Augmented Reflections – Work Session 1 Nov 2018

Augmented Reflections – Work Session
1 Nov 2018

Columbine Hall 3022, University of Colorado – Colorado Springs

Agenda Items

Team Activities


  • November 7th – Attend Josie Levato’s presentation on colcha embroidery. Suzanne is organizing this event. Where, when?
  • Visit, as a group, the “Story of Us” exhibit at the Colorado Springs Pioneers Museum. (Select date that is mutually agreeable.)
  • Collect data and information from Karin Larkin on the Heller Center’s Native American heritage. (One volunteer needed.)
  • Connect to the tribal consultants that worked on the archeology of the place. (Two volunteers needed. )
  • Identification of initial historical and cultural primary sources, artifacts, and sites. Native American and Spanish colonial. (Three volunteers.)

What is Possible?  Samples of VR and AR (completed and incomplete)


The Great Fire of London, 1666

Fly Through 17th-Century London’s Gritty Streets with Prize-Winning Animations

http://digitalhumanitiesnow.org/2015/10/editors-choice-fly-through-17th-century-londons-gritty-streets-with-animations/

http://www.luminarium.org/encyclopedia/greatfire.htm

Digital Auto de Fe: Digitally Documenting the Past: A Three-Dimensional Multi-Media Recreation of the 1601 Public Auto de Fe General of the Mexican Inquisition http://www.autodefeinnewspain1601.com/ 

Spring 2019 AR Faculty Course Offerings and Students


What content will we include in our classes related to the project?

HIST 3100 – Digital History (Martinez) – Tuesdays 10:50 am – 1:30 pm

A key component of this course, approximately six weeks, will involve students learning BOLT visual programming language for Unity. Collectively, the class will prepare several virtual environments for Augmented Reflections. Students will also learn how to create cinematic and documentary style video shorts that convey historical and cultural stories.

AH 4450 – Meso-American Art & Arch (MacAulay) – Wednesdays 1:40 pm – 4:20 pm

I’ll be teaching art & ritual of Mesoamerica during spring semester. Class material precedes the time period, which you are covering. The class project may be of interest to some of the team. I invented it because it is impossible to take students to archaeological sites in Mesoamerica and I wanted them to get a sense of the types of relationships Mesoamericans might have with specific sacred spaces. Here is a brief sketch:

Space & Place Projects: Mesoamericans were very conscious of space & place in terms of sacred geography. Many ceremonial sites were founded & built near significant natural features in their environment such as springs, rivers, hills and mountains. Since the class cannot travel to pre-Columbian archaeological zones, students will develop their own relationship to particular ‘objects’ in terms of their placement and setting within the local landscape.

Select an ‘object’ such as a building, supermarket, bridge, parking lot, monument, public sculpture, church, trailhead, or landmark (e.g., civic fountain, prominent tree, stream, etc.).

First Assignment: Distinguishing the ‘natural’ and the ‘artificial.’Visit site of ‘object.’ Collect two (2) small, portable ‘artificial’ items and two (2) ‘natural’ items or those, which are ‘ambiguous’. Make notes as to location where and when these were found. Bring to class in plastic bags or cartons. Items can be new, used, whole or broken. Be prepared to discuss your selection in class.  Spend between thirty minutes to an hour with ‘object’ every week. Focus on specific aspects including human interactions (if they occur) such as walking or traffic patterns, changes effected by weather or season, etc., and write about a page each week in your journal describing observations and discoveries. Include drawings, photographs, poems, collage or some other kind of visual documentation. Compile a portfolio composed of weekly notes, drawings, photos, a model of the object (some kind of physical rendering), and supporting documentation – written or visual.

Technical Challenges: Creating VR Physical Environments from Satellite Imagery


How do we use existing satellite imagery and maps from USGS to create accurate, detailed virtual environments?

USGS Maps – National Map Viewer

Heller Center site — Sample Height Map

One solution: GAIA. Import Images to Create a 3D environment

Initial Augmented Reflections Test Case — Heller Center Grounds

Project Investments


Reminder: Material creations for the virtual worlds and performances. Each collaborator has a $2,500 budget for their own research work. When you believe you are ready to start moving forward, like Jane, please present those ideas and budget to our group for consideration.

People and Relationships

Jane Rigler – Raven Chacon Collaboration ($2,500 in funds dedicated)

Other?

Research and Teaching Supplies / Activities 

To be discussed.

Technology

Unity Game Building Licenses (in-kind donation) ($16,500; must be renewed in spring 2019)

BOLT – A visual programming language for Unity

Initial Single License – $70

5-10 Educational Licenses – Faculty and Students – $25 per seat ($250)

GAIA Pluggin for Unity

Semi-auto-generation of virtual environments – $77

iMac Pro – For creation of virtual and augmented worlds

This item was built into the proposed budget.

Estimated expense – $7,121.77 – Bag – Education – Apple