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LCC 2813, Fall 2012 - Class Description

This course is designed as an experiment in integrating undergraduate coursework with current research. The course is organized in three phases that emulate the process of design development common...

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LCC 2813, Fall 2012 - Class Description | afterthequake.weebly.com Reviews

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This course is designed as an experiment in integrating undergraduate coursework with current research. The course is organized in three phases that emulate the process of design development common...

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Development - LCC 2813, Fall 2012

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LCC 2813, Fall 2012. Click for coding information. Create a free website.

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Video - LCC 2813, Fall 2012

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LCC 2813, Fall 2012. Jay Bolter, LMC Professor:. His number one feedback was that the technology must be reliable. He pointed out that if our product is not 100% consistent, The audience will not be able to see the connection between the gestures and the waves. Without this correlation, the audience will be confused and the technology will become a mere distraction. Keith Hinze, Technical Director of Drama Tech:. Create a free website.

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Theory/History - LCC 2813, Fall 2012

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LCC 2813, Fall 2012. Historical Examples of Innovative Uses of Technology on Stage. Collaborate with director and other designers. Guideposts that designers use to navigate through the analysis, research, and interpretation of a play. Time of day, day of the week, time of year. The historical age, decade or era. Ex. different time period than present, switch periods throughout the play. Physical environment that characters inhabit. Main idea(s) contained in the script. Emotional impact on the audience.

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After the Quake - LCC 2813, Fall 2012

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LCC 2813, Fall 2012. The story of Junpei:. The play begins with Junpei telling the story of the bear Masakichi to Sala. Masakichi is a bear who is able to talk and tries to sell honey. Sala has been having trouble sleeping due to an earthquake in Japan and she has nightmares in which she claims the earthquake man is trying to put her in a small box. When the story ends, Soyoko sends Sala to bed. The story of Katagiri:. As the story of Junpei is gradually revealed, the play switches to scenes portraying t...

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Teams - LCC 2813, Fall 2012

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LCC 2813, Fall 2012. Create a free website.

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Projects

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Our Town: a New Media Theatrical Experience. Production March 2017 at EMPAC at RPI, in collaboration with Prof. Marc Destefano, visual artist Clare Johnson, composer Brendan Padgett, the RPI Players, and Prof. Nick DeMaison's Rensselaer Choir. Visit the official project site here. In collaboration with Early Modern English Theatre scholar Kirk Quinsland (Fordham University), Digital Blackfriars. Visit the official project site here. Visitors to the Rensselaer County Historical Society. Rsquo;s house muse...

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Teaching

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Game Studies: Theory and Praxis. Students are introduced to major theorists in the field of game studies and topics including theories of play, space, narratology, ludology, identity, representation, culture and society. Students make integrative connections between theory and practice with a semester-long iterative design project, including critical writing, paper prototyping and peer feedback. World's Fairs: Technology, Design, and Society. Mixed Reality Stage Design:. COMM 4966/6966; ARTS 4966/6966.

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Performing Technology - Home

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Date: February 28, 2013. Time: 2pm - 10:00pm. Location: DramaTech Theatre, The Georgia Institute of Technology. During the 2012 Fall semester, Rebecca Rouse (LMC - DM PhD candidate) and Melissa Foulger (Artistic Director, DramaTech) co-taught a Special Topics course, LMC 2813. Directed by Foulger at DramaTech in February 2013. By creating a symposium featuring leaders in the field discussing current theories, sharing their work, and to giving feedback about the successes and failures of after the quake&r...

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LCC 2813, Fall 2012 - Class Description

LCC 2813, Fall 2012. This course is designed as an experiment in integrating undergraduate coursework with current research. The course is organized in three phases that emulate the process of design development common in many research groups: foundational work, project pitches, and project development. Course Description and Purpose. In the third phase of the course, Project Development, each team of students will work to bring a single design concept from paper prototype to fully functioning demo.

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