This 7 minute demo reel contains excerpts from several 2006-11 shows including:
- Discerning Crane, Herron School for the Arts, Indianapolis, 2010
- NWEMO All Stars, NOTACON, Cleveland, 2010
- Adam Tendler, performing Sonatas and Interludes by John Cage, New Genres Festival, Tulsa, 2009
- Meg Schedel, Odd Nosdam and Why?, SF Cinematheque, San Francisco, 2006
Excerpts from live audio visual improvisation on May 5, 2017 at the Mockabee in Cincinnati, OH.
David McDonnell - reeds and electronics
Ofir Klemperer - electronics
Zach Larabee - percussion
Charles Woodman, Loraine Wible, Sayak Shome - images
""Pulse Generator Pastry" is my first collaboration with my mother, the ceramic artist Betty Woodman. Betty created the shapes which contain the patterns in the video, based on the forms she uses in her work. I used those shapes as stencils into which both the positive and negative spaces were filled with textures, created using a piece of electronic test equipment called a pulse generator. The video was show in the storefont window at Salon 94 Gallery, during Betty’s show there in spring 2016. on Somehow the rapper ASAP Ferg ended up shooting part of his video for "Let It Bang" standing in front of the work.
Ideation flexibility is the ability to shift between a designer’s preferred and non-preferred ways of generating solutions as required by the presented task. There are many tools that exist to support ideation; however, there is a lack of research defining how to facilitate ideation flexibility and how to support designers in this process through use of such tools. In this paper, we report on the development of a new tool, the "Incremental to Radical Heuristics" (I2Rh), which may provide inspiring prompts for ideation, ranging from more incremental to more radical examples. We tested the use of this I2Rh with a small set of industrial design and architecture students and aim to report on ways in which designers with varying cognitive styles perceive and apply these heuristics and further the impact of the heuristics on the students’ problem solving processes and ideation outcomes. Preliminary results demonstrate that more innovative students found the adaptive applications of the heuristics to trigger more novel solutions, whereas the more adaptive students found that the innovative applications to be more inspiring.
Ideation is critical as it allows designers to form many diverse ideas to choose from and eventually test and validate them (Sheppard, Macatangay et al. 2009). However, in many cases, designers find it difficult to come up with many diverse ideas as a result of fixation they experience on particular ideas (Crilly 2015). Being a flexible designer means being able to move from one solution to another, in order to produce the most promising solutions for the given context. In this movement, idea generation methods play a critical role as facilitators of this movement while pushing designers to think differently (Silk, Daly et al. 2014). The focus of the proposed work is ideation flexibility (Yilmaz, Daly et al. 2014), defined as the ability to ideate in both incremental and radical ways – or, more precisely, to ideate along a continuum of thinking between the two, depending on the needs of the problem. Building on the theoretical foundation of Kirton’s adaption-innovation theory (Kirton 1976), we defined the ideation success as a designer’s ability to move between his/her preferred and nonpreferred ways of generating ideas as required in the design brief. To specifically target ideation flexibility, we took an empirically-driven and validated ideation tool, Design Heuristics (Yilmaz, Seifert et al. 2016), and modified it based on the Kirton’s adaptiveinnovative theory. This revised set, called the "Incremental to Radical Heuristics" (I2Rh), illustrates heuristics’ application both incrementally and radically to the same example design problem. I2Rh is intended to help designers execute an ideation strategy based on prompts, examples, and directions to incorporate more incremental or more radical changes to their naturally preferred ways of generating ideas, through facilitating flexible thinking. Our goal in this paper was to investigate how designers with different cognitive styles perceive and apply these revised heuristics and their impact on the students’ ideation outcomes.
Despite the increased popularity of online tools for remote teamwork and meetings, moderated collaborative activities between multiple users in early conceptual design stages, such as brainstorming sessions, are yet not well supported. In this paper, we introduce All4One, a networked system that enables multiple remote users to participate in a moderated visual sketching session. Each participant can independently draw and share sketches using a tablet, and a moderator uses a set of tangible tools to arrange and manipulate sketches that are displayed in real-time on a whiteboard. We present our prototype in detail and the results from a workshop study simulating a brainstorming session with designers who tested the system in practice. Results show several usage patterns and the potential of All4One for use in early design stages, and the importance of the role of the moderator as the facilitator of the design process. The paper concludes by identifying weaknesses and strengths of the current system and possible directions for future work.
Solution-generation design behavior in general, and "reflection-in-action" in particular, can serve to differentiate designers, recognizing their personal reflecting when designing. In psychology, reflection is found a more robust tool to enhance task performance after feedback from a personal "device" that generates the process itself while interacting with visual representation. Differences among students' interior design processes appear in their solution-generation design behavior. A “think aloud” experiment identified solution-generation behavior profiles. Qualitative and quantitative methodologies showed how design characteristics unite, forming patterns of design behavior. A comprehensive picture of designers’ differences emerged.
The research aimed:
to identify individual design students’ solution-generation profiles based on design characteristics.
to show how reflection-in-action appearing in the profiles can serve to predict how novice designers learn and act when solving a design problem.
to enhance the uniqueness of reflection-in-action for designers as distinct from reflection in other fields.
Four distinct solution-generation profiles emerged, each showing a different type of reflective acts. Identifying reflection-in-action type can robustly predict how designers develop design solutions and help develop pedagogical concepts, strategies and tools.