Performative Media—Final Assignment
WEEK 9
Our group gave a presentation in class, and the teacher gave us some feedback.
He acknowledged that our technical direction is strong and that we already have a clear understanding of the interaction flow and touch-based logic. The prototype successfully demonstrates the main interactions, showing that our foundation is solid. He also appreciated our awareness of space, lighting, and materials, especially considering that we are working within a small installation area. However, he reminded us that projection visuals may be weakened by bright lighting, so we need to carefully decide whether to prioritize projection or shift toward lighting-based visual expression. He suggested exploring DMX lighting, explaining that even small and affordable fixtures can create layered and atmospheric effects. Moving forward, he encouraged us to enhance our visual presentation, further evaluate the relationship between light and space, and refine our installation sketches. Overall, he believes our direction is right and that with stronger visual strategy and lighting design, the project will become even more compelling.
After the presentation, we discussed the final design and the effects we wanted to achieve in Touch Designer.
There are approximately five effects in Touch Designer:
1. Blizzard
2. Blizzard weakening (controllable by moving both hands up and down)
3. Snow slowly melting into water (can be controlled by extending and lowering your hand)
4. Spring gradually arriving (controllable by opening and closing your hand)
5. Spring's revival (controllable by different hand gestures)
The teacher then explained the equipment usage and spatial planning requirements for the upcoming final assignment. The teacher also provided numerous specific suggestions regarding the narrative and spatial experience of the presentation, drawing on past student work.
1. Exhibition Space and Usage Arrangements
The instructor explained that this exhibition will utilize the white-walled space and tower-like structure within the same area of GFED.
In previous years, the exhibition would last approximately 7–10 days, but due to time constraints, this year it will only be on display for 3 days. During the exhibition, students will take turns guarding the artworks, explaining the concepts, and ensuring equipment safety. This is a crucial part of experiencing the real industry process.
2. Equipment Usage and Laptop Issues
All interactive content requires a laptop for playback. Therefore, each group needs to decide whose laptop will be used for the presentation or borrow one from the school. However, borrowing a laptop requires someone to be present and supervise the equipment throughout the presentation.
Furthermore, the instructor repeatedly emphasized the importance of pre-conference testing to avoid issues such as sensor malfunctions or playback failures.
3. Professional Requirements for the Presentation
The instructor showcased many outstanding works from previous years, emphasizing several points:
Physical elements are essential; it cannot rely solely on the screen.
The work needs to possess narrative, visual logic, and an experiential connection to space.
Simple sketches drawn up on the last night are unacceptable; it must undergo genuine thought, design, and testing.
The instructor repeatedly reminded:
"The final presentation is your first portfolio card in the industry."
Through the teacher's explanation, we gained some new initial ideas. Regarding the end-of-term assignment, we drew a simple sketch and showed it to the teacher.
We proposed a system consisting of three screens, ground reflective materials, and dynamic lighting:
The central screen: Presents more detailed dynamic winter visuals (e.g., snowflake particles, blizzards, etc.).
The side screens: Use more abstract, softer colors and prism/mirror-like refraction to create atmosphere.
Ground reflective materials: Place low-profile reflective surfaces to refract the image into the space, enhancing immersion.
Spatial lighting: Consider using subtle, low-brightness LEDs or DMX lights to create a sense of flowing light on the ground.
The goal is to present a semi-enclosed "winter emptiness" experience, allowing viewers to feel the "absent season" within a calm and gentle visual environment.
Teacher's feedback on our ideas
The teacher shared that our overall direction is promising, especially the idea of using layered visuals, reflective materials, and seasonal emotions, but emphasized that the project needs to move beyond technical sketches and become a fully imagined spatial experience. He encouraged us not to abandon our lighting ideas too quickly, explaining that subtle LED or DMX lighting on the floor could give our installation a more unique and immersive atmosphere, as long as it stays within our technical ability. At the same time, he stressed that our next sketches should not look like technical diagrams but instead clearly communicate the experience and mood we want visitors to feel—something that immediately makes people understand the “winter world” we are trying to create. The teacher also reminded us that a successful installation must include real physical components, not just screens; the reflective surfaces, spatial arrangement, and interactive elements must be designed intentionally and integrated into the narrative. He emphasized the importance of early testing, especially for reflection, lighting, and any sensors, so that we avoid issues like visuals not triggering or lights not working during the exhibition. He asked us to prepare a complete materials and equipment list, think about carefully cables and power, and produce clearer spatial layout diagrams. He hopes that by next week we will have sketches or simple 3D visuals that truly “sell the idea” and allow others to visualize the atmosphere we are aiming for. Overall, his feedback encourages us to refine our concept into something more visually convincing, technically grounded, and experientially strong.
The teacher posted two things on Times, which I will complete by next Friday.
I completed the weekly to-do list that the teacher assigned this week.
weekly to-do list
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