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  • Oh, you know what would be good? Hello! We might be live

  • streaming right now!

  • Are there captions that are appearing? See, nobody is

  • looking at the chat. So we do have a little bit of a bug in

  • our system. Here! What I'm going to do... I have it up on my

  • computer over there. So first let me say a quick hello to see

  • if it's working. But yes.

  • If somebody has a phone and wants to go to it, you'll be

  • able to see the live chat. My name is Dan Shiffman. This is a

  • live stream that's happening on a YouTube channel called The

  • Coding Train, but this is a little bit of a special episode,

  • in that we -- I'm going

  • to show you the ITP/IMA winter show.

  • ITP is a graduate program, IMA is an undergraduate program at

  • New York University, Tisch School of the Arts, where I

  • teach and make a lot of the video tutorials I have on the

  • channel. People are saying the captions are there?

  • And so we're gonna walk around.

  • There's literally six of us here right now. And we have the most

  • elaborate setup ever! So there's this microphone.

  • I should point out that this microphone...

  • This is just recording backup, additional audio. It's probably

  • way too close to my face right now. It should be more here.

  • This phone attached to it is also on a Skype call with a live

  • captioner. Give yourself a shoutout, live captioner, in the

  • live captions, who is live captioning.

  • MIRABAI: Yoooo! DANIEL: I have a feeling the

  • live captions aren't going to work so well. This is the first

  • time we're doing it. But we're gonna do our best. And then the

  • actual audio you're hearing -- I'm tapping the mic. So

  • hopefully you heard it coming in. So what I'm gonna do right

  • now is I'm

  • going to take this prop, which is like our microphone, speaker

  • like... What is the thing? Where you have the speaker box? You

  • know when you're at a meeting and you want people to speak one

  • at a time so you have to hold the... The talking stick! Yes.

  • This is the talking stick! I'll pass it around. So I'm gonna

  • pass it over.

  • These are our students, show producers. I'm gonna let them

  • introduce themselves and talk about the show and ITP and what

  • it is, and whatever they want.

  • And I'm gonna go check just sort of the analytics page and the

  • chat and all that. And then we'll start looking at projects.

  • Thank you to Ellen behind the camera. Chelsea, and Jesse over

  • here are helping. Great. STUDENT: Hi, everyone. I'm

  • Patrick Warren, first year ITP student.

  • STUDENT: I'm a second year ITP student. I'm a lighting

  • designer. STUDENT: So I guess we'll walk

  • outside and check out the show, right? Oh, what we're doing?

  • Okay. STUDENT: We're co-producing the

  • show with the teachers.

  • We're helping them for doing whatever they want. We did a

  • beautiful map together of all of the projects on the floor.

  • This year's special, because we have a beautiful space, and we

  • have more than a hundred projects! So that's a lot of

  • projects to go through, for a visitor!

  • So we made a map that has numbers laid out on the floor

  • plan, and then a description -- not a description. The name of

  • the project, the student, and it's color coded according to

  • where it is. So that's our job! STUDENT: I think she covered it,

  • yeah! STUDENT: So that's it.

  • DANIEL: Should we go look at some projects?

  • STUDENT: Let's go!

  • DANIEL: So I'll get this this going and we can alternate

  • around. We'll look at projects. Students are still setting up

  • their projects, but maybe... Is the boxing gloves in action? All

  • right. Let's go check out the boxing glove.

  • So what we're going to attempt to do is...

  • Ellen, I think the closer you get, the better. Just for the

  • audio. And then...

  • You can -- we're gonna keep the camera on you, and the mic on

  • you, just to describe the project. And then separately, to

  • demo it. Because we're trying to, like, shoot video of demoing

  • it. Okay. Say your name and your project, and then a few

  • sentences about it. STUDENT: Hi.

  • My name is (inaudible), my project is Punch Punch

  • Revolution. Basically what it is -- it's a machine learning

  • gesture classifier, under the hood.

  • But on the hood, as you can see, it's a fun punching game that

  • you need to complete a certain amount of tasks in a limited

  • amount of time. The entire technology is happening inside

  • this very small thing over here as a demo. And if somebody wants

  • to try it out, you can have a go at it!

  • DANIEL: Should I try? Or do you want to demonstrate?

  • STUDENT: I can demo it. So ideally, it should...

  • (inaudible).

  • If I move it like this,

  • oh, there it goes ! That's how it works. The focus of the

  • entire project is to

  • go into an early deep dive just using people's gestures as a

  • medium of interaction. DANIEL: Awesome! Great job.

  • So introduce yourselves and your project.

  • I STUDENT: This is our project.

  • Basically it's an experiment.

  • So what you're seeing now is the results of our experiment.

  • (inaudible) photography.

  • Where you expose a piece of light sensitive paper to light

  • over a certain period of time, and you can capture the

  • light on the paper and how it carves traces of light on this

  • piece of paper,

  • and we tried to reproduce this by doing it a digital way. So

  • basically, for example, we had a series of images, and then we

  • used the technique that's used in analog photography to expose

  • a digital canvas with the images.

  • That series of

  • -- for example, that's images from a dance performance. And an

  • analog version of the results.

  • You have a piece of photography which is digital-based, but it

  • has the texture and aesthetics of an analog photo.

  • And the digital exposure process... The whole digital

  • print. And how it is made digitally.

  • DANIEL: This phone is buzzing like crazy. It's somebody who's

  • Instagram messaging! Is it going today? Are you going today? Hold

  • on!

  • (laughter) DANIEL: This is an official NYU

  • phone that someone left their Instagram signed in on. Let me

  • try to look at the Skype. I think the captioner is sending

  • me some messages.

  • DANIEL: This is me testing, speaking directly into the mic.

  • So tell us your name and give us a couple sentences about your

  • project. We'll shoot that separately.

  • STUDENT: Hi.

  • So let's do it again! My name is Nela. I'm first year here at

  • ITP, and my project is sort of about video collage and machine

  • learning. DANIEL: Fantastic! I don't know

  • why I just did this. Cool. You'll do a demo?

  • STUDENT: Basically what? STUDENT: Basically what's going

  • on here is there are live streaming cameras on the floor

  • and you can play with them. If you look at stream three, you

  • can see all of us, and I'm gonna make our heads appear on our

  • body collage. So by using this controller...

  • It's stream three. I changed it to stream one. There we go. One

  • second. And there we go. Now it's all of our heads as part of

  • this. I can make our bodies show up too.

  • So in a second, you'll see a big orange

  • blob, hopefully for Shiffman's body. Specifically for this

  • demo.

  • So it allows you to play with these streams like a human

  • collage.

  • If you know the game Exquisite Corpse, the game you play with

  • drawing pictures -- that was the inspiration for this. Thank you!

  • DANIEL: Are you activated with the blocks? Okay.

  • So tell us your name and a few sentences about your project.

  • STUDENT: So my name is Tami, and my

  • project is basically a game (inaudible).

  • The animation is basically around (inaudible), and you have

  • to slide the

  • blocks into the box to complete it.

  • And then you pass to the next sentence.

  • This is basically a wired-in tool.

  • DANIEL: Wonderful! Thank you!

  • Okay, great!

  • My goal is to see as many projects as possible.

  • So we're just doing a rapid fire. I think it's kind of nice.

  • Okay. Tell us your name and a few sentences about your project

  • and then we'll go look at the specific parts.

  • STUDENT: Hi. I'm Winnie.

  • And so these are from my class.

  • So I do a lot of projects about the prototypes, and specifically

  • focusing on narratives. I'm really interested in

  • non-traditional approaches to protests, and the focus of

  • narratives, because I feel like the ability to craft a narrative

  • is something that's really powerful.

  • So these are narratives... Yeah.

  • So these two projects are about voice

  • and protestors, and so I have this

  • transcript, and generated texts, and

  • also the most common words

  • . And this here --

  • as you hover, you can see the articles, and the brighter the

  • box is, the more articles I have read in that hour of the day.

  • And then the last one -- more about media rhetoric.

  • The same information we could have for different

  • interpretations.

  • So you see we're about to create a

  • system -- what I did was I created this

  • framework, where I have this article, which is compiled by a

  • number of pro-China and pro-Hong Kong media

  • articles, and I asked people to select

  • (inaudible), and then to type words in response, and also take

  • the headline

  • images that think they are they think are most appropriate, and

  • ask a little bit about whether they've been following the

  • protests, and after they did that, they could see everyone's

  • responses. DANIEL: Thank you! I'm gonna...

  • Because I'm feeling very paranoid -- I'm gonna see if I

  • can get the YouTube chat going on this phone also. I'm just

  • gonna check. Speaker has to be closer to the mic. So we're

  • gonna do our best. Let's see. We're gonna do a little

  • check-in. Maybe you're saying a lot of important things in the

  • chat. I don't know how to use this phone! YouTube!

  • CodingTrain. Search... Okay. Good. I'm more looking for

  • people saying like... The stream is not working. I can't hear

  • anything.

  • But the chat looks good. Okay. Okay. Great. No, it's all going

  • very well. See, usually the chat is just full of people... Not

  • complaining. Complaining is the wrong word. Very nicely

  • providing constructive critique about what the technology is not

  • doing correctly. But I think we might have finally got all the

  • right pieces here. Sure. Yeah. Okay.

  • So rapid fire glimpses of everybody's projects. So you can

  • tell us your name, and a few sentences about your project.

  • And then we'll also go right ahead and share some footage.

  • STUDENT: We have another collaborator. Not here today.

  • STUDENT: But together we made sacred languages and internet

  • portrait.

  • Commemorating Sandra Bland, commemorating and celebrating

  • her life. We used a process called internal...

  • Eternal reflection.

  • And we printed this image on leucite. So the idea is that

  • when you walk past the sensor, it will detect that you're

  • there. And when you say her name, Sandra Bland, this will

  • light up.

  • STUDENT: Some small technical

  • difficulties with the ultrasonic sensor. As with everything at

  • ITP, this has become more of a prototype than a finished piece.

  • And we're learning through this experience. What we would do

  • differently, how we would change it, and also seeing how it

  • changes as people interact with it. When the first roll of paper

  • came down, it was like... Okay! What do we do now? Let's just

  • leave it! STUDENT: I'll say it again.

  • Sandra Bland.

  • STUDENT: I guess you can come back another time.

  • STUDENT: Sometimes when you say the name, it doesn't get

  • printed.

  • We've also noticed that the ultrasonic sensor causes some

  • type of lag. So we can't necessarily...

  • There it is! Yeah.

  • STUDENT: Sometimes the medium of digital media shines through,

  • and we get that!

  • DANIEL: We'll fix it all in post. Great job.

  • STUDENT: Thank you!

  • DANIEL: Hi! Hello! Tell us your name and a few sentences about

  • your project.

  • STUDENT: My name is (inaudible), and I

  • work withpegy with Peggy Shin.

  • So you have to go to the back of this

  • to see the details of the project.

  • DANIEL: Can you give us an explanation first?

  • STUDENT: Sure, okay.

  • So people always look at the front, and we want to actually

  • see what is behind and what is the relationship between

  • people who have been away and people who are live. So it gets

  • movement and also the sound

  • of people who are live -- that's what the movement will be like.

  • We want to talk about the relationship and discuss that.

  • So that's it.

  • DANIEL: This way?

  • Okay! Great! Perfect. Sorry.

  • Tell us your name and a few sentences about your project.

  • This is a VR project? This will be hard. But you have an

  • excellent display of extra information. Fantastic.

  • STUDENT: So this is a VR project that is

  • still a compositional experimentation in VR. I'm not