College of Architecture, Arts, and Design (CAAD)
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Browsing College of Architecture, Arts, and Design (CAAD) by Content Type "Article"
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- A Brief Survey of the Development of Dramatic Literature for ChildrenBedard, R. L. (Johns Hopkins Univ Press, 1983)
- The Discourse of Pictures: Iconicity and Film StudiesPrince, Stephen (University of California Press, 1993)
- The Emergence of Filmic Artifacts: Cinema and Cinematography in the Digital EraPrince, Stephen (University of California Press, 2004)The tools of digital filmmaking are transforming all aspects of cinema, including production, postproduction, and exhibition. In the process, they are altering the visual characteristics of the moving image and changing the viewer's perceptual understanding of the nature of cinema, leading to the emergence, for the first time in the medium's history, of filmic artifacts.
- I Am So SorryDee, Meaghan A. (University of Michigan Library, 2022-11-08)
- Prioritizing Our Values: A Case-Study Report that Examines the Efforts of a Group of University-Level, Communication Design Educators to Collectively Construct Inclusive and Equitable Design Teaching Practices in a (Post-) Pandemic EraBerry, Anne H.; Dee, Meaghan A.; Laker, Penina; Tegtmeyer, Rebecca L. (University of Michigan Library, 2023-12-13)The Value Design Education Pledge was co-developed by the co-authors of this article: Associate Professor Anne H. Berry, Associate Professor Meaghan A. Dee, Assistant Professor Penina Laker, and Associate Professor Rebecca Tegtmeyer, with contributions by Kelly Walters (Assistant Professor, Communication Design, Parsons, The New School, New York City, N.Y., U.S.A.), to develop and promote long-term, inclusive, and equitable teaching practices that could positively affect design education. The pledge was initiated in the wake of events that transpired during the spring and summer of 2020—namely, the COVID-19 global pandemic and the Black Lives Matter protests, both of which evolved across the United States during that time. It was also undertaken in recognition of 1) the changes and challenges that evolved as a result of remote and online learning having to be implemented across most U.S.-based, university-level and K-12 design education programs, and 2) the need for pedagogic accountability when decisions have been taken by faculty and administrators to commit to inclusive and equitable teaching practices. This case study provides an overview of the timeline of events and the decision-making that preceded the development of the pledge, including the first AIGA (the professional association for design, and the primary funder of this journal) Design Educators Community (DEC) virtual roundtable in May 2020 that spawned a draft of actionable items and outcomes from educators (working at K-12, non-traditional, undergraduate, and post-graduate levels) who participated in the pledge initiative. As a key point of planning and emphasis, the Value Design Education Pledge was developed to meet two key goals. The first was to facilitate manageable and sustainable commitments to students and communities for design educators already overburdened by the strain of adapting curricula and the course materials that support them. The second was to encourage remote and online learning in ways that could effectively provide emotional and academic support to design students throughout the progression of the global COVID-19 pandemic and the social, political, and cultural upheavals that accompanied it. The authors research fueled the generation of ideas for further exploration of initiatives that could effectively support these goals, including:developing mechanisms for measuring students’ learning before and after they leave particular classes and programs identifying ways to emphasize that the outcomes of design processes can provide humanistic, tangible, and positively transformative products, services, and systems; and building better mentor models that could be facilitated inside and outside of a variety of types of design classrooms. While the disciplinary focus of the pledge as it was initially developed was centered on design education, the authors believe that several items and ideas that emerged from operating it can be adapted to benefit education across a broader array of disciplines.
- Processing the PandemicDee, Meaghan A. (2021)
- Tempo Choices in Mozart’s Minuets: Considerations from a Conductor’s Point of ViewElmer, Mathias (College Music Society, 2023-11-29)This article focuses on the two main types of minuets by Wolfgang Amadeus Mozart—Tempo di Menuetto and Menuetto Allegretto—that appear in his symphonic works and in his pieces for dance accompaniment. Drawing on primary sources by Johann Joachim Quantz, Johann Philipp Kirnberger, Heinrich Christoph Koch, and Johann Gottlob Türk, I compare the tempo choices by selected conductors (Böhm 1962, Karajan 1971, Norrington 1991, Hogwood 1997, Harnoncourt 2014) in the third movement of Mozart’s Symphony no. 41 (K. 551, 1788). These five recordings represent a broad spectrum of tempi for Mozart’s Menuetto Allegretto movement in this symphony. After his time at Mannheim (1777-1778), Mozart moved away from the slower courtly dance to a faster type of minuet in his symphonic works. In their respective treatises and encyclopedias, contemporaries Quantz, Kirnberger, Koch, and Türk discuss the performance practice of eighteenth-century minuets played for dances and those for purely instrumental contexts. Rhythmic values defined the tempo of the minuet; the shorter the notes, the slower it was to be performed and vice versa. For conductors and musicians today, this distinction between Mozart’s Tempo di Menuetto and Menuetto Allegretto is important in determining a tempo that is informed by historical performance practice of the Classical period.
- Urban Geologics / Topographic SpectresRosier, Shaun (2024-08)The conditions of everyday modernity are saturated by an oft-unrecognised relation to mineral life and memory. The vital energies of various urbanisms are in a double bind where it is at once parasitically devouring subterranean material to fuel its growth whilst obscuring these feeding patterns. Geologic strata crushed and sifted to form concrete, aggregate, and sand. The forces of contemporary development and capitalism seek to extract material from a constructed notion of sub terra nullius. This paper argues for a return to the aesthetics of geologic material in the effort to avoid pure commodification of strata in the construction of everyday urban fields and encounters. It does so through graphic and textual accounts of two urban landscapes of extraction; Horokiwi in New Zealand, and Twin Creeks in Virginia, USA; highlighting the role of material in their surrounding built environments and potential as portals to the affective force of the underworld. We no longer understand where the material invested in concrete, benchtops, beams and columns was taken from. Revisiting the aesthetic force of strata and geologic material provides us an opportunity to re-situate our sociocultural relationships to longue durée inherent to the places in which we live, work, relax, and stand.
- Using Sections to Assess Sequential Experience along the Baltimore-Washington ParkwayKelsch, Paul J.; Schiavoni, Alexandra; Cortez, Amanda; Fettig, Jake (2019-10-27)This paper presents a study of the spatial experience of the Baltimore-Washington Parkway through the use of repetitive and systematic cross-sections as an analytic tool. The sectional study is part of a cultural landscape report for the parkway, and it complements map-based and plan analyses that examined regional contexts, forest character, planted vegetation, structures, and small-scale features. The Baltimore-Washington Parkway was constructed in the early 1950s and is considered a transitional parkway, a hybrid of earlier scenic parkways and later modern highways. It is historically significant for its role in the preservation of significant tracts of forest and because it shows that a conventional modern highway alignment can become a parkway rather than a mere highway through careful design of structures, vegetation and small-scale features. Spatial sequencing is also part of this parkway vocabulary, but it is harder to document than the other ‘things’ like bridges, guard walls and forests. To document and assess spatial sequence, we constructed sections at half mile increments along the full 19-mile length of the parkway, recording topography, forest edge conditions, planted vegetation,mowed grass, and open space in each section. The following issues are discussed: -The value of a quick, ‘draft’ version to test the method -Spacing of the sections -Use of Google maps street view coupled with field verification -Balancing realistic representation with ease of production -Use of graphic ‘modules’ to represent recurring conditions We compiled sections at two scales to reveal different aspects of the spatial experience. At 1:70, they document two-mile sequences of the driving experience and were used to identify spatial conditions that characterize each segment. At 1:200 they were overlaid on maps (1:2000) to reveal distinct spatial sequences in the landscape, and these became key determinants of character areas. The findings in the analysis informed design recommendations focused on differentiating spatial experience in places with long, unchanging sequences.
- Virtual replicas of real places: Experimental investigationsSkarbez, Richard; Bowman, Douglas A.; Ogle, J. Todd; Tucker, Thomas; Gabbard, Joseph L. (2021-07-13)The emergence of social virtual reality (VR) experiences, such as Facebook Spaces, Oculus Rooms, and Oculus Venues, will generate increased interest from users who want to share real places (both personal and public) with their fellow users in VR. At the same time, advances in scanning and reconstruction technology are making the realistic capture of real places more and more feasible. These complementary pressures mean that the representation of real places in virtual reality will be an increasingly common use case for VR. Despite this, there has been very little research into how users perceive such replicated spaces. This paper reports the results from a series of three user studies investigating this topic. Taken together, these results show that getting the scale of the space correct is the most important factor for generating a "feeling of reality", that it is important to avoid incoherent behaviors (such as floating objects), and that lighting makes little difference to perceptual similarity.