Ayah Bdeir, creator of Little Bits designed hardware to help people have a clearer understanding of technology to become inventors with new tools. Little Bits are small individual circuit boards that have specific functions which can be joined together by magnets to create a new product composed of those multiple functions to work as a whole to provide a new function. Bdeir wanted to create a middle ground between the circuit board and the polished finished product typically seen on the shelf. The goal of her product is to "put the power of electronics in everyone's hands"(Bdeir, 6).
Using the Little Bits, I designed a vibrating paint brush to stimulate the proprioceptive sense. For those who are unaware, we actually have seven senses, not five. Two of these less know senses have to do with the bodies internal response to the environment; one of these being the proprioceptive sense. The propriceptive sense deals with your bodys awareness to the surrounding space and helps your balance and coordination. For example, if you were to close your eyes and touch your index finger to your lips successfully, your propriceptive sense is working properly. Vibrations provide tactile stimulation and propriceptive stimulation as well as a therapeutic fine motor skill experience. These vibrations aid in relaxation which are commonly seen in back massagers, but I explored how this function may modify one's painting experience.
I was inspired to create a vibrating paintbrush because I have multiple sensory integration disorders and wanted to make something that may aid my future students in the art classroom who have sensory integration disorders. I had many of my classmates, who are not diagnosed with a sensory integration disorder use the vibrating paintbrush to explore how the average person may experience painting with this device. I have refereed to the people participating in the experience of painting with the vibrating paint brush below as Student 1, Student 2, Student 3, and Student 4 to keep their identity relatively private.
Before viewing students work and responses, I would like to comment on the process of creating the vibrating paintbrush. The photos below show the small individual circuits I used to assemble my vibrating paint brush and are labeled with their function. I had the opportunity to tinker with each parts unique function and was particularly drawn to the the Little Bit pieces that distributed power, such as the taggle switch. Some of the other Little Bits that distribute power use pressure sensors to consider how the body interacts directly to transmit power. The main power unit was connected to a nine volt battery to give my invention the energy it needs to work. The power unit was then connected to the taggle switch Little Bit and the extension cord Little Bit which is orange. The green, vibrating Little Bit was connected to the extension cord and was hidden inside of the clay with a ping pong ball cut in half to protect the circuit board and provide an aesthetic design.
These students were given the three primary and secondary colors in acrylic paint and requested to paint whatever they desired while using the vibrating paintbrush. During and after they painted, I prompted them with questions about their experience and I have analyzed their comments which you can read below. Below are images of Student 1, Student 2, Student 3, and Student 4 painting with the paintbrush and their final picture.
Student 1:
This student commented that the grip is generally unique compared to her prior, regular grip of a paintbrush. She claimed that it felt weird on her wrist. An interesting comment from Student 1 was that the vibrating paint brush made her "more aware of the texture of the paint".
Student 2:
The content of Student 2's painting was influenced by the vibrating paintbrush. Student 2 claimed that he intentionally selected a fuzzy creature and did not outline because of his prediction that the vibrations would prevent him from creating a straight line. He did discover through painting that he could paint a straight line up and down which he credits to the unique grip of the brush. He also claimed that he noticed the brush more because he was not using the typical pulling motion he does when he paints. He reported that his painting was more minimalist than when paintings he has created without the vibrating paintbrush. After completing his painting, he explained that his hands had a numb and tingly feeling.
Student 3:
Student 3 approached this painting with a looser style because of the vibrations. She claimed that the vibrations were not as distracting as anticipated. She reported that he vibration feeling went away once she became focused in the painting. The most insightful comment from Students 3's experience was that she stated she felt she had "complete dexterity control".
Student 4:
Student 4 was very responsive to the vibrating paintbrush. Within moments of painting she claimed their was a mental difference and she felt more relaxed and calm. She also reported that she had a looser grip on the paintbrush because she felt at ease. She made a connection to the vibrations and a "spa" experience as though she was receiving a hand massage.
Although each student had a different experience painting with the vibrating paintbrush among one another, it is important to note that each student did have a different painting experience compared to their prior painting experiences. Understanding how the Pro sense influences the art making experience can help teachers assist students who have particular sensory integration disorders and enhance the art making experience for students who do not have sensory integration disorders. As an art teacher, it is important to consider the way in which all students can reach their highest potential for making art. Giving all students the experience to interact with a familiar medium in a different way may allow them to approach art making differently and have a a new relationship with the medium. Informing students about all seven senses may influence the ways they respond to art in a variety of contexts.
Little Bits provided me with the opportunity to explore how I can assist to the needs of a specific student population and the ways in which the vibrating paintbrush effects students outside of the specific student population. As much as I used little bits to conduct a small and informal experiment, Little Bits can be used to fix simple solutions such as flashing a light when a door opens so that others know when the bathroom is no longer in use from across the room. Little Bits provide people with the opportunity to create anything that suites their personal needs. They augment peoples interaction with standard technology and give power to the ordinary person to become an inventor that can understand technology at a fundamental level.
SOURCE: "The Internet as Material - Empowering the Next Phase of Connected Hardware Innovation" by Ayah Bdeir. 2005.
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