You can download the assets for today’s workshop here.
You can also refer back to the presentation and other links from our resources website: edmedia.tlc.sfu.ca/going-graphic/
You must make a map and presentation of the suspects and sequence of events for your superior so you can continue the investigation!
4:00pm – Museum Closes – Museum of Archaeology & Ethnology closes for the day
4:20pm – Goodman goes to her office – Goodman attends her last class of the day and goes to her TA’s office in Room 4107 in the AQ to work on her Master’s thesis, where she claims she works until she catches the last bus
5:00pm – Sanderson goes to his office – Sanderson finishes teaching for the day and claims to conduct research in his office at Room 4101 in the AQ
7:36pm – Maravillas sets alarm, locks up and leaves the museum to walk home – Maravillas claims to be working late until this time. She arms the alarm of the Museum of Archaeology & Ethnology and claims to lock the doors before leaving. She claims to walk home to her apartment in UniverCity.
10:05pm – Sanderson leaves for the movie theatre – Sanderson claims to be frustrated with his research and leaves SFU to drive to a theatre to take his mind off of things
10:30pm – Sanderson attends Logan – Sanderson claims to attend a late-night showing of Logan at Cineplex Cinemas Coquitlam (movie is 2 hours 21 minutes long)
12:36pm – Call to SFU Security – An unidentified person calls SFU Security from an internal phone to the School for Business in West Mall about a door not locking properly
12:40am – Suspicious Mazda 3 reported to police in UniverCity – A newer model black Mazda 3 car was reported as a suspicious vehicle to police, located in UniverCity just to the north of University Highlands Elementary School on the curved extension of Tower Road. The Mazda has tinted windows and an old Alberta license plate no longer in circulation.
12:48pm – Keypad disarmed at the museum – Keypad for the Museum of Archaeology & Ethnology is used to disarm the alarm system outside of the emergency exit and a key is used to get in.
12:54pm – Back office entered, lights turned out, wires cut to security cameras – The back office for the museum is entered and lights are turned off, then wires are cut to disable the cameras within the museum
Between 12:55pm – 1:00am – The glass casing is smashed with a rock hammer and theft of the Quartz Parrot occurs
1:01am – SFU Security gets report of loud crashing – A call is placed by a student to SFU Security that a loud crashing sound is heard somewhere in the north side of the Academic Quadrangle or in Saywell Atrium
1:03am – SFU Security finds no problems at School of Business – SFU Security reports that no doors are improperly locked at the School of Business
1:08am – The keypad for the museum is re-armed and set
Between 1:09am – 1:30am – A rock hammer is tossed into the trash in Saywell Hall, near Blusson Hall.
1:21am – SFU Security discovers the break in at the Museum of Archaeology & Ethnology. They call the RCMP and Maravillas.
1:45am – Maravillas arrives at the Museum of Archaeology & Ethnology to see what has happened
2:12am – Goodman catches the last 95 bus – Goodman claims to have caught the last 95 bus off of SFU at Transportation Centre Bay 2.
2:15am – RCMP arrives at the Museum of Archaeology & Ethnology to investigate. The cut wires to the security cameras and broken glass are soon discovered. Two types of human hair are found on the pedestal where the Parrot was: reddish-brunette hair and shorter, darker brunette hair strands. No fingerprints are found on the keypad or the glass fragments.
2:48am – RCMP find the rock hammer in the trash in Blusson Hall. No prints are found on it.
3:00am – RCMP investigate the suspicious Mazda but it is no longer there. A single latex glove is discovered where the car was parked.
3:57am – RCMP find a Leatherman multi-tool in the southeast corner of Lot C. The tool has remnants of copper wiring attached to it. No prints are found on it.
In our Going Visual workshop, we used the Grids and Gestures activity to draw out the timeline of the quartz parrot theft. Participants were not allowed to use words, numbers or images. The result is an interesting mix of icons, frames, and maps.
Here are the drawings for part one of the timeline (the hours up to the theft):
And the drawings for part two (hours after the theft):
And for your reference in detecting the identity of the perpetrator of the crime, here is the timeline of events as well as a description of the suspects.
Drawing is a common and powerful means to convey ideas, but is often hampered by a perceived “inability to draw”. In this session, participants practice their drawing skills and explore strategies to apply them to their teaching.
What are some of the benefits to “going visual” with hand drawn visuals?
Some things to explore:
YOU CAN DRAW! (well enough)
Squiggle bird instructions: http://edmedia.tlc.sfu.ca/dropin/index.php/2017/01/20/gv1/
Forget what you know about “good art” and “bad art” and just create. That’s the advice cartoonist and newly-minted professor Lynda Barry gives her students at the University of Wisconsin-Madison. She’s learned from years of exploring art with “non-artists”, why too many adults resist their own creative impulses, and why it’s a good thing if you still draw like a kid.
Barry, L. 2015. CBC Canada: Lynda Barry dares you to draw like a kid. Retrieved from http://www.cbc.ca/radio/q/schedule-for-friday-may-8-2015-1.3065520/cartoonist-lynda-barry-dares-you-to-draw-like-a-kid-1.3065525
Drawing Monsters instructions: http://edmedia.tlc.sfu.ca/dropin/index.php/2017/01/29/gv4/
Working on the basic building blocks of visual language will improve your ability to be creative and communicate in creative ways. In “The Essentials of Visual Language”, we can try a series of assignments that explore the fundamental building blocks of visual work, including; lines, shapes, faces and text.
Check out the Noun project: https://thenounproject.com
Icon Jam Instructions: http://edmedia.tlc.sfu.ca/dropin/index.php/2017/01/26/gv2/
An activity which exemplifies this “representation of time in space”, was recently shared by Dr. Nick Sousanis called “Grids and Gestures”. In his blog post, Dr. Sousanis invites the internet to join him in a “non-representational comics-making exercise” which he has been doing in his workshops and recently published article.
Grids and Gestures instructions: http://edmedia.tlc.sfu.ca/dropin/index.php/2017/01/30/gv6/
By Draggin (Own work) [CC BY 4.0 (http://creativecommons.org/licenses/by/4.0)], via Wikimedia Commons
By Draggin – Own work, CC BY 4.0, https://commons.wikimedia.org/w/index.php?curid=58209040
Here it is, the Spring 2017 cohort for the EdMedia Program (EMP) Participants were introduced to the inner workings of the program, as well have begun their transmedia experience. Some great discussions were had all around, and with the largest group to date, we are looking forward to seeing all the creative works that will come forth. If you are following along at home, be sure to check our home page for updates as to the mystery of the quartz parrot, a real knuckle biter.
Let us know any feedback and reactions you ahve had on the first day, and we will see you on thursday!
Transmedia storytelling is a narrative that is told across various mediums, such as print, graphics and video. In The Quartz Parrot, the aim is to also involve the participants in the storytelling, as you learn skills and create pieces that in turn become part of the story. In the end, the goal is to learn basic skills in producing media for your courses, while taking part in an engaging story where you (hopefully) solve the mystery of the missing artifact.
Each EMP session will involve creating pieces to help solve the transmedia mystery of The Quartz Parrot.
Session 1: Kickoff – Introduction to transmedia and The Quartz Parrot
Session 2: OER and Copyright – finding and modifying a Creative Commons picture of the Quartz Parrot
Session 3: Going Visual – creating drawings of suspects and a storyboard of the events of the crime
Session 4: Graphic – using a map of area where the Parrot was stolen and organizing pictures and text of the evidence, suspects and experts
Session 5: Audio and Podcasting – interviewing three expert witnesses in a scripted podcast to be recorded, edited and posted online
Session 6: Smartphone Video Production – interviewing the three suspects on video to be recorded, edited and posted online
Session 7: Reflections and Future Projects – the previous podcasts and videos will be watched together and participants will be able to discuss and solve the crime of The Quartz Parrot while reflecting on what they have learned and where they want to take their new skills.