WIL: Ideating, Creating & Showcasing

Learning 1:

FOSS stands for free and open-source software.

Learning 2:

Sharing source code and method of creating art with the community contributes to taking it to new frontiers as others can learn and contribute.

Learning 3:

Open-source software is not necessarily free software. (GNU)

Learning 4:

Four essential freedoms of free software are:

  • The freedom to run the program as you wish, for any purpose (freedom 0).
  • The freedom to study how the program works, and change it, so it does your computing as you wish (freedom 1). Access to the source code is a precondition for this.
  • The freedom to redistribute copies so you can help others (freedom 2).
  • The freedom to distribute copies of your modified versions to others (freedom 3). By doing this, you can give the whole community a chance to benefit from your changes. Access to the source code is a precondition for this.

“A free program must offer the four freedoms to any user that obtains a copy of the software, provided the user has complied thus far with the conditions of the free license covering the software.” (GNU)

Learning 5:

Free software refers to freedom (free speech) rather than price (free beer). Free software doesn’t mean “noncommercial.” Free software can be distributed at a charge or not. Irrespective of how a user got the software, they should “have the freedom to run, copy, distribute, study, change and improve the software.” (GNU)

Learning 6:

Concise reason on why making art is because I can & want to. Because I feel like it. To meditate. To get into the element. Sometimes it’s really just l’art pour l’art. Showcasing to connect, express, and inspire.

Learning 7:

What’s next? What does it lead up to? Improved style (interactivity, inputs used, real-time e.t.c.) and narrative (inciting incident, turning point, crisis, climax, resolution e.t.c).

Learning 8:

How’s the art made? Sometimes this feels like asking a singer how do you sing or a basketballer how do you shoot hoops. It just happens and is developed over time with practice. It’s tacit. The physics and math behind it exist, but when in the zone singers aren’t creating formulas on the variation of pressure through the transmission medium, nor are basketballers creating projectile motion formulas for the trajectory of the ball based on initial conditions and all. It happens intuitively. It’s the same with art. Sure the artist may know theory to shape the creative process and go beyond, explaining exactly how it works though get tricky since it’s mostly tacit knowledge and pieces are made when flowing in the zone.

While a general overview of how the magic happens can be explained, does explaining the magic trick make it less entertaining?

Learning 9:

Artists are curators of art & experiences.

Learning 10:

Value yourself, value your art & value others. Express value.

Learning 11:

There are levels to being inspired by existing works (appreciating, interpolating, sampling, remixing e.t.c.)

Learning 12:

Doing stuff live is lit.

Learning 13:

When selling art, consider market segmentation, price discrimination & “fare class.”

Learning 14:

It’s not always about you.

Learning 15:

It’s essential to define your own narrative. It’s not easy, though, because a lot is designed to make us increasingly impressionable.

Learning 16:

Narratives & stories are more interesting and engaging that just lists and information dumps. Most are more interested in why you’re doing something in the first place.

Learning 17:

Some platforms propagate content better than others.

Learning 18:

Being able to make stuff especially stuff that solves your problems or captures opportunities is inherently empowering.

Learning 19:

How to balance between bias towards action and forethought? Experimentation?

Learning 20:

When is (Should we > Can we)? Always? When you can?

Learning 21:

Mathematicians and physicists can explore concepts out of interest and curiosity with no real application in mind yet. It takes time before these explorations are proven correct or practical; this is why, for example, physicists receive Nobel prizes on a piece of work up to 40 years or more after first publishing the work. The theoretical discoveries they find are then put to practical use later on by engineers. All engineering projects must have a practical application in mind. Doing projects without practical application in mind is okay and sometimes useful, but until it has a use case at the forefront, it isn’t an engineering project.

Learning 22:

Control theory is important in engineering career, for masters & PhD.

Learning 23:

Pitch control of wind turbines is usually done based on experience since modeling the entire wind turbine system could result in unsolvable equations up to or greater than the 7th order.

Learning 24:

People can do the same thing for different reasons.

Learning 25:

Long run direction is more importance than energy and discipline. Having long run direction ensures you’re not heading the wrong way fast.

Learning 26:

Who do you want to be in the next 15 years? What impact would you have had? Along the way 1 year may not be ideal, don’t force things, recalibrate and get back on track.

WIL: Making Quick References

Learning 1:
Quick references are sometimes also referred to as reference cards, reference sheets, crib sheets, and cheat sheets.

Learning 2:
Quick references used more in the early stages. If information is used often enough, the reference eventually gets to the mind.

Learning 3:
Having physical quick reference sheets helps with memorization using the method of loci.

Learning 4:
Yes search engines exist, committing some information to memory still helps though because of 1) current low bandwidth between the information found from search engines and information we need as well as 2) ongoing limited development, adoption, and accessibility of “ultra-high bandwidth brain-machine interfaces to connect humans and computers”(NEURALINK)