Bethany Ediger

Calligraphy Monument: Fraktur 02

noreply@blogger.com (Bethany Ediger) — Fri, 10 Feb 2012 18:02:00 +0000

*The sound made from the monument will be similar to the singing ringing tree that uses the wind and hallow tubes to produce a calm, meditative noise.

The dock will hold a plaque that explains the monument as visitors are allowed to walk around the meaning of Ausdauer. The following text is what we plan on telling visitors. Obviously, this will be read in both German and English as they are the primary languages of the area (95% German, 51% English).

"Fraktur blackletter figures were first designed by Nuremberg native, Hieronymus Andreae for Holy Roman Emperor Maximilian I (c. 1493–1519). The term Fraktur is derived from the Latin term "to break" and calligraphy from Greek meaning "beautiful writing". This calligraphic hand is made up of repetitive strokes of the same weight with broken lines and a consistent angle. The process of calligraphy emphasizes harmony, consistency and retains a meditative quality. After its creation, Fraktur soon became the primary typeface of Germany and the surrounding countries and was set until the 20th Century. Today, Fraktur remains a reminder of rich history and significance to the German culture."

Calligraphy Monument: Fraktur

noreply@blogger.com (Bethany Ediger) — Tue, 07 Feb 2012 02:49:00 +0000

Ian and I have finalized our location to a river called, Wörhrder See. This remains in Nuremberg, Germany but doesn't call special attention to the creator of fraktur. We chose to place it in the water because it is a symbol of the fluidity of the form and process of creation while, at the same time, keeping the rigidity and authority of the letters themselves as well as their printed structure. The sound of the water hitting the monument will act as a calming and almost meditative sound through it's repetition. We chose an open location by the river that has a dock and friendly setting without obstructions.

The standard height of a room is 8'. This is the base for our x-height which would make the final monument 14' above water level. The river runs around 9' 10'' at it's deepest point. The monument will equal 15' below the surface of the water. Each structure will be placed one unit apart from the other. Our drawing is .5'' = 1' scale. The monument would be 194' long. The width is 2'. Monument = 2' x 2' x 4' (or 29' for ascenders) solid iron structures. The top of each stroke will angle at 15° this adds an additional .5' on the height.

We chose iron ore as our material because it is a natural resource found in Germany. This material provides a solid structure that can embody intimidation and authority as well as impress the viewer.

Aerial Location View:

Initial Concept Mock-up:

Concept Sketches:

Direction Board:

Poetic: Defining Idea

noreply@blogger.com (Bethany Ediger) — Fri, 27 Jan 2012 02:27:00 +0000

Ian and I would like to recognize the elegance and emotion of calligraphy. We have identified a few characteristics associated with calligraphy that will help direct our form. These include; motion, strokes, ink, texture, content, and special attention to curves and angles. The location should inform the history. Because there are a number of different histories (arabic, chinese, german, etc...) we would like to choose one and focus on it's individual the qualities and meaning.

We want to focus on the movement within the restriction of German Blackletter. Here, the characters are disciplined yet fluid and spontaneous (much like Rococo Architecture :) We also want to show the fragility and the importance of the paper. We're thinking Nuremberg, Germany...

noun

the art of writing beautifully: He studied calligraphy when he was a young man.

Fine Arts . line or a group of lines either derived from or-resembling letter forms and characterized by qualities usually associated with cursive writing,
especially that produced with a brush or pen.

Here's What We Have Looked @

Legacy of Letters from Luca Barcellona on Vimeo.

Calligraphy Pages Pt. 4/4 from Luca Barcellona on Vimeo.

Strategy

noreply@blogger.com (Bethany Ediger) — Tue, 24 Jan 2012 17:33:00 +0000

Where I am Going

I usually start a project or idea with irrational ambitions in mind (which is the best place, I think). In the design department, I have learned the value of planning and setting achievable goals. This applies to my pursuit of a job post kcai. Yes, I am willing to move almost anywhere, but I love Kansas City. Yes, I am interested in working for a well-known design studio with award-winning work, but I can see myself fitting in many places doing a number of different things. To help narrow down my options, I have to focus on things that are actually important to me as well as something that I feel will sustain me long-term, although it is difficult to tell exactly what that is right now. These include; flexibility in form, resources to pursue innovative ideas, an amicable environment, and a concern for social and environmental "good." It is extremely critical that the work I am doing is not lacking in purpose or overall meaning. Based on my interests during school, I am pursuing work in three different fields that provide a place for graphic designers; architecture firms, small branding/identity studios, and non-profits.

How Will I Get There?

Good question. I will start through obviously methods; perfecting my portfolio, producing a solid website, and engineering my resume. I need to make sure I show work that is diverse enough to be thrilling, but tailored enough to fit the position I am applying for. But this doesn't make me indispensable to future employers...

From high school through college, almost every single teacher I have had the privilege of learning from has told me to "speak up" in class. I shouldn't say how many times I have been downgraded on participation alone. This has to change. I have a lot to learn, but I should be confident and proactive in my work, opinions and sharing. I will continue to work on this because it will only be more difficult outside the classroom. In addition to that, no one is interested in hiring a seemingly passive employee. I am resigned, but I am not apathetic. My work could be as innovative and beautiful as ever, but without this I will not stand a chance against competitors. I should talk about it...openly.

In addition to this, my strategy to achieve my career goals will require active use of my resources. This includes asking questions and opinions of designers and design-enablers that I have been put in contact with in the community. Internships have been a great way of finding answers to my questions and concerns about the field, but have also proven to be a great asset at meeting new people (i.e. that devious word, networking). Over the past year, I set up a few informational interviews with various designers in the area that I had previously been put in contact with. This allowed me to question their company to try and understand where I fit best. These have been and will continue to be helpful as I narrow down my goals for the future. Of course, this is a form of research which is probably the most important step I am taking towards finding my puzzle piece employer. At this point, I have gathered a list of future employers that fit most/some of my criteria both in Kansas City and a few other choice locations. My next few steps involve active pursuit of them. This will happen not by applying, but proving.

Degree Presentation

noreply@blogger.com (Bethany Ediger) — Mon, 23 Jan 2012 17:27:00 +0000

Degree Presentation

Lingolink

noreply@blogger.com (Bethany Ediger) — Mon, 21 Nov 2011 14:44:00 +0000

Crossroads Brand Book

noreply@blogger.com (Bethany Ediger) — Thu, 17 Nov 2011 22:28:00 +0000

Crossroads by Bethany Ediger | Make Your Own Book

Ivanhoe Prototyping Progress Presentation

noreply@blogger.com (Bethany Ediger) — Fri, 21 Oct 2011 15:00:00 +0000

Ivanhoe Prototyping from Kelsey Anderson on Vimeo.

Reading Response: Screenspace

noreply@blogger.com (Bethany Ediger) — Mon, 17 Oct 2011 11:56:00 +0000

The computer is a tool, entertainment, and portal that represents space. Defining this space requires giving the user a chance to see, feel and discover a place that has the ability to mirror "domestic truths" such as shelter, warmth, personality, and even senses like smell. It is a myth that the space on screen is flat. The user will always prove to be an unpredictable audience. This must be accounted for by addressing what is both surrounding and inside the technology which make up the journey of moving through information and interactive environments. This definition of uncharted, customizable space brings a new set of boundaries that are constantly changing in response to new technologies, economy and the user. The challenge for the designer is to claim, react, and shape this new territory by thinking beyond these.

Foreign Language Learning: Design Process Scenarios 1-2

noreply@blogger.com (Bethany Ediger) — Mon, 17 Oct 2011 00:48:00 +0000

Hub:

Virtual Chalkboard:

Rebrand: Process [a]

noreply@blogger.com (Bethany Ediger) — Wed, 12 Oct 2011 19:15:00 +0000

Language Learning: Process

noreply@blogger.com (Bethany Ediger) — Mon, 10 Oct 2011 14:44:00 +0000

MX: 3D Sketching

noreply@blogger.com (Bethany Ediger) — Sat, 08 Oct 2011 20:10:00 +0000

#1 is modeled after the idea of immersion across screens. The back dots represent the teachers/facilitators of the classroom, backing up the students and teaching them. The other dots represent the other classmates in the room that are also learning a foreign language. The yellow dot at the top of the model is the end goal, to learn a foreign language, and the bright idea when the student's succeed at learning. The purple dots represent the ideas being formed and learning taking place throughout the experience.
#2 shows the process of logging into the program. The first login page leads the user to choose between teacher or parent and meet together (in the end) with one particular student's information page (the large marshmallow). The three smaller marshmallows show the student's progress through date, game and score.

#3 visualizes the simulation of immersion that our program tries to achieve. The two balloons show the two students connected (yellow pipe cleaners) and the curly ribbon shows their communication back and forth. The light, mesh fabric between them shows that there is still a barrier between them (the "screen") but it is gradually disappearing as they continue to learn together.

After choosing an idea to visualize, it was a lot of fun to try and use the available materials to explore how the language program will work. After the first one, I began to understand the exercise and was able to make make some interesting discoveries. Specifically, the structure of how the American classroom with the Spanish classroom and showing how their collaborative communication has one end goal.

Rebrand Phase 2

noreply@blogger.com (Bethany Ediger) — Wed, 05 Oct 2011 15:10:00 +0000

The Crossroads is home to an energetic community that values self-expression. Each of the three directions for the rebrand attempts to bring these characteristics into a system that can be used to identify the neighborhood. This targets new visitors to the area as well as establishing a firm sense of community and pride among the current business owners and residents. I have kept the name "Crossroads" in all three directions and added "Crossroads District" to the second system.

[Bethany] Phase 2

(I tried other methods of altering the typeface but I did not feel like they were as strong as the other options I put into my presentation)

Ivanhoe: Process + Interview

noreply@blogger.com (Bethany Ediger) — Tue, 04 Oct 2011 21:05:00 +0000

Walter May Interview:

We began the informal meeting with Walter May by reviewing our project idea with him and telling him a little more about what we had in mind for the empty lots in Ivanhoe. Dina Newman also sat in on the meeting.

Questions we asked:
What lots would be available and safe for setup?
How many total lots does the Ivanhoe Foundation own?
Is there a map we could get a hold of?
Which block leaders would be available and want to get involved?
Do you have lawn equipment we could use to clean up the chosen lot for the prototype?
Is there any organization in particular that we should get involved with?

What We Found Out:
The Ivanhoe Foundation owns most of the empty lots on Woodlawn and many in back of the center on Highland St. It is difficult to get past the loitering issue in using the empty lots. That’s why basketball courts aren’t put up. They have a project going on right now with a local artist, “Shane” who works on “Ugly Houses” by putting art on the boarded up buildings using painters and graffiti artists. There is one at 31st and Holmes. There would be a lot available for us to use at 3703 Highland St., which is right behind the Nutter-Ivanhoe Center. The organization is tearing down the house beside the lot as well as taking down the chain-link fence that surrounds it. This demolition should happen within the month. This lot would be safe for us to use for setup and prototyping. We have their permission to use it for the project just as long as we let the foundation know when we will be there so that they know it isn’t someone “dumping” on it. We considered using the wood from the house being torn down next to the lot, but Walter told us that all of the good wood from the houses is given to Habitat for Humanity and the rest is demolished. He also put us in contact with Douglas Bowl who keeps maps of Ivanhoe. He ensured us that Douglas would have detailed information on every part of Ivanhoe, including a map of specific blocks (information we would like to use in the project). Also, we learned the block leader for our given lot is Pam Sweeney and we were also given contact information to speak with her about helping out or becoming more acquainted with the neighborhood.

We met with Lee Griggs from the sculpture department at KCAI to talk about building our objects to put in the lots. Although he said he could not help us out this semester, he did give us a few more people to contact at KCAI as well as some locations we could find and re-purpose materials (i.e. KC Steel, Asners Junk Yard, Liberty Wood, Make in Wesport, or using old wooden palettes). This step did not necessarily help with the interest in collaboration so we are continuing to look on craigslist for objects we could use in our prototype.

From here, our plan is to pursue the new contacts and prepare for an actual prototype. This means construction and planning of the lot objects. In addition to that, we have begun designing a new map, survey for residents of the area, as well as sketching out our prototype ideas.

What we are looking at:

Sketches via Kelsey!

Questions for Local Residents of Lot:

Plan for the Past Week 9/26-9/30

Things to be Accomplished:
Sketches
Secondary Research
Survey
Rent video camera to document process/setup
Yolanda—talk about girl scouts
Vector map
Pick location and photograph “before”
Meet and discuss lots with Walter May
Continue framing pesentation

Collaborate:
Sculpture Department
Urban Youth Center
Churches

Planned Prototype:
Grill
Benches
Picnic Table

Reading Response: Windows & Mirrors Intro + 2

noreply@blogger.com (Bethany Ediger) — Sun, 02 Oct 2011 21:09:00 +0000

"Digital art shows that the computer is not becoming invisible in our culture," it is becoming more prominent, growing and expanding to different forms! The introduction overviews thestructuralists movement where form and content were separate. For the designer, computerswere a new world and that later connected those two variables and allow the user to access the content through form. It says that the computer screen is both a window and a mirror. It allows the user to play in natural movement, reflecting the natural world, and gain new information. Designers create transparency that gives the illusion of the physical world. Typography asks the viewer to read the content and not look at the page and web design should do the same. This requires removing obscure elements (modernist design goals). This could now be recognized through the term, useable, that creates a consistent experience (GUI). Creating a user illusion is important to the experience and captures attention that is then directed towards the content or use which is the overarching goal. This transparency could be described as a myth (exaggeration or simplification with an origin of a "complex reality"). Techniques include three dimensions and immersion through virtual realities. Could technology disappear and put the user in touch with reality or does the user need to understand that it is a system also?

Foreign Language Learning: Branding Directions + Copywriting Begininngs + Wireframes

noreply@blogger.com (Bethany Ediger) — Sun, 02 Oct 2011 20:00:00 +0000

Brand Directions:

Wireframes + Setup

Naming Ideas:

Lingo birds

language link

culture friends

speech buds

foreign friends

language link

jibbers

culture talk

buzz pal
buzzwords

word bird

word worm

bird talk

culture talk

language weave

speech knot

lingo link

lingo knot

tongue twister

talk knot

tyketalk

culture chat

language ties

speech ties

tackle

culturerig

lingorig

parallel

parallel pals

besties

told

culture current

boost

communisay

speech bump

lingo jump

language build

Foreign Language Learning: Digital Wireframes 01

noreply@blogger.com (Bethany Ediger) — Sat, 01 Oct 2011 02:44:00 +0000

Wireframe Proposal

Ivanhoe: Initial Proposal

noreply@blogger.com (Bethany Ediger) — Sun, 25 Sep 2011 22:05:00 +0000

A few of us from Visual Advocacy volunteered at the P.A.C.E. event on Saturday and got to hang out with kids, play games and get to know the community in a different way. This was a great opportunity to think about how we are framing our projects.

Initial Ivanhoe Proposal

Foreign Language Learning: Final Posters

noreply@blogger.com (Bethany Ediger) — Sun, 25 Sep 2011 22:00:00 +0000

Foreign Language Learning: Wireframe Process

noreply@blogger.com (Bethany Ediger) — Sun, 25 Sep 2011 21:55:00 +0000

"Teacher Registration"

"Out of Classroom Login"

"Check Progress"

"Daily Curriculum Holiday Sharing"

"Object-based Word Game"

"Show and Tell"

"Vocabulary Game"

"Addition Game"

"Phonics Game"

"Spelling Game"

"Student Profile Setup"

"Virtual Storytime"

Re-framed: Needs + Solutions

noreply@blogger.com (Bethany Ediger) — Mon, 19 Sep 2011 12:56:00 +0000

1. Decide the "players" among a classroom full of students.
This will start by making individual game “players” that take the persona of the student at the beginning of a game. Each of the players will be paired with a corresponding student in another classroom. The student’s will then meet virtually “face to face” and introduce themselves in their own language. There will be space to also type what you are saying. All these introductions could happen simultaneously in the classroom depending on available technology.

2. Virtual group activities. The classroom connecting, as a whole, with their partner classroom.
Each child would use its individual ipad simultaneously with the other classroom. In addition to this, the whole classroom could appear on a larger screen. This activity would require each partner to work together by matching words in each of their languages, earning points for their own classroom. These scores will appear to the whole classroom on a larger screen (or smaller on towards the bottom on individual screens) much like a timed race between the two classrooms.

3. To facilitate the virtual experience.
This requires a special version for the teacher to talk with the teacher of the other classroom. They will enter and oversee the scores of their students and find the areas that their students are struggling. For instance, Jane may find that Bobby and his partner are ranked among the lowest scores on the spelling bee game. This allows the teacher to closely observe, in the classroom, the progress of Bobby and his language partner. Based on the scores, the game will adjust to the level of the student as it adapts.

4. The student wants to play a game. Where do they choose one that interests them?
The curriculum should include various games, readings, equations, problems to solve, cooking, art, hygiene, and family life. The student’s are allowed to choose a game (on their turn). This particular one wants to solve a math equation and earn points with their partner. Since both are at a second grade level, timed addition equations will be completed to earn points for that partner pair. This allows them to earn “stars” that can be used to open up new levels.

5. First year language students have trouble communicating with their new partners.
Since the introductions will be difficult at first, the initial activities will include a series of items that can be dragged onto the screen after visiting “parts of the classroom” “parts of the house” “parts of the park” or “items in the kitchen.” Each of the items will be chosen and “held” by the student as they virtually tell the other person about that object and write it at the bottom of the screen. For instance, Zhang drags a carrot to the middle of the screen and explains, not only the name, but also what she uses it for. Once the partner understands and writes its name on her screen. They switch turns.

6. A teacher wants to introduce the new program to her classroom after hearing about it but doesn’t know where to begin.
First, the teacher will most likely look up the program online. Here, she will find a chat board with other teachers that have used the program. She will register her classroom and join the list of teachers available to be paired with other classrooms in other countries. She will enter information such as grades taught, language, language needed, and how many children are in the class. Here, she can chat with other teachers and learn more about other classrooms before she chooses a partner class.

7. To have fun and learn something at the same time.
Matching games, math competitions, spelling bees, geography, and vocabulary and drawing games. One game includes “Pictionary” where both children are given the same word in one language. The student that recognizes the word will draw it on the screen for their partner who will guess and write the same word back to their partner in their own language. Each session will be timed and the students will earn points or “stars” for that category of games.

8. One of the students would like to use the program at home.
First, they would go to the website and enter their login information. This is usually done by the teacher for the classroom as a whole, but there is another option for the individual students. From here, they can check to see if their partner or another student from that classroom is available to play games or just chat at that time. If one is online they ask to “connect” with them, make introductions and then choose a game to play together.

9. Student needs to check scores.
Once a student finishes talking with their partner and want to see their scores for the day (or the teacher) they can select the "Progress" tab. This takes them to see their daily score, weekly and year in comparison with each other. This allows them to track their personal progress and not compare it to the rest of the class.

MX Visual Language Learning: Needs + Solutions, Poster Semi-Final

noreply@blogger.com (Bethany Ediger) — Fri, 16 Sep 2011 16:31:00 +0000

[Need to be re-framed as needs and solutions]

How do you find a consistent curriculum?
One curriculum that goes from 1st to 5th grade. Consider examples of other programs like Rosetta Stone and Muzzy as a reference tool.
How can you learn accurate pronunciation?
Provide enough situations within the curriculum for words about daily life occur. This causes them to make a connection and use what they have learned regularly.
How can you learn other aspects of the culture through the program (family, culture)?
Establish at least 5+ topics (food, family values, etc) and find connections between cultures and blend into curriculum/games learned in the program.
How do you work through other school programs (art, etc)
New technology such as touch screens+ will help facilitate this through hands-on games and projects that are shared by both sides.
When and how do the students practice?
It isn't probable that the students will be able to practice outside of school (in some cases) although they may be able to share with they have learned with their peers that are also engaged in the program. Also, establishing a consistent schedule when using the program.
How do you become initially connected with the other classrooms?
Online registry, social network for teachers interested in the program.
What kind of technology will we use?
Touch-screens, ipad, websites (computers with internet connection), iphones, wacom tablet,

How do you decide the "players" among a classroom full of students (interests, strengths)?
This could either be worked into the curriculum as a game or could be answered simply through the teacher/facilitator choosing and each of the students would be paired based on their already established language skills.
How does the design engage a young audience?
Fresh, fun colors, creation of characters, easy navigation/interface, legibility, age-appropriate type and content.
How does the teacher facilitate the virtual experience?
Provide guidance after the program or going through the program (at least for the first couple of times so that the student becomes comfortable with the situation). Also, there may be work that the students must complete after using the program in the classroom that the teacher would then grade. They provide the set-up and environment. This may require a special version for the teacher.
What types of activities are included in the program?
Games, readings, equations, problems to solve, cooking, art, hygiene, family life.
How do these activities cross cultures?
Incorporating things like the history, values, schedules, occupations, vocabulary, and geography.
How do they initially communicate?
Begin through the online registry. Teachers introduce to the classroom before the students actually interact. First "meetings" will begin through name introductions and establishing a virtual "profile" which could later link the children as partners in the program.
What games might they play on the program?
Matching games, math competitions, spelling bees, geography, vocabulary and pictionary-like games.
How do elementary schools become a part of this?
First, they must establish a program and foreign language teacher and a connection with another country of the language they wish to learn. They would find this connection through the online registry and/or talking virtually with the teacher from that school.

Foreign Language Learning: Research: 03

noreply@blogger.com (Bethany Ediger) — Fri, 09 Sep 2011 01:49:00 +0000

American Child, 8 years old ( first grade), Wyatt

-What is your favorite subject in school and why is it your favorite?
“I like art.” “Oh, I just like it.”

-Why do you enjoy learning about that subject?
“Just because there is a lot of fun stuff to do in art and I have a good teacher.”

-What do you like to read?
“Well, something in the library, it’s called the Polar Express.”

-When did you start using the computer and what do you use it for (games, school work)?
“I feel like I have always used the computer. But I don’t use it that much. Well, I just play games and I use it to watch my favorite space video. No schoolwork on the computer.”

-What kind of computer games do you play?
“I play games on PBS kids and nick junior.”

-What do you enjoy doing after school?
“Play on the playground. I like to have a snack. I like to go somewhere but Mom won’t let me go anywhere. Sometimes I go to the neighbors.”

-Do you have siblings?
“Um, three siblings.”

-Do you help your siblings or classmates with schoolwork?
“They don’t have schoolwork.”

-Do you have extracurricular activities?
“Outside of school? Recess. That’s my favorite thing.”

-If you could learn another language what would it be and why?
“Spanish. Because I already know it. Well, I am already learning it in school.”

Virtual Language Learning

Moodboard Progress

Ivanhoe: Clarify Problem

noreply@blogger.com (Bethany Ediger) — Thu, 08 Sep 2011 16:35:00 +0000

Taylor, Kelsey and I have decided to combine the idea of establishing a community center for the youth that all ages have the opportunity of using + forming a pop-up. Because we will have a large group, we wanted to tackle a large problem which will include; promoting training programs, youth activities, etc...

Community Center (for the Youth)

I found a few different plans for establishing a new community center:

"Can-do" attitude
Business Plan
Identify those in community that support the goal
Establish relationships with officials in the local government
Create a network. Contact existing non-profits that serve multiple socioeconomic purposes (jobs, health, housing, etc.) in community
Secure private sector sources of funding (federal, state and private patrons/corporations)

Form a board of directors
Sell the purpose of the mission
Choose a great facility (house?)
Find volunteers
Establish hours + staff + restrictions
Activities (Ex/ training programs, community service)
Insurance
Support Letters

Apply for non-profit status
Develop a mission statement
Set long-term goals
Establish structure and membership criteria
Adopt by-laws
Produce and distribute information
Get initial contributions
Set fund-raising strategies
Plan project campaigns, targeted solicitations, and mail campaigns

Possible Activities:

Training programs

Youth activities

Coffeeshop

Bethany Ediger

Calligraphy Monument: Fraktur 02

Calligraphy Monument: Fraktur

Poetic: Defining Idea

cal·lig·ra·phy

Strategy

Degree Presentation

Lingolink

Crossroads Brand Book

Ivanhoe Prototyping Progress Presentation

Reading Response: Screenspace

Foreign Language Learning: Design Process Scenarios 1-2

Rebrand: Process [a]

Language Learning: Process

MX: 3D Sketching

Rebrand Phase 2

Ivanhoe: Process + Interview

Reading Response: Windows & Mirrors Intro + 2

Foreign Language Learning: Branding Directions + Copywriting Begininngs + Wireframes

Foreign Language Learning: Digital Wireframes 01

Ivanhoe: Initial Proposal

Foreign Language Learning: Final Posters

Foreign Language Learning: Wireframe Process

Re-framed: Needs + Solutions

MX Visual Language Learning: Needs + Solutions, Poster Semi-Final

Foreign Language Learning: Research: 03

Ivanhoe: Clarify Problem