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  • - Oh, I think I'm live. - [Jenny] It's--

  • - Yes. - I'm live,

  • talking into a microphone, that is not a microphone

  • that actually does anything for you.

  • Hello, I'm just looking here at the Slack Channel.

  • Please, if you are watching this right now,

  • and you can hear me, and you can see me, oh.

  • - [Echo Voiceover] Are watching this.

  • - Then just give me some, everything's fine,

  • just put some like thumbs up emojis or whatever.

  • It's especially-- - [Jenny] We're live.

  • I got a feedback.

  • - Okay.

  • - [Jenny] Hi, hi.

  • - So I'm in my office here at, where am I?

  • I'm at the Tisch School of the Arts,

  • which is part of New York University,

  • which is in New York City.

  • And this is the ITP and the IMA program.

  • So ITP is a two years masters program.

  • It's been around for almost 40 years.

  • This October will be the 40th anniversary,

  • or the 40th annual year, whatever.

  • It's been 40 years.

  • But the IMA program has been around for oh,

  • carry the one, three months, two months, I don't know.

  • Very little time.

  • So we're going to see some

  • grad student interesting,

  • fun, creative, wacky, meaningful, interactive projects.

  • And we will also possibly see some undergraduate ones.

  • So I think, from what I can tell,

  • I'm getting only thumbs up, things are working.

  • Let's just look at this

  • to make sure everything is recording.

  • So this is back, so just so you know,

  • this thing that I'm holding here is backup audio.

  • The audio that's live streaming, is coming from a mic

  • that is mounted on top of the camera,

  • which Jenny is holding.

  • You can't.

  • - [Jenny] Hi. - I think you can

  • flip the camera, scare 'em, and just say hi.

  • - [Jenny] No.

  • - And so hopefully that's going to be a better audio experience

  • for the live stream.

  • But after the live stream finishes,

  • we will also make a edited version

  • of a highlight of a bunch of projects,

  • and have this backup audio to work with as well.

  • Okay, so let's move on.

  • First, I want to show off this beautiful poster.

  • - [Jenny] Wow.

  • - This is by Cody Train.

  • This fortunately got a longer cable.

  • Cody Train viewer, a sign of the tiger.

  • This is a times table visualization,

  • which I think is based on a mathologer,

  • mathalogger, mathaloger.

  • How do you say that video?

  • YouTube video, which is one of my favorite YouTube channels.

  • Great work Simon.

  • Okay let's go, let's go into the foyer.

  • (laughing)

  • Here, you can walk out and start going towards the middle.

  • I don't have to be in the shot constantly.

  • - [Jenny] Okay.

  • I'm just walking right through.

  • - And let's go find some projects to look at with, right?

  • - [Jenny] Yes. - Okay.

  • Look, we can start right here.

  • Can we start with, oh boy.

  • (laughing)

  • It's okay, everything's fine.

  • - [Jenny] Oh, should I photograph you

  • while you-- - Yeah, microphone disaster.

  • It's was going so well I had so many different microphones.

  • Hold on.

  • Let's, let me fix this here.

  • This goes in.

  • - [Eva] I would be helpful, 'cause I don't know

  • how it works. - All right.

  • Here we go.

  • All right, so let me just check what's going on here.

  • So this is recording.

  • And this is recording. - [Jenny] Someone says,

  • don't destroy the room, dude.

  • - Then this here.

  • So maybe what I'll do, is I'm actually,

  • maybe I'll just put this in my pocket.

  • So the ambient recording is not going to be.

  • But we have plenty of good ambient recording from that one.

  • Okay, let's, this is the ambient.

  • Everything is ambient, okay.

  • (chattering in background)

  • And let's just, oh wait, I couldn't.

  • Let's turn it around so we can see if there's red lights.

  • This is the, this is the best way to start the live stream.

  • Yeah right, before, oh that jeans are very thick.

  • Let's see if there's red light, a red light there,

  • so the battery's still working.

  • Things are falling.

  • It's just like a new piece of jewelry that I'm going to wear.

  • All right, let's try this again.

  • Okay, so

  • - Okay.

  • - tell us your, I'm going to come stand over here.

  • - Okay. - Tell us your name.

  • - Hi. - Tell us a little bit

  • about the project.

  • - Okay. - Usually,

  • this is the first one we're doing,

  • so we're trying to get this figured out.

  • The way that we're going to work this, everybody watching is,

  • first we're going to interview.

  • So you get like the two or three sentence summary.

  • - Got it.

  • - And then we will go and actually shoot some video

  • of the footage.

  • We'll do this separately,

  • because it's nice to have a separate piece,

  • in case people aren't together later.

  • - Got it. - Okay.

  • - Okay, hello, I'm Eva.

  • I'm a first year at ITB,

  • and I created a project about dyslexia.

  • So I wanted to create a project that would bring up

  • the frustrations that dyslexics face

  • while learning a language.

  • So I created an alphabet, and it had,

  • I'm having people read and write

  • in this language that I made.

  • - Awesome, should I try it?

  • - You can. - Or is it best

  • if you demonstrate it?

  • Like how? - You can try it.

  • So you put on the headphones.

  • Unfortunately, maybe you can unplug it if you're going to.

  • - If you want to unplug it, just that I always go on here

  • under the audio. - Yeah,

  • On that tray.

  • - If that's a big thing to do then,

  • you don't have to. - Let's see though.

  • So when you scan a coin,

  • I don't know how to do the audio right now.

  • Yeah, you might have to clip the headphones in.

  • - Oops.

  • - So when you scan a coin, over the headphones

  • it'll say the letter that you're scanning.

  • And so you can kind of decode the language.

  • And then when you're ready,

  • you can scan in the right section,

  • and you can write any word that you want.

  • And then these are words that previous people have written.

  • - So I'm just doing this randomly.

  • - Yes.

  • - But the idea is that I would learn

  • this. - Yeah, yeah.

  • - And I would actually be able to.

  • - And then you can submit.

  • - Submit.

  • - And so then your word is there,

  • and then previous people's words are there.

  • So the idea is that it's kind of frustrating,

  • and you have to really learn to match the sounds

  • learning with the symbols.

  • - Yeah.

  • - And that kind of replicates a dyslexic's experience

  • when you're ready.

  • - I'm just going to, I'm going to do this.

  • I have no idea if this

  • is going to do anything. - Okay.

  • - But I'm going to put this microphone in here.

  • It's probably a terrible idea.

  • (chattering in background)

  • Awesome, thank you.

  • Great job. - Thank you.

  • - Okay.

  • Let's see.

  • Let's go into this room.

  • We might as well kind of.

  • We could come back.

  • - [Jenny] Yeah.

  • There's just letting.

  • You guys are in now.

  • (chattering in background)

  • - Can we try this?

  • - Yes.

  • - Oh, you're documenting right now.

  • - You can, yeah, after I can.

  • - All right.

  • All right. - Sure, go ahead,

  • - Can you, no, come over here will you?

  • - This is just a set.

  • - So. - Thanks (mumbling)

  • - Then it's dark in here,

  • but maybe can you first say your name?

  • And this is live TV right now.

  • - Yeah, all right.

  • Yeah, I'm good, okay, cool. - So,

  • tell us your name.

  • - Hi. - And tell us

  • just a few sentences about your project.

  • And we'll try it, and get the footage of it.

  • - All right, yeah.

  • Hi, I'm Louise, and this is Sid.

  • And we built this laser harp. (background chatter)

  • Yeah, it's two concentric circles.

  • And in time, it's going to allow you to play satellites data.

  • So like the positions and sonification.

  • Right now, it's just playing the--

  • - Oh, wait, wait, wait.

  • I don't, I'm, tell me, explain to me the thing

  • about playing satellite data. - Yeah.

  • - I didn't realize this yesterday, when (mumbling).

  • - No, okay, so. - How does that work?

  • - That's why it has that shape.

  • So it's like inspiration from the astrol,

  • astrology instruments in the 16th century.

  • And it's for a new project called horn canopy.

  • It's a music project that my friend is doing.

  • But anyways, and so this is going to be an instrument

  • he's going to be playing with live streaming satellite data.

  • So there's a lot of space debris.

  • So like the debris is going to probably determine

  • the amount of noise then the sound.

  • - Wow. - So we're going to take

  • live data into it,

  • and then play it. - Cool.

  • All right, do you want to demonstrate it for us?

  • - Yes, so basically these are strings apparently.

  • I should just turn on.

  • (chattering in background)

  • Alright, it should be on now.

  • Yep.

  • So here we've got the strings.

  • (eerie music)

  • (chattering in background)

  • And these are my different instruments.

  • So when ever I like,

  • pick one of these, I'll change, I'll change the tune then.

  • (melodic music)

  • Yeah, and then you know, it also does reverb.

  • - Oh.

  • (laughing)

  • - That's great.

  • (chattering in background) - It's really beautiful.

  • - Thank you.

  • - Sid, do you have anything you want to add?

  • - [Sid] Well, no.

  • (laughing)

  • - Congratulations,

  • great job. - Thank you so much

  • for visiting.

  • Bye.

  • - And that's for everybody. - Yeah.

  • - For real, for real? - Yes.

  • Yeah. - Okay.

  • - So. - Now that I'm not

  • eating a sandwich.

  • - All right, so just say your name,

  • and two couple sentences about what is it you make.

  • - Yeah, my name is Lydia.

  • This is sort of an abstract data visualization.

  • Each cube represents a different neighborhood in Chicago.

  • And it's displaying a few different data sets.

  • And with the sliders,

  • you can play around and kind of emphasize different data,