AP 2-D ART AND DESIGN

Daniel Yi

BRAILLE DEVICE

Art Center College of Design, Pasedena, CA, USA

Height: 11", Width: 17" | Idea(s): A wearable device that translates visual prompts to descriptions of touch using Braille. | Material(s): Digital | Process(es): Following modern trends of lifestyle wearables, adding innovative features for the visually impaired | Digital Tools: Procreate, Adobe Illustrator | Curatorial Note: This inventive and elegant concept offers a thoughtful technological solution for individuals who are blind or visually impaired. By integrating wearable design with refreshable Braille cells, the device expands access to complex visual information in a tactile, user-centered way.

STUDENT STATEMENT

Does your art connect to or take inspiration from any past or present art styles, techniques, or traditions? If yes, how?.

As an aspiring product designer, I focus on creating user centered products. In product design, we investigate daily encounters that our users may find challenging, or even unconscious/unknown challenges, and help provide them a viable, sustainable solution.

What inspired you to choose the inquiry (big idea or question) for your sustained investigation?

I had an interaction with a visually impaired person at church. Due to our language barrier (him speaking only in broken english), it was hard for me to help navigate towards the direction of the bathroom. This encounter repeated in my head like a broken record for days. It inspired me to create a device that helps users navigate the sighted world without complete reliance on visual or audio queues. That led me investigate familiar concepts of tactile perception, more specifically braille centered products.

I developed a discreet wearable device to assist individuals with visual impairments, prioritizing comfort and usability in everyday life

Material(s): Digital | Process(es): Exploring color, form, and emotions through moodboard. Inspiration from the “adaptation” colorway. | Digital Tools: Adobe Illustrator, Pinterest, Miro, Behance, Unsplace | Citations: Various images found on Pinterest, Behance and Unsplash

Material(s): Digital, Foam core, straws, toothpicks | Process(es): Straws, toothpicks, and foamcore as a test of concept for braille in-hand. Ideating wearable forms. | Digital Tools: Adobe Illustrator, Procreate

Material(s): Digital | Process(es): 3d modeling haptic face in Fusion. Refining the band for more elegance and intuitive functionality. | Digital Tools: Adobe Illustrator, Procreate, Fusion 360

TEACHER STATEMENT

Lelainya Guzman

Art Educator

Westview High School

How often did your class meet?

We have a block schedule, so students attend AP Art and Design every other day for a full school year.

Please describe the structure of your AP Art and Design course.

We currently have a mixed-level class due to a scheduling conflict.

How did you guide students in developing and refining their inquiry statements and portfolio direction during their Sustained Investigations?

We begin our year by working in collaborative groups to examine and discuss how artists convey meaning through subjects and themes. Students create mind maps and respond to subject and theme prompts that allow them to experiment with a wide range of possibilities. Daniel began with a clear inquiry-based vision guiding each of his designs in order to respond to client-centered needs within his product line.

How did you help students strengthen technical skills and apply design knowledge (elements and principles) while also developing creative problem-solving habits?

Students strengthen their technical skills through focused lessons on creating visual weight, designing dynamic compositions, and applying color theory. Weekly, we analyze and critique professional works of art to understand the application of design knowledge. Students are encouraged to practice at least two different approaches to media, composition, and color in their planning process for each idea.

In what ways did you structure opportunities for practice, experimentation, and revision into your curriculum?

During peer critiques, students respond to questions that help generate active discussion around experimentation and problem-solving. Daniel tested ideas and experimented with the expression of his design ideas through abstract forms. These studies allowed him to push boundaries, testing and deconstructing the confines of traditional design.

How did you use critiques and peer interaction to support growth in both Sustained Investigations and preparation for Selected Works?

My goal at the start of the year is to establish feedback routines that strengthen student understanding of the art making process while building deeper connections with peers. For Daniel, feedback was an integral part of his art making process. He approaches dialogue about his work as an opportunity to better understand how people experience and respond to his designs.

What did you learn from working with your students, and how did you connect their learning to real-world opportunities or creative careers?

To connect with creative careers, students research and explore how professional artists apply inquiry- and experiment-based approaches to art making. Students are also asked to participate in art shows in the community every year to gain real-world experience. Daniel was able to study with local artists to see how they worked in collaboration to achieve innovative ideas. Through this, he gained firsthand experience on the importance of experimentation and collaboration.

Daniel Yi

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