed.
Inputting of text was the most difficult aspect as each letter had
to be placed in a single frame for the 'typing' style.
Influences
Most of the inspiration came from the mystic side of the Golden Section.
The recent 'Hitchhikers Guide to the Galaxy' and Disney's 'Tron' were
also clear influences. Through the use of a Golden Rectangle as an
actual display frame, the workspace began to have an identity of its
own.
Future
I will be using this to teach in the new academic year, but I will
be looking to increase the amount of interactivity. For example, I
would like to include a voting page at the start where students could
vote on which rectangle they thought the most pleasing. The proportion
of students choosing a Golden Rectangle could then be viewed at the
end of the session.
For exhibition purposes I would like to create a Golden Room that
would allow people to go inside sit down and view the work space in
an environment that has proportions matching that of the Golden Section.
This would be a totally interactive experience for the viewer. This
room could be constructed out of simple materials and designed just
like the interactive workspace. A projector and mouse would allow
a 'driver' to view the Golden Room.
Other opportunities would be the inclusion of a voice-over that would
read the text, therefore developing the potential for increased audio.
On and off buttons for the control of the sound and even a music sound
track to accompany the animations from 3D Studio Max could be considered.
Conclusion
In conclusion, I have benefited from learning about the Golden Section
and can now constantly update a workspace that can be used as an online
tool for teaching and learning. There are also opportunities to teach
what I have learned to colleagues and students.
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Paul Glennon