April 24, 2007 4:00 AM PDT
Interactive design blooms in NYU hallways
NEW YORK--If you've never seen a wooden mirror, you should.
Hanging somewhat inconspicuously on a wall in the foyer of New York University's Interactive Telecommunications Program, faculty member Daniel Rozin's creation is a study in what's possible when you throw away common notions about what's possible. Like the idea that wood couldn't possibly be the basis for a mirror.
The mirror, which is comprised of dozens of small wooden slats--like Scrabble tiles--on spinners, has a tiny camera hidden in the middle, and when someone stands in front of it, a computer calculates which slats to rotate, and how far. Then, with the help of some crafty lighting from above, it presents a rudimentary reflection of the subject.
This is what goes on at ITP--one of the most celebrated multimedia design graduate programs in the country--or at least a glimpse of it. In fact, on the fourth floor of NYU's Tisch School of the Arts, where ITP is jammed into a space not much larger than a midsize grocery store, you can almost see the proverbial lightbulb simultaneously going on over the heads of the dozens of students sitting around desks in the hallways, typing away on laptops, tinkering with various half-built gadgets and generally trying to make the next great interactive application.
Take Botanicalls, for example. This application, by students Rebecca Bray, Kate Hartman, Kati London and Rob Faludi, is designed to help people keep their plants happy. It works by building a wireless device into the plant that knows when it needs watering and then calls its owner, informing her so. It also calls back when it is satisfied to say thank you.
At ITP, students--a little more than 100 in each of the classes in the two-year program--go full bore, often working long into the night, day after day after day, in order to earn a master's degree in Professional Studies. But it's really much more about learning alongside some of the brightest classmates around, and maybe starting a company in the process, than it is about earning the credential.
"No one goes there for the degree," said Dennis Crowley, an ITP graduate who went on to co-found Dodgeball, a popular mobile application now owned by Google that helps people find their friends in urban areas. "People go there to spend two years there."
To start, ITP is an unusual physical specimen. It has just a few classrooms and a few faculty members, and most of the real work gets done in the hallways.
Students take a few required courses in the first semester and then are more or less left to design their own curriculum. They must do a thesis project in the last semester, and all present some of their work in the twice-a-year ITP "Show," an open-to-the-public gallery of the latest and greatest projects to come out of the program.
Talk to anyone involved in ITP, and they'll tell you that the strength of the program is in the wide range of its students' backgrounds and interests. Some may be programming geniuses, while others may not even be able to make their alarm clock work. Yet by putting everyone together in a highly collaborative environment, the students find ways to collectively find solutions to interesting problems.
Graduates go on to many careers, but one recent trend has been to work on collaborative multimedia street games. Several of the organizers of the Come out and Play festival, which was held last September in New York, were ITP graduates or faculty members.
One major theme at ITP is "sustainability." That has many meanings and applications, of course, including Botanicalls. Another theme is "assistive technology," an example of which is a project by Christian Croft and Kate Hartman that plays off the growing trend of children's shoes with built-in wheels.
Croft and Hartman built a pair of shoes with wheels attached to a small generator so that the sneakers become a small power source as they are worn.
To Clay Shirky, a member of the faculty, the thing that ITP does best is help students find answers to problems with no obvious answers.
"You want them to leave with the ability to think through these things," Shirky said. "When they get out into the real world, (questions with obvious answers aren't what) people are asking because they're not useful."
That approach also extends to the school itself. Its curriculum evolves from year to year not by the whims of the existing faculty but because the program brings back students to teach as adjuncts. And they want to bring new pieces to the program that weren't there for them as students.
"I (teach) the classes that I wanted to take," said Crowley, who joined the faculty after graduation, "and that's happened over and over and over."
"The common thing we hear from students after they graduate is that they get a hold of the list of classes, and they say, 'OK, I want to go here,'" Shirky said. "In a way, (ITP) becomes most like the students who just left."
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