Augmented Reality Zines
|Institution:||Pacific Northwest College of Art|
|Category:||Graphic Design, Interaction Design, Web Design|
|Filed Under:||3-D, Digital, Experimental, Four-year Program, Handmade, Mobile Application, Semiotics, Storytelling|
Write a standard haiku of any subject or topic and by using the recent exercises in building Web Augmented Reality experiences using aframe.io, and the concept of using “hiro-markers” as a method of working with computer vision; create an eight-page black-and-white zine that augments the haiku. What kind of graphics will you create to act as hiro-markers? How will your custom hiro-markers bridge the physical content and the digital layer?
- Demonstrate technical understanding of how to build a Web AR application
- Apply visual and graphic design skills to create an augmented narrative
- Investigate and experiment in the creation of 3-D graphics and motion-based content
- Arrange and plan the experience of a printed object interacting with digital content
- Printed black and white zine (either 8.5x11 in or 11x17 in templates)
- A link to a web application hosted on https://glitch.com
- A zip folder of the application files
Teaching the students how to build Web AR applications using aframe.io was very easy. Students picked up the technology extremely fast and were up and running in a few hours. Creativity became a hurdle once they were prompted to apply the technology to deliver a message or create an experience. Zines are a big part of the Portland design and illustration community. An assumption was made that students would have no problem creating a compelling zine, which they did. While they were prompted to write a haiku and translate it into a zine featuring design and illustrations, the creation of the Augmented Digital layer was proven to be the challenge. In hindsight, I would have had a preceding exercise where the creation of custom hiro-markers and their augmented revelations to be of main focus. This could have been done using simple image combinations as part of the process. The students did not have the capacity to juxtapose two seemingly different images to create a new one because the technology was getting in the way of completing that task. The skill was assumed to have been developed by this point in their development. Ensure the students understand the basics of semiotics and can utilize the power of juxtaposition.