CS1335
  • Introduction
  • Assignments
    • A1: Meta, Metta
    • A2: Functions, Emotions
    • A3: Repeat Patterns
    • A4 - Objects: Things and No Thing
    • Final Inspirations
    • A?: Grid Patterns
    • Inspiration
  • Getting Started
    • Processing
    • PDE - Code Editor
    • Learning Processing
  • Java Language
    • Java Syntax
      • Typed-Variables
      • Float - Integer Conversion Errors
      • Modulus
      • Functions
      • Object Reference Data Types
      • Arrays
        • Class Example Code
      • Switch-Case Statement
      • Ternary Operator
      • Class
  • Project 1
    • Random Variation
    • Noise
    • HSB Color Mode
      • HSB Color Wheel
        • Dynamic ColorWheel
        • HSB Color Palette Tool
    • PShape Objects
      • Example Code: PShape
        • Inspiration
    • Modeling Emotions
      • Emotions
        • Kandinsky Color - Emotion
    • PShape with Contour
    • Recursion
      • Recursion Call-Stack
      • Recursion Examples
        • Example Code 1
        • Example Code 2
    • Recursion - PShape
    • Recursive Patterns
    • Planning Structure: Functions:
      • Example Code - Feb 19
      • Final Code Structure
    • Project 1: Programmatic Variations in Color
      • LerpColor
      • Map Function
      • Map with LerpColor
      • noise( )
    • Transforms for Mirroring
    • Project 1-Steps
  • Grid Based Designs
    • Computational Design
    • Artist: Victor Vasarely
    • Grid Pattern Design
    • 1D - Array of PShapes for Grid Layout
      • Truchet Tiling
      • Example Code S2020
      • Example Code March 11
      • Example - March9
      • Example Code
    • PShapes in Grid Regions
    • Grid Region Logic
    • Pattern Preview - Transforms: Translate & Scale
  • Project 2
    • Project 2 - 2D Arrays for Gradient Logic
      • 2D Array Grid with Labels
    • Grid Patterns using 2D Array Indexes: i, j
      • Example Class Code
    • lerpColor( ) and map( ) Functions
    • Demo Lerp Colors
    • 2D Arrays with lerpColor
    • Create PShape 2D Array
    • Function: Populate2DArray( )
    • Function: DisplayShapeMatrix()
    • Transforms for Position, Rotation, Scale of ShapeMatrix Elements
    • Project 2 - Steps
    • Animation for ShapeMatrix
      • Animation w/Noise
  • Object Oriented Programming
    • Introduction to Objects
    • Button States
    • Buttons as Objects
      • Button Class
    • Create Object Instances
    • Button Types
    • Modeling Buttons: States and Events
    • OOP - Inheritance
    • OOP - Polymorphism
    • Child-Class: PImageButton
    • PShape - SVG Objects
    • Menu of Buttons
    • ButtonGroup - Final Version
    • Slider Controller
    • UML Class Diagram
  • Project 3
    • Project 3 - Logic, Steps
    • Project 3 - Class Definitions
      • Button
      • PImageButton
      • ButtonGroup
      • Pattern
        • PShapes - SVG, Vertex Shapes
        • Setting Colors For Patterns
        • Pattern - With Child-PShapes
      • Slider
      • Particles
  • Modeling
    • UML Class Diagram
  • Resources and References
    • Glossary
    • Resources
      • Acoustics
      • Learning Science
        • Emotional Intelligence
      • Creativity
      • Conceptual Art
      • Books
        • Art
      • Games, Rules
      • Complexity
    • Random Inspiration
      • Ulm School
      • Heart-Mind, Mind, Body
      • Statistical Uncertainty
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On this page
  • Introduction to Music Visualization - Processing
  • Edusemiotics: Learning as Meaning-Making
  • Self-Actualization
  • Meta-Cognition: Flow vs Stress-Activation - Experiential States:
  • Emotions as Dynamic Signals:
  • Dynamic Signals: Change: Modulation, Frequency, Amplitude, Valence, Increasing, Decreasing, Oscillation, Rhythm, Color, Form, Pattern - Information Integration - Learning: motivation, attention, features,
  • Emergence
  • Intelligent Systems
  • Dynamic Patterns
  • Consciousness

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  1. Assignments

Inspiration

PreviousA?: Grid PatternsNextProcessing

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Introduction to Music Visualization - Processing

Atlas of AI

Edusemiotics: Learning as Meaning-Making

The semiotic approach to education challenges the assumptions for learning and education of the linguistic turn, claiming that learning processes occur more broadly in nature. In this view, learning is not construed as a matter of linguistic articulation but, more generally, as meaning-making (semiosis)

Self-Actualization

Meta-Cognition: Flow vs Stress-Activation - Experiential States:

Emotions as Dynamic Signals:

Dynamic Signals: Change: Modulation, Frequency, Amplitude, Valence, Increasing, Decreasing, Oscillation, Rhythm, Color, Form, Pattern - Information Integration - Learning: motivation, attention, features,

Emergence

Emergence has been thought to describe the appearance of patterns, structures or properties of systems at the macro-level, where such features stem from or are generated by the dynamical properties of and interactions among system elements and components at the mid- and micro-level of organizations. (15) (PDF) The Holonic Enterprise and Theory Emergence: On emergent features of self-organization in distributed virtual agents. Available from:

Intelligent Systems

On the one hand, we distinguish a primary set of cognitive abilities to interact with the world including perception, action control, deliberation or language use. On the other hand, the system has a secondary set of abilities about how to use the primary abilities, resulting in a more complex intelligent behavior. These second abilities are related to (1) rationality to maximize system performance, (2) improving behavior through learning, and (3) observation through introspection which allows, for example, explaining the use of the own knowledge (15) (PDF) What is an intelligent system?. Available from:

Dynamic Patterns

Patterns of growth, decay: Morphologies: spiral, star, fan, branching: decay: voronoi, cuboids: Fractals, Recursion, Parametric Design - parameters define relationships between relationships: metaphors:

Nature:

Consciousness

‘Consciousness’ leads us to a method of questioning based on the mechanical notion that the mind can be switched on and off like a machine. But there is no evidence — either philosophical or scientific — that the mind or the soul (of which the mind is an aspect) has an “on switch” or an “off switch.” The most reasonable scientific inference is that we are never “unconscious,” nor are we “conscious” in any meaningful sense. Our mental life is a composite of abilities — arousal, sensation, perception, locomotion, reason, etc., and these abilities appear to subsist in modified form despite dramatic changes in the body and brain. We are aware of sounds and sensations and dreams when we sleep, we are aware of many things in our environment — pain, some conversations around us, etc.

Computational Artists

Visualizing Music with p5.js
Lisa Lou: Kitchen: https://whitney.org/collection/works/34855
Music and Computers
LogoStop talking about AI ethics. It’s time to talk about power.MIT Technology Review
LogoA Short Introduction to Edusemiotics
Logo4 Science-Based Tips to Achieve Self-ActualizationPsychology Today
LogoWhat Most People Get Wrong About LovePsychology Today
https://www.researchgate.net/publication/233561181_The_Holonic_Enterprise_and_Theory_Emergence_On_emergent_features_of_self-organization_in_distributed_virtual_agentswww.researchgate.net
Logo(PDF) What is an intelligent system?ResearchGate
LogoYour Soul Has No “Off Switch”Mind Matters
Projects | Vivian Wu
Snowflake Generator
LogoScientists discover fractal patterns in a quantum materialMIT News | Massachusetts Institute of Technology
LogoDown in the fractal depths of quantum matter and space-timeMedium