inside the box – engr 162 section 1 teaching engineering design through theatrical special effects
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Inside the Box – ENGR 162 Section 1 Teaching Engineering Design through Theatrical Special Effects. Paxton Marshall, Professor Benjamin W. Kidd, TA Kristin Wilhelm, TA William Barnhardt, TA University of Virginia. Tool List. - PowerPoint PPT PresentationTRANSCRIPT
Inside the Box – ENGR 162 Section 1Teaching Engineering Design throughTheatrical Special Effects
Paxton Marshall, Professor Benjamin W. Kidd, TA
Kristin Wilhelm, TAWilliam Barnhardt, TA
University of Virginia
Tool List
From http://www.outdoorlife.com/outdoor/photogallery/article/0,20036,1145812_1304110,00.html
Goals of ENGR 162
Enthusiasm for engineering Leadership and team skills, Design skills: creativity and
discipline, Resourcefulness, Critical thinking: problem
definition and solution, Social consciousness of the
impact of engineering Hands-on skills
Inside The Box Participating Classes
ENGR 162-12 – Introduction to Engineering Instructor: Paxton Marshall TA: Benjamin Kidd, Kristin Wilhelm, William
Barnhardt
DRAM 351 – Directing and Stage Management Instructor: Robert Chapel
DRAM 372 – Playwriting II Instructor: Doug Grissom
Instructional Personnel
Paxton [email protected] 162, Section 1Introduction to Engineering“A very cool guy”
Instructional Personnel
Robert [email protected] 351Directing and Stage Management
Doug [email protected] 372Playwriting II
Instructional Personnel
BessyITB Transportation Specialist
Structuring the Teams
9-10 teams Four to five engineering students (40
students total), playwright, director and stage manager.
Engineering teams formed using a self-evaluation of leadership, technical, and theater experiences. The Goal is to create teams with strengths in all three areas.
Basic Project Rules:
Playwriting students will choose three (4) effects to be written into their scripts
Directors will choose two (1) effects Engineer teams will design and build all five
(5) special effects 5 minute setup and strike time 10 minute performance 15’ control distance from edge of the acting
space
Communication Required
Engineer/Client Relationship
Engineer/Effects
Technician
Playwright &Director
Designer/User Client
Important Dates
Sunday, September ???: Play Readings and Pizza Party, Location in Darden Courtyard (Thornton Hall)
Monday & Tuesday, December 3th & 4th, 6-10 PM: Final Project Performances in the Helms Theater at the Drama Building
Last Year’s Effects & Examples
1) A Balloon PoppingGun shots,
2) Falling ObjectsGoose feathers after its unseen (and unfortunate)
demise, and a 4’ peanut butter and jelly sandwich
3) Explosion, An electric shock, a baby being born
4) Flame EffectA bed on fire,
5) Blinking LightA car being locked, disco party
This Year’s Effects
1) Balloon Popping
2) Object Changing Color
3) Sound Effect*
4) Slight of Hand/Illusion Effect
5) Object rising and turningThis effect is an exception to the 15’ control rule. The sound effect must trigged
activated by an actors action, but not by direct control from the actor, nor may it be remotely controlled by the engineer. Examples of suitable means of a trigger mechanism include pressure switches, bream-break detectors, trip wires, etc. The actor is not permitted allowed to simply press the “play” button on a portable audio device or create the sound effect him/herself.
Control Systems
Need to develop some means of controlling effects remotely
Provide simple user interface for mistake free operation
The “Grid”
Structural support of effects
Safe and convenient electrical hookups
Confines theatrical action to manageable area
Portability and fast setup
Provides “TheatricalRigging” for engineers:
Grid Components
ElectricalConnections(120 VAC &12 VDC)
1” ConduitClamps(Back-to-back)
1” EMTConduit
Standard PASpeaker Stand
The Grid in the Helms Theater
Kristin
Electrical Subsystem
120 VAC @ 15A 12 VDC @ 20A
Grid Power Supply
Rear Panel
Front Panel
The “Acting Space”
5’ Margin around all sides of the Grid
Effects shall originate from within this space
Control shall be from 15’ from the acting space boundary
The Acting Space in Action
Photographs from Inside the Box“Weather or Not” (left) and “Weare Both Hypnotized” (below)
Financial & Materials
$50 allotted for design and build materials per group
$50 of personal funds allowed in addition to the provided $50
A large amount of scrap materials and supplies are available
Teams are required to keep detailed records of their expenditures
Technical Topics
Basic ElectricityCircuit ProtectionElectromagnetism (Solenoids, Motors,
Relays, Transformers)Mechanics (Torque, Gears, Belt Drives,
Pulleys)PneumaticsLighting and Optics
Structured Design Methodology
problem definition establishing objectives and
user-requirements identifying constraints establishing design functions
and specifications generating design alternatives preliminary design and test final design, documentation design presentation
Course Text:Engineering Design:
A Project Based Introductionby Dym and Little
Class discussion
Adjusting to college, the engineering profession
and disciplines, team dynamics and
communication, case studies in engineering
ethics, time-value of money, safety and environmental
considerations in design, customer relations.
Some Required Assignments
Proof of Concept Demonstrations“Interviews” of both assigned
playwright and (later on) director and subsequent documentation of the interview
Design Options ReportFinal ReportFinal Presentation
2004 Group 4 Final Report Cover (Right)
Proof of Concept Demonstrations
Preventing last-minute projectsAllows us keep track of group progressProvided opportunities of idea sharing
and peer review
Acknowledgments
Doug Grissom, Department of DramaBob Chapel, Department of DramaR. Lee Kennedy, Department of DramaDeborah Park, SEAS Graduate StudentThe Actors, Directors, Stage Managers,
Playwrights, and Engineering Students who participated in Inside the Box
Questions?