For your Arduino blog post, address how this project is simillar/different from the circuit card project, particularly in regard to you sense of intrinisic motivation/ tolerance for overcoming difficulties.

For the circuit card project, I definitely had motivation because I wanted to create something special for my mom. The arduino project was much harder, but I also wanted to make it work. I had a really hard time with some aspects of creation, as did other people in the class. For example I spent a lot of time on making the “pull here” tab work. I experimented first with a cardboard pull tab, but it didn’t work as well as the pull tab I made with string. IMG_2702-13xeho9  IMG_2727-22mxkm3

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

My process showed my design thinking with the pumpkins and the spiderweb boarder, along with the “pull here” tab.
What did you learn? Describe your learning process.

I learned how to code the circuits, with the instructions/code given I was able to then create a code that catered to the needs of my project. I also learned how to create a pull tab with string. It took a lot of trial and error. I went through getting the pull tab with the cardboard to kind of work, and then finally moved onto the string tab which worked much better.
What was most challenging?  What was most fun?

Soldering and getting the pull tab was the most challenging for me. The thing that was most fun was seeing the project light up correctly.
How did this activity connect (or not) to your prior knowledge of art and art education?

I had never programmed or used an AT Tiny before, so I had no prior knowledge.

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

I think I would give the students more information that I struggled with throughout the project, like how if the dot on the AT Tiny isn’t in the right spot it won’t work, or if the battery isn’t on the right side it will not work.