Digital clay is a virtual material that exists currently in many 3D design software applications. Coupled with the rapid development of 3D printing technology, clay forms designed with a computer can now be externalized into the physical world as 3D prints or, vice versa, as digital scans. Recently, advanced tools have become available to artists and designers as affordable systems marketed to the professional consumer. As a response to these developments, my research examines the learning that occurs for eight artists who have been asked to play with physical and digital clay. This research employs a multiple case study methodology to understand the challenges of learning to work with digital clay and the supporting role of physical material engagement in this process. By interviewing participants and thematically analyzing their responses, I presented the subjective experience of the artists through portraiture showcasing the educational role play assumes when engaging across physical and digital media. Findings of the study suggest that engaging physical and digital materials calls upon a broad scope of cognitive processes including recollection and mental wanderings that contributed to reflection and discovery of novel ideas. Details from unstructured interviews were presented through narrative reporting as this research also strives to make sense of the participants' experience and situate the details of the study’s context.
|Advisor:||Burton, Judith, Jochum, Richard|
|Commitee:||Holbert, Nathan, Sagolla, Lisa Jo|
|School:||Teachers College, Columbia University|
|Department:||Arts and Humanities|
|School Location:||United States -- New York|
|Source:||DAI-A 78/12(E), Dissertation Abstracts International|
|Subjects:||Art education, Fine arts, Industrial arts education|
|Keywords:||3d design, 3d printing, Clay, Digital sculpting, Ideation, Play|
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