My suggestion for visiting this exhibit is to plan a solid 1-1/2 to 2 hours on it. There’s a lot to explore, and some of the “workstations” really held the kids attention. We need to go back to visit some of the other areas as we spent a lot of time on the “Designing a virtual set” workstation. Abbey was really into it, and after spending a good 45 minutes at the station, she passed along the basics to another girl who took her spot.
Here’s Abbey working on her set, and I think she now has an appreciation for the X, Y, and Z-axis, and why they are mathematically important. After I explained to her the practical uses of math, she had the lightbulb go off in her head, and the wheels started turning Just in time to warm her up for back to school, and her first foray into algebra.
Here’s some of her work (I don’t think she has an appreciation for how much time current computing saves users, and helps develop these virtual sets.
Here’s Amelia’s set, which she only had about 15 min. of workstation time (they were very busy with kids creating, so she had to be patient and wait for one to open up)
Here’s Amelia working on the eyebrows, eyelids, and pupils for animating emotions. The interesting fact here is that there are about 43 muscles contributing to making facial expressions, but there are 7,000 possible ways to manipulate them virtually.
Here’s a few shots of me messing with the different lighting and how that affects the color of a scene: