This poster will explore the reinvention of an "Old School" print zine with augmented reality (AR). The project was completed as a conceptual art group project in an undergraduate introductory sculpture class.
Based on past experience teaching a sculpture class in the College of Charleston First-Year Experience Program, the authors demonstrate how an AR zine approach facilitates the creation of abstract ideas into a final project. Students were able to plan their projects from their initial stages of conceptualization to completion in a way that places them in the contexts of works that serve as inspiration. Moving iteratively between the physical and digital, encouraged students to consider the arbitrariness of the distinction between the two formats, echoing digital dualist criticisms of the notion of such a divide. Working collaboratively to complete the final product further enabled to students to build a community among themselves. Because the augmented zine is both physical and digital, it becomes both a lasting record of art, as well as something more evanescent -- that will fade with the apps and digital space that gave rise to it. Students were also encouraged to question whether this process of creation was as much of an art form any resulting piece.
The authors will also discuss how this and similar projects can build campus support for a transdisciplinary collaboration between Studio Art and Library faculty to create, produce, show, and catalog art zines that showcase student work based on feedback from students and academic departments.
Augmented Reality (AR) bridges the analog and online world. Interactive print is a type of AR that enables users to scan print materials and connect them to digital imagery, sound, video, or resources through mobile devices. This poster will address the learning opportunities that can arise when students augment an "Old School" print zine. In addition to learning foundational skills in sculpture, this approach presents students with experiential learning opportunities to bolster and contextualize their hand-drawn sketches in the interactive zine. This type of augmentation also provides ways for students to document their process and as well as their research with digital imagery and other media - i.e. metaliteracy.
Interactive print can serve as a low barrier entry point to create or further successful engagement with digital scholarship and change student perspectives on the myriad of possibilities for digital humanities research throughout their careers.