I do not know what inspires me to use geometric shapes in my artwork. It may have started when I took my first jewelry and metalworking class in college. For one assignment, I had to find an artist and make an artwork that was inspired by his artworks. I choose is Sol Lewitt because I simply liked his opened cubes. Since I started studying in Jewelry and Metalwork and Sculpture at the University of Iowa, I my artworks are still based on geometric shapes. I enjoy them because they are shapes that I see around me everyday; such as textbooks, chairs, doors etc. In my thesis, I will explain my artworks and the techniques that I used, why I made them, what inspired me. My first semester, I just made containers which were based on geometric shapes. After that my ideas and concepts evolved to a simple object based on geometric shapes with no function. A simple geometric object without a function is better for exploring beautiful geometric. Firstly, I find a subject that I can use my ideas and concepts on. It can be something that I see everyday such as myself, faucet, jewelry etc. Sometimes, I find an interesting thing in textbooks, magazines and catalogs. Other times, I find them when I buy materials for my artworks; just shopping at the hardware. There are many things around me that I could use to create my artworks. I just choose some of them to make art and finish assignments.

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I call my project COLORUM - A ceramic investigation of form in relation to balance and spatiality. Colorum means colors in Latin. Dividing the word, color from English, and rum is space in Swedish. I have investigated the ceramic process through basic geometric shapes. Trying to understand, learn, feel and master the material. Work with and against it, control, and let go of control. I have been working with casting techniques and exploring the primary forms, challenging the material, pushing the clay norms to their edge. By relating to geometry, I defy myself to create these precise forms in ceramics. I combine soft, colorful glazes on the surface with a strict body that creates a juxtaposition that opposes each other. The journey continued by challenging the precise forms through gravity movement creating imploding bodies. I'm curious about the dialogue and the meeting between different expressions in shapes, material, and volumes.

What do we see when we look at writing? In addition to the verbal messages conveyed by the written words, visual dimensions of script are powerful tools that hold semantic value. This dissertation focuses on one such visual element—the arrangement of written words into geometric shapes or patterns in the context of medieval Islamicate societies (1100–1250 AD)—to uncover its meanings. The dissertation offers a primary case study of the Kitāb al-diryāq (Book of Antidotes, 595 AH/1199 AD, BnF arabe 2964), an illuminated and illustrated manuscript with a variety of geometric patterns created using Arabic script. By examining a broad range of materials (scientific manuscripts, magical objects, and architectural decoration) across Late Antiquity and the medieval period, this heuristic study argues that the arrangement of script in geometric patterns was a vital medium of visualizing knowledge and transmitting knowledge—the form not only carrying cultural meanings but also shaping the reception of verbal messages. Magic is one form of knowledge that is particularly fruitful for examining the function of the geometric script patterns in general, and of the Kitāb al-diryāq in particular. This study traces the contexts in which the geometric script patterns appear, the cultural practices associated with them, and the medieval worldviews in which the patterns circulated. In considering these factors, the study argues that the combination of shape and script is embedded with knowledge that reflects the medieval scientific, magical, and popular imagination. / Graduate / 2023-06-23

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Inclusive education has increased in popularity over the last two decades. Inclusiveclassrooms consist of children from diverse backgrounds and with variousimpairments, with special educational needs. Children with special educationalneeds in vision require assistive tools to access visual information. Topics thatmake strong use of such information, e.g. geometry, can therefore be challengingfor children with visual impairments or blindness (VIB) as well as their teachers.Assistive tools like video magniers and physical objects in the shape ofgeometric gures are used to aid VIB in learning basic geometry. Researchershave investigated tools and applications to aid VIB in learning geometry byusing haptic or auditory feedback as well as combinations of these. However,the tools are often not created with considering the classroom environment. Tounderstand the situation and challenges of these two stakeholders (VIBs andtheir teachers) better, a preliminary questionnaire was conducted. Five participantsof each of the two groups lled out the questionnaires. A concept for anAndroid tablet application to convey pre-existing geometric shapes and theirannotations to VIB, using sound feedback and sonication was created andpartly developed in two incremental implementation phases. The shapes arerecreated on the tablet using elements like circles and paths and then enhancedwith sound feedback to guide VIB to the various elements. With an iterativedesign, the two prototype increments were evaluated. The rst evaluation wasan usability study. Using seven blindfolded, young adult participants, feedbackwas gathered on dierent combinations between sound, tactile, and vibrationfeedback, as well as the general usability of the application for an validation ofthe approach. Each participants was presented the dierent approaches in anotherorder. For each approach, they were asked to explore three basic geometricshapes and then, without blindfold, draw these shapes. The time for applicationinteraction was measured and overall observation notes were taken. After eachapproach a short questionnaire was given to the participant. Another longerquestionnaire was conducted after all approaches were tested. It was foundthat sound feedback alone is not sucient in precisely conveying the geometricshapes to the users. However, combined with tactile objects to mark positionsof vertices on the screen the result improved signicantly and this approach wasfavored by the participants. The usability of the application is good but hasroom for improvement. A study was conducted with two teachers as expertslater on with the second prototype version. Two teachers with several yearsof experience teaching geometry to VIB in inclusive settings were interviewedconcerning the expected usability of the application for VIB and in the classroom,as well as general challenges and possibilities of including the applicationinto geometry lectures. As the teachers were located in Germany, they weresent a video demonstrating the application. One interview was conducted overemail while the other was conducted over Skype. The only challenges identiedare the media anity of teachers and the reliability of technology. VIB are notexpected to face challenges in utilizing the application and teachers could havemore freedom in the geometric shapes they present to their class.

Two ways of drawing cubes on dot paper connect students to life outside their classroom.

Orientador: Stelamaris Rolla Bertoli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-09T02:39:04Z (GMT). No. of bitstreams: 1 Amorim_AdrianaEloaBento_M.pdf: 15352732 bytes, checksum: 327b5fe0a18f76c48649f2007c4f4dba (MD5) Previous issue date: 2007 / Resumo: Estudos sobre a acústica de salas de aula estão cada vez mais comuns no meio acadêmico e científico, devido à sua influência nas questões do ensino-aprendizagem. Os ambientes escolares exigem qualidade acústica que deve ser prevista já na concepção do projeto. A inadequação acústica de escolas e salas de aula é apontada em diversas pesquisas que utilizam variadas metodologias, geralmente através da aplicação de testes de acertos e erros de vocábulos, e também da análise de parâmetros de avaliação como medidas dos níveis de pressão sonora e do tempo de reverberação. Na rede estadual de ensino público em São Paulo, as salas de aula são projetadas a partir de diretrizes pré-estabelecidas que visam a padronização dos projetos de escolas. Portanto, este trabalho tem como objetivos identificar as formas geométricas mais comuns de salas de aula propostas para a rede pública estadual de ensino em Campinas-SP, apresentar o comportamento dos parâmetros acústicos quanto à inteligibilidade da fala e apontar as formas mais favoráveis à qualidade acústica de salas de aula. Para a definição da amostra realizou-se um levantamento cadastral das escolas e o levantamento arquitetônico das salas. Desse levantamento, identificou-se o número de configurações geométricas mais comuns de salas. Foram analisadas as salas dentro da uma mesma configuração padrão, totalizando dezessete salas de aula. Para a medição acústica foi utilizada a técnica da resposta impulsiva da sala e os parâmetros acústicos foram obtidos através do programa de avaliação acústica de salas, o DIRAC®, da empresa Brüel & Kjaer. Os parâmetros derivados da resposta impulsiva analisados neste trabalho foram: o Tempo de Reverberação (TR), o Tempo de Decaimento Inicial (EDT), a Definição (D50), o Índice de Transmissão da Fala (STI) e a Porcentagem de Perda na Articulação de Consoantes (%ALCons), em função da freqüência na faixa de bandas de 1/1 de oitava. Também foi medido e analisado o Nível de Pressão Sonora ou ruído de fundo ambiental equivalente (LAeq) interno e externo à sala, obtido com o medidor de pressão sonora. A análise complementar da forma para cada sala foi feita pela proporcionalidade das dimensões, segundo a escala do Diagrama de Bolt. As formas geométricas em planta mais comuns de salas são as quadradas (7x7m) e retangulares (6x8m). Dentro de cada configuração as salas apresentaram diferentes desempenhos acústicos. Pelo fato de existir uma grande variedade de fatores e parâmetros que interferem na acústica da sala, foi possível identificar algumas tendências de comportamento acústico por configuração geométrica / Abstract: Studies about classroom acoustics are developed each time more into the scientific and academic society, due to its influence in the teach-learning. The school¿s environments demand acoustical quality that must be foreseen already during the design planning. Some situations of acoustic not adjusted on classrooms are shown in research that using several methods, generally with application of word¿s rightness and error tests as well as of the analysis and evaluation of parameters as the sound pressure levels and reverberation time. In the State of Sao Paulo the classrooms of public education buildings are projected in accordance with same lines of direction that aim at the school design standardization. Therefore, this work has as objective to identify what geometric shapes are more common on classroom¿s design found in public schools at Campinas-SP, to present the acoustic parameters behavior how much to the speech intelligibility of classrooms and to point the shapes that are most favorable to the acoustical quality for classrooms. It was made classroom¿s cadastral survey for sample definition and after was made architectural survey hers. This procedure allows identifying the number of the rooms more common geometric configurations. The classrooms which have the same configuration standard were selected and analyzed, totalizing seventeen classrooms. The acoustical measurements were made using the impulse response technique of the room and the acoustical parameters were obtained of the room acoustics evaluation software, the DIRAC®, by Brüel & Kjaer. The parameters were derived from the impulse response were analyzed in this work: Reverberation Time (RT), Early Decay Time (EDT), Definition (D50), Speech Transmission Index (STI) and Percentage Articulation Loss of Consonants (%ALCons), for each 1/1 octave frequency band. Also it was analyzed the internal and external background noise or ambiental Equivalent Sound Pressure Level (LAeq), which were measured with sound pressure level meter. Complementary analysis of the form for each room was made by the proportionality of the dimensions, according to Bolt¿s Diagram scale. Among the more common geometric shapes in plant of rooms had found were: the square shaped (7x7m) and rectangular (6x8m). Inside each configuration of classroom had presented different acoustical performances. For the fact to exist a great variety of factors and parameters intervening on classroom acoustics, it was possible to identify some acoustical behaviors trends for geometric configuration / Mestrado / Arquitetura e Construção / Mestre em Engenharia Civil