Firstly, I would like to thank Noelle Peppin, @beaded_tweets on ‘X’, for coming to our classroom to teach us how to code via her ‘Beaded Tweets'(1). Unfortunately, I was not on my game that day due to a bad cold, but I did really enjoy learning to code and making secret-coded necklaces! I was able to make two necklaces with Noelle’s codes. The first was made in silver and black beads and spells out the Greek word σαγανάκι (Saganaki), which is a pan-fried sheep’s cheese with lemon. Why did I choose this word? Noelle told us to bead a code that was special to us or something that we love. On that day I was really missing home, and Greek food, specifically Saganaki from Mythos Taverna! My second necklace was made of yellow and black beads, and spells out the word ‘Capilano’. I chose these colours and this word as Capilano is my family’s rugby club and their colours are gold and black.
Beaded tweets are all about “how binary coding language and loom beading can be combined to honour both Western and Indigenous traditions”(2).
The project’s applicability in the classroom will give instructors a tangible opportunity to connect with coding while also focusing on Indigenous themes through beading (3). By practicing a traditional creative practice of many Indigenous communities, beading allows students to learn more about Indigenous cultures and ways of being, while also learning materials and concepts that are required by the curriculum.
3) Peppin, Noelle. Beaded Tweet. July, 16th 2018. <blockquote class=”twitter-tweet”><p lang=”en” dir=”ltr”>Here’s more detail on my Masters Project. The abstract for Beaded Tweets: Bringing the Digital back to the Physical through Culture (beading) <a href=”https://t.co/QBvcbQJuPn”>pic.twitter.com/QBvcbQJuPn</a></p>— Noelle Pepin (@Beaded_Tweets) <a href=”https://twitter.com/Beaded_Tweets/status/1019104959004995584?ref_src=twsrc%5Etfw”>July 17, 2018</a></blockquote> <script async src=”https://platform.twitter.com/widgets.js” charset=”utf-8″></script>
Ozobots are a wonderful way to learn to code, all you need is patience, your bot, 4 coloured markers and paper to create your code map!
As a student in the K-12 system, I cannot recall a time in which my teachers took the time to teach students coding (it probably wasn’t a mandatory curricular task back then)! In the current BC curriculum, coding is something that all students should learn at various times across their academic careers, and what better way to learn than through the creation of circuits for adorable little mobile robots? It may be that students have done some prior unplugged algorithms (simply following and providing instructions), but with the use of Ozobots, this experience becomes more interesting as this fun tool will create lasting coding memories for students of all ages(1).
How to Code?
Prior to obtaining their robots, students will be introduced to the code charts and instructed on how drawing lines and colour codes will allow them to experiment and create unique algorithms for their Ozobots to follow.
Ozobots use sensors to determine what codes you or your students have created in their circuit sequences. Posted below is a chart of codes which the Ozobots are programmed to identify, such as a tornado, nitro boost and snail dose(2)!
Once they are introduced and made somewhat familiar with the codes, they will be tasked to create a circuit/map for the Ozobots to maneuver. Maps and circuits can look complex or simple, what’s important is that a variety of codes are utilised.
What if it doesn’t work?
There were some complications in my experience with the Ozobots, our bot appeared to have tantrums! Multiple factors may result in the disruption of your circuit route. Robots may not be able to read your code due to drawings being too skinny or too wide, or the colours not being distinct enough to read. Other variables include the battery power of your bot. It is my belief that our initial bot was either a low battery or had a loose wire somewhere (perhaps a loose screw?), as it began to ignore all codes and just spin in circles.
The Importance of Coding:
It is important to teach coding as it “enables children to use digital technology to develop their creativity”(3). In our technology-based society, coding teaches our students to move from the ‘consumer’ role to the ‘creator rule (ibid). In conclusion, learning to code helps students to develop an understanding of one aspect of the technological world and helps them to be better prepared for when they enter it as young adults.
Sources:
Ozobot. “Ozobot | Robots to Code and Create With,” November 15, 2023. https://ozobot.com.
Hub, Digital Technologies. “Introduction to Ozobot and Colour Codes.” Digital Technologies Hub, n.d. https://www.digitaltechnologieshub.edu.au/teach-and-assess/classroom-resources/lesson-ideas/introduction-to-ozobot-and-colour-codes/.
November 6th saw our cohort touring the Two Rivers Gallery in downtown Prince George. It was such an interesting and emotional visit, as the two current installations are very striking statements on climate change and threats to our local environments. The lovely Sophia was kind enough to give us a tour (highly recommend her for future visits) of the exhibits and lead us through a unique and creative art project of our own after the tour.
Exhibit 1: Nonreturnables
Nonreturnables is a collection of artwork made by artists from across British Columbia and the relationships we share with plastic in the biological world. This exhibit was the definition of “REUSE” in the Reduce, Reuse, Recycle slogan! The centrepiece of this exhibit was a large flowing cyanotype hanging instalment with cushions for viewers to lie on underneath; It is titled ‘Plasticosis’ by Desirée Patterson.
I was really drawn to this piece, as I am from the coast (Vancouver area) and am very well-versed with shoreline garbage abundance. It was also very impactful to me as the plastics with which this piece was created are those that were collected from the beaches around Vancouver. I found that the interactive component of this art piece was effective and educational but also very soothing as the cloth would sway gently like the ocean from the perspective of ocean creatures. The use of the cyanotype process really allowed for the fabric to emulate the ocean as some of the fabric developed more than others allowing for a variation of blues to be present in this natural photography process.
How could I use this exhibit in my teaching?
Easy! By introducing this exhibit, and other art that is similar in creation (using recycled materials, I could integrate this idea in multiple contexts: a science program, geography program and art program, for this art process involves learning about the health of our environment, the cleaning of our landscapes and the creation of art from the garbage in which we would collect during the process. By using garbage in which the students themselves have collected and a brief write-up of where they collected said garbage, I believe this exhibit could easily flow into a variety of courses and be a very fun, yet educational process.
Exhibit 2: Dismantled Worlds
Dismantled World by Jude Griebel is a humorous yet nightmarish collection of works representing the “toxic relationship between natural life and human industry”(1). The collection was seven distinct humanoid sculptures made of mixed media depicting monster-like creatures made of natural occurrence, natural disasters and human industry as well as two piles depicting types of food pyramids. As the gallery’s website states, “This surreal sculptural interpretation of capitalism and resource extraction blends anatomy with landscape and satirizes the effects of industry-caused climate change”.
This was a very disturbing collection, as you feel very connected to these disastrous event creations, especially since multiple of the beings represent dismantled and disastrous coastal monsters made of cement ports, oil spills, displaced molluscs and weeping icebergs.
Sophia, our host, led us through an exercise to better connect with the pieces which included deep breathing, focusing on multiple aspects of the piece and deep thinking. It was a very centring exercise that really allowed us to create relationships with the pieces. As wonderful as the exhibit and the exercise were, this collection really disturbed me, meaning that it was extremely effective!
Final activity:
Our Final activity at the gallery was the creation of our own monstrous recycled creations first drawn by hand and then attempted with playdough. There were multiple questions for us to fill in in the creation of our creatures such as: What is it made up of? Where does it live? And so on. My creation is a coastal creature who lives within the Indian Arm and Burrard Inlet. Their name is S.S Ingsdon and they are made up of old buoys, fishing lines, old fish nets, seaweed and shells. My creation’s purpose is to haunt those who litter in the ocean in the areas in which it abides.
This activity was a lot of fun and is something that I could see easily applied to the education of students of all ages. It allowed for so much creativity and was such a fun bonding experience between our cohort.
References:
Two Rivers Gallery. “Current Exhibitions – Two Rivers Gallery – Prince George BC,” February 8, 2023. https://www.tworiversgallery.ca/exhibitions/current-exhibitions/.
