Address how this project is similar/different from the circuit card project, particularly in regard to your sense of intrinsic motivation/ tolerance for overcoming difficulties.

This project was similar to the circuit card project because, very obviously, a circuit had to be involved to light up an LED diode. This project, though, was still wildly different — we had to install an ATtiny with a code, which I had never done before, nor have every thought I would do. Doing this project was definitely much more frustrating because everything was very tedious when it came to the ATtiny. We had to put it in the red flashdrive thing properly, we had to have the settings set in a particular way, we had to have the code written a specific way or else it didn’t work, etc. Even if all of those were correct, sometimes if the breadboard was already connected, the ATtiny would be confused and refuse to upload the new code. It was all just things to fight against and solve (and SUPER frustrating), but in the end, the outcome would always be rewarding. Also, the fact that this whole process would later enhance my work made me super excited! The circuit card was significantly easier, and I definitely faced much less difficulties.

How did your process reflect (or not) design thinking?

This definitely involved a lot of design thinking because you definitely had to think of ways the LED light would enhance the piece, and strategically think of places to out them. Also, making the circuit as a whole involved some design thinking because we had to think of ways that the circuit will be successful with a switch AND using the pins on the ATtiny. The whole process involved both aesthetic and technical design thinking.

What did you learn? Describe your learning process.

I learned how to download codes onto the ATtiny, as well as make a code in general! I had never done either of those things so doing both of those was definitely a challenge. But doing those I would probably say I have a better grip on how to code! I obviously am no master at it, but seeing that it wasn’t confusing as I thought it was was definitely relieving. Once I finally learned how to install the code onto the ATtiny, it was time to test out the patterns on the breadboard.

I started off with one LED light to test the lengths that it was on/off.

Then, I added another LED light to the code, and eventually I got them to blink at different times!

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And then I started feeling a little ambitious, and added more lights with more codes!

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And then I finally incorporated it into my actual piece 🙂

Making the circuit was also a very tedious process because the copper tape was too big to connect to one leg on the ATtiny, so I had to cut it into fourths.

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(I did my spooky capybara drawing because it fit the season and I love capybaras!)

Overall I was really proud of the outcome!

What was most challenging?  What was most fun?

The most challenging was downloading the code onto the ATtiny. The whole process seemed to almost never work for me, but when it did I really did enjoy it! But for the most part it just stressed me out.

The most fun was soldering the whole thing together and seeing the whole piece really work! Because I used 5 different legs, I was genuinely afraid that it would be super wonky, but it didn’t!

How did this activity connect (or not) to your prior knowledge of art and art education?

This activity REALLY did not connect to any prior knowledge of art or art education at all. Like I said, I had not done any of these things before! It was super nerve wracking, but I’m glad I have the knowledge now!

How might you use and/or adapt this activity in an art classroom?

I think this could work for high schoolers for sure. The entire process was confusing for me, so I feel like having this project for middle schoolers would confuse them as well. High schoolers I feel like would get a better grip, plus I think they’d be old enough to handle soldering! I think one way I might make this activity slightly different is by telling them beforehand that rhythmic lights will be incorporated, and have them make a piece to correlate to any ideas they may have in mind.