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