Latest revision as of 20:52, 17 November 2023

knotes on knots

symbolism

Knots can serve as powerful metaphors in narration, representing various themes and concepts that can add depth and complexity to a story. conflict and resolution Knots can symbolize different aspects of life, such as complexity, unity, connection, or even entanglement. In a story, a knot can represent a complex problem that the characters need to unravel, whether it's a mystery to solve, a challenge to overcome, or a complicated relationship to understand. Interconnectedness Knots often involve multiple elements intertwined and connected in various ways. In narration, this can represent the relationships between characters, families, or communities. A story can explore how these connections are formed, tested, and sometimes broken, mirroring the process of tying and untying knots. Mystery and Intrigue: Knots are often associated with mystery and puzzles. In a narrative context, knots can be used to create suspense and intrigue. A tangled knot of events or secrets can keep readers engaged, urging them to read on to find out how the narrative threads will be unraveled. Cultural Significance Different cultures have their own traditional knots with specific meanings. Incorporating these cultural knot symbols into a story can add richness and authenticity to the narrative. These knots can carry cultural traditions, values, and beliefs, providing depth to the story's setting and characters. Metaphorical Complexity? Knots can be used metaphorically to convey complex ideas or emotions. For example, a character might feel "tied up in knots" to describe their anxiety or confusion. This metaphorical use of knots can enhance the emotional depth of the narrative and allow readers to empathize with the characters' experiences.

rapid prototypes

Rapid Prototypes influenced by the scratch orchestra

Entry: make your computer screen foggy by blowing on it and save a word on the screen.*Author/sirmak*Datetoday

entry: write a sentence on a piece of paper and make a knot out of the paper. read it outloud with 5 people.*author: suzan*date:whenever but urgent

Entry: listen to the reading aloud of the above sentence knot. Try to write/draw the knot sentence as a way of untangling it.*author: suzan remixed by stephen*date:whenever but urgent

Entry: find one sentence in your bag and read it outloud in 2 seconds. ask other to repeat this sentence.*author: suzan*date: today

Entry: take 10 seconds, during this time think about your worst memories and make knots for each of them on a piece of string. *author: suzan*date: 17.05.2023

Entry: take 10 more seconds, during this time think about your best memories and unmake the knots for each of them on a piece of string. *author: suzan*date: 17.05.2023

Entry:find a long string and four people. hold the string next to each other and try to make one knot (each one or one in total) at the same time.dont decıde beforehand.*author:ırmak*date: when you are ready

Entry: find 10 words in one of the tabs in your computer and form a 4 sentence love letter with them in 2 minutes.*Author ırmak*Date forever*medium (text, visual, sound, performance, code) text

Entry: walk out of the aquarium, into the studio from the main door and back into the aquarium. describe every detail you saw to people in the room.*Author suzan*Date 17.05 16:00*medium (text,visual, sound, performance, code) verbal (or transcription? recording?) yes

Entry: everyone photocopy their hands and puts them in the copies on the table. Whoever guesses the right hand and copy will recieve a firm handshake from that person. duration max 2 min.*Author suzan*Date 17.05 medium (visual, sound, performance, code) performance

Entry: one person closes their eyes and holds a pencil. other people around this person will try to lead them into drawing an apple. But one person will mislead. *Author suzan*Date today*medium (visual, sound, performance, code) visual

Entry: half of the people in the room will close their eyes and half of them will lead them around the room. if someone bumps into each other or an object you will stop.*Author irmak*Date today*medium (visual, sound, performance, code) performance

Entry: find a music score and make knots at the times where the music changes or how you feel when listening changes. Write a short story with sentenceses limited to the number of knots in the string.

(K)not Theory and some (K)not Stories

-What?

A series of one sentence (k)not stories that are based on various types of knots.

Why Make it?

I would like to connect the knot theory to fiction and see if two different tecniques have a common ground. I would like to approach fiction in a non linear and less autonomous way.

Workflow

-research knot theory and history

-see Andian Khipus and Yakime Timeball.

-see if i can connect the knots to collective memory tellings or oral folktales.

-try different materials to make knots with.

-examine the rlation to grammar

-make ptototypes of the same sentence with different knots.

-expand the sentences to stories

-play with telling a story and knotting and find ways to make interactive

Rapid Prototypes

Refs Decorative Newsfeeds: https://www.thomson-craighead.net/decnews.html

R. D. Laing: Knots (1970)

outcomes so far:

Different types of bends are used to join two strings. These tecniques have different histories.

It is hard to make complicated knots with paper. Fabric is ok. Transparent paper doesnt last.

1.Knot theory equivelance problem

2.Knot polynomials/Alexander polynomials

-every knot can be represented as a closed braid

three dimensional media to store data.

same knot different sentence/different sentence same knot/same knot same sentence.

how to expand this from sentence to fiction. Look into written language and oral tradition in civilisations.

Knots: hold, join, manifacture, secure, pull, gather

Sesh2

proposal

What?

Creative Writing Toolkit

-Kid-friendly writing, reading and drawing tools that enable children to create their stories and illustrations.

-Templates for guided story creation, including prompts and visual cues.

-Reading Rewards and Progress Tracking Community and Sharing:

-A safe and moderated online community where kids can share their stories and artwork with peers. (dont know how to do this)

-Encouragement and positive feedback from other users to boost confidence and social interaction.

How It Works:

Exploring Stories:

-Children can browse the library of interactive stories.

-They choose a story to read or have it read to them.

-Interactive elements within the story engage them in the narrative.

-you can listen the story from different cahracters' perspectives.

Creative Writing:

-Kids can use the writing and drawing tools to create their stories.

-Templates and prompts (on knots and poetry as well) help them get started.

Rewards and Progress:

-Completing stories and creative writing exercises earns rewards and badges.

Benefits:

-Encourages a love for reading and storytelling from a young age.

-Fosters creativity and imagination through writing and drawing activities.

-Supports early literacy skills development.

-Offers a safe and moderated online environment for social interaction.

How?

Concept and Planning:

-Define the core objectives and educational goals of the tool.

-Identify the target age group (5-7,7-10 years) and their specific needs.

-Research existing digital tools for kids and analyze what works well and what can be improved.

Content Development:

-Develop a library of interactive stories with engaging visuals and age-appropriate narratives.

-Create templates and prompts for the creative writing toolkit.

-Focus on vibrant colors, large icons, and simple navigation. Approach this theough a media archaeology sense as well. (Interactive CD ROM and sensory games)

-Conduct usability testing with kids to refine the design.

Development:

-Develop the interactive reading and writing features, including drawing tools.

Why?

Promotes Early Literacy: Early literacy is essential for a child's cognitive development. This Project aims to foster a love for reading, storytelling, and creative writing from a young age, which can lay a strong foundation for literacy skills later in life.

Encourages Creativity: Creative thinking and expression are vital skills for problem-solving and innovation. This project empowers children to use their imagination and creativity through writing and drawing activities.

Engages Children in Learning: In today's digital age, children are naturally drawn to technology. Project leverages this interest to create an engaging and educational digital platform that aligns with their interests.

Supports Parents and Caregivers: The platform could include a parental dashboard that allows adults to actively engage in their child's learning journey.

Promotes Social Interaction:?? The online community aspect of the Project encourages children to share their work, receive feedback, and engage with others, promoting social interaction and communication skills.

Accessibility and Inclusivity: By designing the app with accessibility features in mind, the platform can cater to a broader audience, including children with disabilities, ensuring inclusivity.

Positive Screen Time: In a world filled with screens, it offers a positive screen time option for children, addressing concerns about excessive screen use.

Who can help?

Child Development Experts:

Child psychologists and development specialists can provide insights into age-appropriate content and activities that support cognitive and emotional growth.

User Experience (UX) Designers:

UX designers specialize in creating intuitive and child-friendly interfaces that ensure a positive user experience.

Software Developers:

Skilled software developers and engineers are essential for building the mobile app and web platform, including its interactive features.

Funding and Investors:

Seek investors or funding organizations interested in supporting educational and child-focused projects.

Parent and Child Testers: Parents and children can participate in testing and user feedback sessions to ensure that the app meets their needs and expectations.

Support with building interactive digital environments and testing them. Been talking to my UX designer friend who is also a Publisher about this and also Youngsung Chi will be my mentor in this journey.

Timetable:

Month 1-2: Project Initiation and Planning

-Define the scope and objectives of the prototype.

-Conduct initial research on child development, competitor analysis, and design trends.

-Make rapid prototypes

-Draft a project plan, including a rough timeline :D

-Start identifying potential funding sources or grants.

-Think of an outline for thesis, according to your preliminary research.

Month 3-4: Concept and Design

-Brainstorm and refine the core concept of the project.

-Create a detailed design brief, including wireframes and mockups.

-Start designing the user interface (UI) and user experience (UX) for the prototype.

-Begin drafting a proposal for prototype development.

-Finish setting limitations and begin writing the first chapter.

Month 5-6: Content and Features

-Develop a limited set of interactive stories and creative writing activities.

-Build a simplified version of the reading and writing features.??

-Include basic drawing and writing tools.

-Consider incorporating a single interactive element in the stories.

-Continue writing.

Month 7-8: Prototype Development

-Start building the prototype, focusing on core functionality.

-Create a working model of the web platform.

-Test the prototype internally for usability and functionality.

-Begin preparing for user testing and workshops.

-Continue writing.

Month 9-10: User Testing and Feedback

-Conduct user testing with a small group of children and parents.

-Collect feedback on the prototype's usability, design, and engagement.

-Finalize and the thesis?

Month 11-12: Prototype Presentation and Documentation

-Document the prototype development process, including design choices and lessons learned.

-Explore opportunities to continue prototype testing and development.

Relation to previous practice:

working as a childrens literature editor and translator in publishing houses made me realize certain gaps and pushed me to research on new ways to engage children with literature. Personally I am very much involved in creative writing, deconstruction and construction of narratives, active reading skills, anecdotes, ways of taking notes, media archaeology and inscription. I think these have been a build up fort his.

I have been thinking about building a platform such as this since 2017 when I was working in a publishing house. I didnt yet have enough experience or observation but have realised a gap in this field. Now being a part of XPUB, I can see what I can do or cant do, or can do with more IT support. I am trying to find a common ground where I can meaningfully mash up my ideas on creativity and children.

I have a child development degree as well, so I am aware of the developmental phases and the ways of approaching this.

choices made: first choice made so far is to go for this. the second is to make this a creativity tool not an education tool. I am aiming to create a free space for users to experiment and play with text and image.

to be made: will this be only a digital project? will it be called an interactive ebook or a new term? will there be adaptation of new picture books or anon tales? will it only be a reading tool or will there be room for writing, making and peer interaction. Relation to a larger context:

My aim with this research and prototype is to continue further in the upcoming years and hopefully make it public with fundings and grants. This is what I dream and its a good opportunity to see if the platfroms works as I imagine it would.

I like how its different from current interactive book platforms where the reading is mainly supported by some moving elements and limited interactivity. I am keen to explore the writing tools in this platform where reading and writing could go hand in hand. Where they both can support the childs interest.

examples and sources:-piboco-noveleffect-bookr-kotobee-stepinbooks-dribbble

Possible grants and options:

Early Childhood Education Grants: U.S. Department of Education Early Learning Challenge Grants Kellogg Foundation's Early Childhood Education Grants W.K. Kellogg Foundation's Family Engagement Grants Technology Innovation Grants: Google for Education Grants Microsoft Philanthropies Education Grants Bill & Melinda Gates Foundation's EdTech Grants Early Childhood Development Grants: Buffett Early Childhood Fund Grants PNC Foundation's Grow Up Great Grants The Bezos Family Foundation's Early Learning Grants Literacy and Reading Grants: The Dollar General Literacy Foundation's Youth Literacy Grants Reading Is Fundamental (RIF) Community Literacy Grants Scholastic Book Clubs and Reading Club Grants STEM/STEAM Education Grants: National Science Foundation (NSF) STEM Education Grants LEGO Foundation's Playful Learning Grants National Girls Collaborative Project (NGCP) Mini-Grants Parental Engagement Grants: Annie E. Casey Foundation's Family Engagement Grants National PTA Family Engagement Grants Parent-Teacher Associations (PTAs) and Parent-Teacher Organizations (PTOs) often offer local grants. Community and Social Impact Grants: KaBOOM! Play Everywhere Challenge Grants (for projects promoting play and social interaction) KIDS in the GAME Grants (for youth sports and fitness programs) Digital Learning and EdTech Grants: Digital Promise Education Innovation Clusters Chan Zuckerberg Initiative Education Grants EdSurge Digital Learning Grants Database Child Welfare Grants: Casey Family Programs Grants (focused on improving the child welfare system) Child Welfare League of America (CWLA) Grants Government Grants: Check with federal, state, and local education departments and agencies for relevant grant programs, which can vary by region. Startup and Innovation Competitions: Y Combinator (startup accelerator program) TechCrunch Disrupt (startup pitch competition) Global EdTech Startup Awards (GES Awards) Corporate Social Responsibility (CSR) Programs: Many major corporations have CSR programs; research companies with a history of supporting education and child development initiatives. Philanthropic Foundations: Explore foundations like the Gates Foundation, Ford Foundation, Rockefeller Foundation, and others that fund education and child-focused projects.

Proposal updated

Project Proposal

The aim is to make a creative writing and reading toolkit to enable children to create their own stories or read the books they want from the library. This web platform is preferably for kids between ages 6-12. Children can explore the library for interactive and multiple ending stories; they can choose to rewrite them or create a brand new narrative. The tools are to write or draw in this section. Templates and prompts will be available to help them get started if preferred.

The purpose of this platform is to encourage love for reading and writing from a young age and to boost creativity. It is also another attempt to make literature fun again by the idea of deconstructing and constructing a piece of text. In today's digital age, children are naturally drawn to technology. Instead of insisting that they keep reading hardover books, this is an attempt to offer new and fun ways for reading and screen time. Project leverages this interest to create an engaging digital platform that aligns with their interests.

The platfrom will be consisting of three sections. Reading, making and gallery. Reading will be including a library of interactive stories and multiple ending stories. Making section will be focused on rewriting an existing story, making a musical score for and existing story or writing from scratch. Here, kids can draw a character and make a simple `choose your own adventure` game. They can add some tunes on the story they create or just write a simple short story. The gallery will be a section to hold and share these stories they create. The reason for showcasing this is that online appearence and characters that kids create can be a way to represent themselves freely in the digital world. For the making part of the platfrom, prompts and templates will be available to get the kids started. Certain characters and narrative structures will be introduced if they like to use.

Throughout the process of making this prototype, child development experts, UX designers and software developers will be very helpfull to get advice adn support from. Child psychologists and development specialists can provide insights into age-appropriate content and activities that support cognitive and emotional growth. UX designers specialize in creating intuitive and child-friendly interfaces that ensure a positive user experience. Skilled software developers and engineers are important for building the web platform, including its interactive features.

The estimated timetable to maket his project is starting from 1st of August 2023 to end of June 2024. August to october will be used to define the scope and objectives of the prototype; making rapid prototypes; drafting a project plan and thinking of an outline accroding to preliminary researach. November to january will be working on a detailed design brief; a platfrom frame where these elements of reading and writing can come together and writing of chapter 1. February to April will be mostly working on the content, interactive stories and writing prompts to go on the platform. Continuing on writing the thesis also by moving to chapter 2. March to may will be mivong on to writing chapter 3 and making the prototype better and hopefully testing the platfrom with kids and getting opinions from teachers and parents. May to june will be the finalizing touches and finishing writing and prototype.

The raletion to my preivous practice

The roject is mainly realted to my previous practice. Through the years I working as a childrens literature editor and translator in publishing houses made me realize certain gaps and pushed me to research on new ways to engage children with literature. Personally I am very much involved in creative writing, deconstruction and construction of narratives, active reading skills, anecdotes, ways of taking notes, media archaeology and inscription.

I have been thinking about building a platform such as this since 2017 when I was working in a publishing house. I didnt yet have enough experience or observation but have realised a gap in this field. Now being a part of XPUB, I can see what I can do or cant do, or can do with more technical support. I am trying to find a common ground where I can meaningfully mash up my ideas on creativity with children.

I have a child development degree as well as design so I am aware of the developmental phases and the ways of approaching this. I feel like there is so much undiscovered territory in childrens literature.

The choices I made to go further in these ideas was to apply to XPUB and stick with researching different creative reading approaches. The second choice was to maket his platfrom focused on creativity and not education. I am aiming to create a free space for users to experiment and play with text and image. The choices to be made along the way are: Will this be only a digital project? Will it be called an interactive ebook or a new term? Will there be adaptation of new picture books or anon tales? Will it be available for peer interaction? How will the online security made?

Sesh3

Outline-Three key issues/tricky issues/tricky shoes

1.Interactivity *monkey's fist or carrick bend knots

In this first chapter I will be talking about the limits and uses of interactivity and will be giving examples on interactive reading and writing. Then I am planning on how to implement this with kids.

Interactive and creative reading/writing experiences and the limits of inclusivity in narratives for children.

-media archaeology perspective of interactive media (cd roms, games, sensory boards etc)

-differences in experience when reading aloud, alone or with someone.

-The joy of destruction

-storytelling with words, knots, images, drawing, sound, gestures.

-crossing the border of writer and reader.

-the limits of deconstructing a text and deauthorizing the author

-the simultaneous act of writing and reading

2. Knots *figure8 knot

implementation of knots and knot theory in creative writing, reading and making according to the interactivity levels in certain ages.

-pedagogical approach

-limitations

-differences from already existing ebook platforms?

-why knots and the relation of knots to reading and writing culture.

3. Digital Platforms *crown knot or splice knots

childrens interaction with digital platforms and ways of making screentime effective and social.

-smudging the boundary between childrens ebook and storytelling games.

-what do we learn from narrative, open ended and multiple ending games.

-Why do we have less modes of reading and writing for children when compared to adults?

format

I want to write about the project interactively (somewhat like a text based game) and make the thesis with multiple endings according to the readers choice at certain bending points.

Since the Project is including knots and I have developed a personal interest in using knots as a form of structuralising ideas and information, there will be a relation to knots in the thesis itself. knots will represent the experiences that raise intersting opportunities for research and distinct events I went through as making the project, strings will represent theories and approaches that I have on these events and bends will be representing the relation between these and my own experiences/motivations. Hitches will be what connects strings (theories and approaches)to a specific element in the project.

The three chapters will be formed according to different knots, depending on the subject and the writing will be based on the structure and usage of this knot.

Apart from this, for my own research preferences, I am planning on documenting this years process of writing and researching using the Incan Quipu method which was historically used to archive information, using multiple strings of different colors, knots to represent analytic memory and historical events.

bibliography:

An Anthology of Concrete Poetry- to be inspired by shapes and loops of writing.

Raymond Queneau-Exercises in Style- understanding the versions of telling the same story

mindstorms-children, computers and powerful ideas- to get a better idea on child computer interaction

J L Austin-How to do things with Words - on how to experiment and be limitless with words.

Thesis outline updated

1.Digital platforms and kids *crown knot or splice knot or the METAKNOT of the thesis

The first chapter will be focusing on childrens interaction with digital platforms and ways of making screentime effective and social. I will be mentioning the differences and similarities between ebooks and storytelling games. The effect of storytelling and interactive games to kids’ creativity. I will focus on what we learn from narrative, open ended and multiple ending games. I will try to answer the question of why do we have less modes of reading and writing for children and what are the limitations that cause this.

2. Uses of interactivity

In this chapter I will be talking about the limits and uses of interactivity and will be giving examples on interactive reading and writing. Then I am planning on experimenting about how to implement this with kids.

Interactive and creative reading/writing experiences and the limits of inclusivity in narratives for children. How children react to interactivity. Answering the question of how interactivity developed through history in literature. Research finding of differences in experience when reading aloud, alone or with someone. What does the joy of destruction and awe effect has to do with interactivity. How to cross the border of writer and reader, how can kids deauthorize the author.

2. Focused age gap and experimentation for creative exercises to be implemented in the platform

The last chapter will be about ways and exercises of storytelling with words, knots, images, drawing, sound, gestures for the age group 7-12. Why did I pick this age group will be explained. The limitations of interactivity with this certain age group and why? The difference and the urgency of these exercises and writing tools than the already existing interactive ebook platfroms. I am planning on giving examples of how kids from these ages interacted with the prototype.

ideal format

the first idea is to write about the project interactively (somewhat like a basic text based game) and make the thesis with multiple endings according to the readers choice at certain bending points.

the second idea is to base the format on knots. I have developed a personal interest in using knots as a form of structuralising ideas and information. Throughout history, knots have been used to connect, combine, hold, contain, stop, move, punish, break, invent and many other things. I wanted there to be a relation to knots in the thesis itself. Knots will represent the experiences that raise intersting opportunities for research and distinct events I went through as making the project. For example if I couldnt manage to do something I planned to do this can be represented with a weak knot or a broken knot. strings will represent theories and approaches that I have on these events and bends which are used to connect to strings in knot theory, will be representing the relation between these and my own experiences/motivations. Hitches will be what connects strings (theories and approaches) to a specific element in the project.

The three chapters will be formed according to different knots, depending on the subject and the writing will be based on the structure and usage of this knot.

Apart from this, for my own research preferences, I am planning on documenting this years process of writing and researching using the Incan Quipu method which was historically used to archive information, using multiple strings of different colors, knots to represent analytic memory and historical events.

bibliography:

An Anthology of Concrete Poetry- to be inspired by shapes and loops of writing.

Raymond Queneau-Exercises in Style- understanding the versions of telling the same story

mindstorms-children, computers and powerful ideas- to get a better idea on child computer interaction

J L Austin-How to do things with Words - on how to experiment and be limitless with words.

prototyping

javascript and interactivity trials

I made a prototype for a drawing pad. It seems to be working. Choosing colors, medium/small and large brush choices. Importing an image and sacein are also options. This took a long time because i followed a tutorial and customized everything basically. Now i would need to find a way to implement this in the web platform of the interactive story itself.

My main goal is to maybe use the drawing pad as a `create your own adventure` option. The user can draw a scene or paint on an existing image and progress the story like this by adding frames to it. Another option could also be writing a musical score or a jingle for the story or even small sound effects.

interactive book trial in javascript and html

drawing pad with color choosing and brush options

drawing pad appearence on web.

text based game

I tried composing a multiple ending small story using twine. It was a good prototype and warm up to get used to building an interactive story.

### Title: The Beehive Adventure

#### Introduction:

- Introduce the main character, a curious and brave child named Lily, who discovers a magical pathway leading to the Enchanted Beehive.

- Set the scene: The Enchanted Beehive is a magical realm where bees talk, flowers sing, and honey holds extraordinary powers.

- Present the main goal: Lily needs to help the bees in the Enchanted Beehive solve a mystery and restore harmony to their kingdom.

#### Plot Points:

##### 1. The Magical Path:

- Lily discovers a magical pathway in her backyard that leads to the Enchanted Beehive.

- Along the way, she meets a friendly butterfly named Flutter, who guides her to the bee kingdom.

##### 2. Meeting Bee Friends:

- Lily encounters talking bees, singing flowers, and a wise Queen Bee, each possessing unique abilities.

- Each bee friend provides a clue or a challenge that Lily must solve to proceed further in the Enchanted Beehive.

##### 3. Choosing Paths:

- At various points in the story, Lily reaches crossroads and must decide which path to take within the Enchanted Beehive.

- Each path presents different challenges, puzzles, and characters to interact with.

- The choices made by the reader influence the outcome of the story.

##### 4. Facing Challenges:

- Lily faces challenges like decoding bee dances, helping lost butterflies find their way, and protecting the honey supply from mischievous creatures.

- Each successful challenge brings her closer to solving the mystery.

##### 5. Climax:

- Lily discovers a plot by a group of mischievous ants to steal the Enchanted Honey and cause chaos in the bee kingdom.

- Depending on the reader's choices, the confrontation with the ants can have different outcomes.

##### 6. Multiple Endings:

- There are multiple endings based on the choices made by the reader:

- Ending 1: Lily and her bee friends successfully thwart the ant plot, restoring peace and harmony to the Enchanted Beehive.

- Ending 2: Lily faces challenges but learns valuable lessons, promising to return and help her bee friends again in the future.

- Ending 3: Lily befriends the ants, finding a peaceful resolution and teaching everyone the importance of cooperation.

#### Conclusion:

- Wrap up the story based on the chosen ending, emphasizing the lessons learned and the friendships made during the adventure.

- Encourage readers to revisit the story and explore different paths to discover alternative endings.

workshop ideas

knots real life

Create a Knot-Story Bracelet: Provide children with colorful strings or yarn and teach them a simple knot-tying technique (e.g., square knots). Assign each knot a specific meaning or element of a story (e.g., a square knot represents a character, a half-hitch represents an event). Encourage kids to create a story by tying knots in a specific sequence, with each knot representing a different part of the story. As they create their bracelet, they can narrate their story aloud, describing the plot and characters associated with each knot.

Treasure Map Adventure: Introduce the concept of a treasure hunt adventure. Provide children with a "blank" treasure map (paper with a simple map outline). Instruct them to write a creative story where each location on the map corresponds to a part of their adventure. Kids can tie knots or use different symbols to mark important locations on the map, and then write descriptions of what's happening at each spot.

Story String Scavenger Hunt: Prepare a long piece of string or yarn with knots tied at regular intervals. Hide clues or riddles in various locations around the house or yard. Children follow the string, untying knots and solving clues as they go. At each knot or clue point, they can jot down a sentence or two to add to their unfolding story.

Knot-tying Character Portraits: Provide kids with a selection of colorful cords and knots. Instruct them to choose a character from a book or create their own character. Encourage them to use knots to represent different characteristics or traits of the character (e.g., a square knot for bravery, slipknot for curiosity). As they tie knots, have them write short descriptions of the character's attributes next to each knot.

Knot Storytelling Relay: Divide children into teams or pairs. Provide each team with a long piece of rope with knots spaced along its length. Each child adds a sentence to an ongoing story, with each sentence corresponding to one of the knots. They must tie the rope into a simple knot after their sentence. The next child in line continues the story at the next knot. These interactive creative writing activities not only engage kids in storytelling but also enhance their fine motor skills through knot-tying. They offer a creative and hands-on approach to writing, making the process enjoyable and memorable for young writers.

knots digital

Writing activities with knots (digital):

Create a Knot-Story Bracelet: Design a virtual bracelet-making tool where kids can choose different colors of digital strings and tie knots using a simple drag-and-drop interface. Create a storyline template with knots representing story elements, and allow kids to customize it by selecting different knots for characters, events, and settings. Add a narration feature where kids can record or type their story while interacting with the virtual bracelet.

Treasure Map Adventure: Develop an interactive map on the web platform where kids can click on different locations to write and store their creative story elements. Include an option to draw or add symbols to mark important locations on the virtual map. Enable kids to connect the knots or symbols on the map to create a visual representation of their adventure story.

Story String Scavenger Hunt: Build a digital scavenger hunt game where kids follow a virtual string that leads to clues and riddles placed throughout the digital environment. Allow kids to click on knots or clues to reveal additional story information and prompts. Integrate a writing tool so that kids can write responses and continue their story as they progress through the scavenger hunt.

Knot-tying Character Portraits: Create a character customization tool where kids can design and name their characters, assigning knots to represent different character traits. Incorporate a digital knot-tying interface where kids can tie virtual knots and attach them to their character profiles. Provide a space for kids to write character descriptions and stories featuring their characters.

Adventure Diary with Knot-coded Entries: Develop a digital diary platform with a built-in knot-coding system. Enable kids to type or select letters to encode text into knots and add entries to their digital diary. Allow for multimedia integration, so kids can include images, audio, and video in their diary entries.

writing

- Workshop Duration:** 20 minutes

- Introduction (5 minutes):**

- Welcome participants and introduce yourself briefly.

- Explain the concept of the workshop: exploring creativity through poetry and knots, emphasizing the symbolic connection between words and knots.

- Discuss the significance of knots in various cultures, representing unity, strength, and interconnectedness.

- Emphasize the importance of creativity and self-expression.

- Icebreaker Activity: Name Knots (5 minutes):**

- Provide each participant with a long piece of string or yarn.

- Instruct participants to tie a knot in the string that represents their name.

Deconstructing a poem using knots can be a creative and symbolic way to analyze its themes, structure, and imagery. 1. Read the Poem Thoroughly:
- Read the poem several times to grasp its overall meaning and emotional impact.
- Pay attention to the imagery, metaphors, symbols, and the poet's choice of words. 2. Identify Key Themes and Symbols:
- Determine the central themes and symbols in the poem. These could be emotions, relationships, nature, or any other recurring elements.
- Consider how these themes and symbols can be represented metaphorically as knots. 3. Choose Suitable Knots:
- Select specific types of knots that symbolize the identified themes and symbols. For example, a figure-eight knot might represent balance, while a tangled knot could represent confusion or chaos. 4. Analyze the Structure:
- Break down the poem's structure into parts, such as stanzas or verses.
- Assign different knots to different parts of the poem based on the emotions or themes they convey. 5. Visualize Knots in the Poem:
- Imagine the chosen knots intertwining with the lines and verses of the poem.
- Visualize how the knots represent the complexity and depth of the themes and symbols within the poem. 6. Analyze Line by Line:
- Go through the poem line by line, stanza by stanza, and analyze the imagery and emotions portrayed.
- Consider how each line or group of lines can be represented as a knot, unraveling the layers of meaning within the words. 7. Explore Knot Variations:
- Experiment with different variations of the knots to match the nuances in the poem. For example, a tight, secure knot might represent certainty, while a loosely tied knot could signify ambiguity. 8. Connect Knots to Poetic Devices:
- Relate the knots to specific poetic devices used in the poem, such as metaphors, similes, alliteration, or enjambment.
- Explore how the knots enhance or reflect these poetic devices, adding depth to the analysis. 9. Consider the Knot's Unraveling:
- Reflect on how the process of untying the knots can symbolize the unraveling of the poem's meaning, revealing hidden layers of interpretation.
- Think about the impact of untangling knots in the context of understanding the poem's complexity. 10. Write a Reflective Analysis:
- Write a reflective analysis of the poem, incorporating your interpretations of the knots and their symbolic meanings.
- Discuss how the knots enhanced your understanding of the poem's themes, structure, and emotional depth. Remember, the key to deconstructing a poem using knots is to creatively interpret the symbolism and metaphorical connections between the knots and the elements of the poem. Allow your imagination to guide you as you explore the intricate relationship between the poem's words and the symbolic representation of knots.
- Closing Activity: Knotting Together (1 minute):**

- Ask each participant to stand in a circle. - Instruct participants to tie their string together with the person next to them, ask them to create a "knot"

????

make the poem into one string

make the poem into different strings without order

make empty string

people can add sentences' if they like.

movement analysis of knot

analysis of the movement and appliance to narrative?

text and movement

figure8

PROPOSAL

WHAT?

A prototype of Wink, a web platform, hosting a creative writing and reading toolkit that enables children to make their own stories or read the stories they want from the existing library. This web platform is preferably for kids between ages 6-12, due to the interaction level these ages offer. Through the platform, children can make interactive stories that they can add to their library. The tools offered are to write or draw in this section. Templates, keywords, prompts, images for a creating a story will be available to help them get started if preferred. The second option is to merely enjoy reading/experiencing the already existing stories.

WHY?

The purpose of this platform is to encourage love for reading and writing from a young age and to boost creative thinking. It aims to make literature fun again through the idea of deconstructing and constructing a piece of text and narrative structures. Today, children are naturally drawn to technology. Therefore, instead of insisting that they only stick with reading traditionally published books and rewarding this action, Wink offers new and fun ways for reading and taking part in writing. It is important for children to grasp the proximity of reading and writing from an early age. The platform leverages this interest to create an engaging digital platform that aligns with their interests and makes space for children’s requests.

HOW?

The prototype of Wink will be consisting of two sections. Reading and making. Ideally, later on, the aim is to have a feature that enables children to share their stories with each other. Reading part of the platform will be including a library of interactive stories. Making section will be focused on altering an existing story in various ways or writing from scratch. To write a story they can draw a character and make a simple `choose your own adventure` reading experience. The ways kids can alter the stories is through adding a jingle, reading out loud or add sound effects on either the story they create or an existing one in library. For the making part of the platform, prompts and templates will be available to get the kids started.

WHO CAN HELP?

Throughout the process of making Wink, UX designer Zeynep Erol, publisher Youngsunk Chi and software developers based in Netherlands will be very helpful to get advice and support from. Judith Good from The University of Amsterdam would also be very helpful in designing for kids. Child development specialists such as Jessica Taylor Piotrowski or Daisy J.H. Smeets can provide insights into age-appropriate content and activities that support cognitive and emotional growth. UX designer Erol can specialize in creating intuitive and child-friendly interfaces that ensure a positive user experience.

RELATION TO PREVIOUS PRACTICE

Wink is highly related to my previous practice. My experiences through the years I was working as a children’s literature editor and translator in publishing houses in Turkey made me realize certain gaps and pushed me to research new ways to engage children with literature. Most of the books published were lacking the involvement of very important aspects in reading experience such as voice, acting, inclusivity, role-play and word puns. I think this is because children’s publishing is stuck in a loop of traditional sense of publishing. Another gap is that childrens’ personal interests aren’t taken into consideration in schools and they are expected to enjoy and be enthusiastic about ‘reading time’ where they have no involvement. These limitations are I think worth thinking about. Personally in my practice I am involved in creative writing, deconstruction and construction of narratives, active reading skills, anecdotes, performative reading, media archaeology and inscription.

I have been thinking about making a platform such as Wink since 2017 when I was working in a publishing house. Now being a part of XPUB, I can see what I can do or can’t do, or can do with more technical support. I am trying to find a common ground where I can meaningfully mash up my ideas on creativity with children. Ideas including the writings I have done that experiment on the relation between storyteller and story; poetry and especially concrete poetry; the effect of voice and pause; differences of comprehension when reading out loud or from within and in general playing with language and phonetics. I think these are fun games to play in language and good to introduce to children because it is a whole new perspective to language and grammar from what they see in school.

I feel like there is an undiscovered territory in children’s literature. This is where children can be a part of reading and\or writing. There should be more creative options for kids except ebooks, games or hardcover picture books. What is the media inbetween an interactive ebook, ebook and a game? Are there common things that can feed each other in order to get children more interested in a story, without being told to read it as an assignment?

TIMETABLE

The estimated timetable to make Wink is starting from 1st of August 2023 to end of June 2024. 1. August to october will be used to define the scope and objectives of the prototype; making rapid prototypes; drafting a project plan and thinking of an outline according to preliminary research. 2. November to january will be working on a detailed design brief; a platform frame where these elements of reading and writing can come together and writing of chapter 1. 3. February to April will be mostly working on the content, interactive stories and writing prompts to go on the platform. Testing the prototype with a group of kids at the target age. Finishing up with writing the thesis. 4. March to May making the prototype better. 5. May to june will be the finalizing touches and completing the prototype.

RELATION TO LARGER CONTEXT

Throughout my childhood, I spent a lot of time in rehabilitation centres for kids because this is my mothers profession. I had the privilege to make many friends and closely saw how my mother worked with dyslexic, mentally or physically challenged kids. I remember my mom being desperate to find content and materials for education. Me and my mother used to create our own content and reading/learning materials to use at the rehabilitation center. When I think of these moments now, I can see that they are very much related to what I would like to research now.

Years later when I began my bachelor in communication and design department, my interest in literature and media was already ignited. By this time I was also having reading groups in the rehabilitation centre and had some idea on how to create a spark in the kids eyes.

After I began working in publishing houses in Turkey, I realized the publishing sector had many taboos that were hard to break. I came to understand that this was a ground where it was hard to change opinions. Sometimes due to profit related obstacles, sometimes just the old fashioned way of thinking that seemed to have taken a hold over the whole sector. Being born in 1995 and growing up in a constantly changing world of technology, I began to wonder what could be done differently.

Seeing how quickly kids response to autonomous activities and interactive play based learning environments, I searched for interactive publishing startups and companies. This was when I saw Piboco, an interactive picture book publisher. Then I saw noveleffect, bookr and other attempts in migrating the reading experience to where kids gaze at; the machine aka computer. I began my study in child development and discovered theories on learning and interactivity, including playbased learning and multiliteracies theory. Another one is the Technological Pedagogical Content Knowledge (TPACK) which attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge.These are the main theories I am interested in. But again. quite boldly, I was thinking that solely an interactive reading experience is not enough to create the awe effect or spark the creativity (since my aim is not education but creativity.) This is around the time I applied for experimental publishing. Both to escape the limitations of publishing (especially in Turkey where literature is exposed to unbelievable levels of censorship) and to gain knowledge on how can the machine be a part of the world of books in a transcendental manner.

Reading about the research on children’s interaction with tablets and gestures such as tap, slide or pinch made me understand ways of using these as features in a picture book. Where the physical action of flipping the page can be gestured as a tap in this digital world. Finding knots between toys, games and books became very fun and turned out to be a very wide world to explore.

My desire to make features and content that are available for kids with various challenges remains as a thought in process. Apart from these, my personal interest on writing and knots helped as a way of thinking and approaching this issue. I began thinking of ways to use the knot theories on teaching and reading methods.

On a much larger context, the reason im choosing to work with kids is because adults are just not enlightening to talk to...

bibliography

Video: https://www.youtube.com/watch?v=NHi6fSNaKRQ

SO MANY ARTICLES! But willing to discuss my anecdotes on printer matter.

prototyping:

-https://everest-pipkin.com/#projects/shellsong.html

-Dynabook by Alan Kay

-https://scratch.mit.edu/

-https://noveleffect.com/

books:

-Why Knot?

-An Anthology of Concrete Poetry: to be inspired by shapes and loops of writing.

-Raymond Queneau-Exercises in Style: understanding the versions of telling the same story

-Mindstorms-children, computers and powerful ideas: to get a better idea on child computer interaction

-J L Austin-How to do things with Words: on how to experiment and be limitless with words.

-R.D. Laing-Knots

THESIS OUTLINE

INTRODUCTION

The introduction will be addressing the METAKNOT of the thesis. This is the main motivation of researching digital interactivity and kids which is addressed in the proposal. This will be followed by a guide to reading the thesis and why I chose this format.

Past few years, I have developed a personal interest in using knots as a form of structuralising ideas and information. Throughout history, knots have been used to connect, combine, hold, contain, stop, move, punish, break, invent and many other things. I wanted there to be a relation to knots in the thesis itself.

The reader will have the option to have a mode of reading, where they will be guided to start reading from a certain chapter according to the type of reader they are. This will be determined through a simple yes or no map where they will answer questions on knots and how they symbolize them.

This means, I will have three modes/recipes of writing/reading to offer: combine(red), slide(blue), build(black). After the reader discovers the starting point with the yes or no map, they will continute the reading journey through the metaphorical strings of different colors that will weave them through the text. This way, the lineer text will become in a way, non-lineer.

Alongside this, there will be some drawings at certain points in the text which will have different representations like in Quipus.

Certain knots will represent the experiences that raise interesting opportunities for research and distinct events I went through as making the project and underneath the drawing the relation to the knot itself will be briefly explained. For example if I couldnt manage to do something I planned to do, this will be represented with a weak knot or a broken knot. Bend knots which are used to connect, will be representing the relation between theories and my own experiences/motivations. Hitches which are knots that are formed around a solid object, such as a spar, post, or ring will be representing the evidence or data I have.

Chapter 1

The first chapter will be focusing on two key points: childrens interaction patterns according to target age group and ways and whys of using interactivity in digital platforms. I will be mentioning the differences and similarities between ebooks and storytelling games. The effect of storytelling and interactive games to kids’ creativity. I will focus on what we learn from narrative, open ended and multiple ending games. I will try to answer the question of why do we have less modes of reading and writing for children and what are the limitations that cause this.

Interactive and creative reading/writing experiences and the limits of inclusivity in narratives for children will also be addressed. How children react to interactivity. Answering the question of how interactivity in reading and books developed through history in literature and media. Research findings of differences in experience when reading aloud, alone or with someone. What does the joy of destruction and awe effect has to do with interactivity. How to cross the border of writer and reader, how can kids deauthorize the author.

Chapter 2

Focused age gap and experimentation for creative exercises to be implemented in the platform

This chapter will be about ways and exercises of storytelling with words, knots, images, drawing, sound, gestures for the age group 7-12. Why I picked this age group will be explained. The limitations of interactivity with this certain age group and why? The difference and the urgency of these exercises and writing tools than the already existing interactive ebook platfroms. I am planning on giving examples of how kids from these ages interacted with the prototype at this point and discussing on the feedback.

Conclusion

I dont plan on writing a conclusion in order to make the reading experience circular. Depending on where the reader starts reading, the loop will begin and end where it started.

But I am documenting this years process of writing and researching using the Incan Quipu method which was historically used to archive information, using multiple strings of different colors, knots to represent analytic memory and historical events. So I would like the journey of reading to end with the quipu.

Bibliography