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James Madison University JMU Scholarly Commons

Senior Honors Projects, 2010-current Honors College

Spring 2013 -Taker: Reconnection- An ancient solution to a contemporary problem Jaclyn Nicole Smith James Madison University

Follow this and additional works at: https://commons.lib.jmu.edu/honors201019

Recommended Citation Smith, Jaclyn Nicole, "Star-Taker: Reconnection- An ancient solution to a contemporary problem" (2013). Senior Honors Projects, 2010-current. 479. https://commons.lib.jmu.edu/honors201019/479

This Thesis is brought to you for free and open access by the Honors College at JMU Scholarly Commons. It has been accepted for inclusion in Senior Honors Projects, 2010-current by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Star-Taker: Reconnection An Ancient Solution to a Contemporary Problem ______

A Project Presented to

the Faculty of the Undergraduate

College of Visual and Performing Arts

James Madison University ______

in Partial Fulfillment of the Requirements

for the of Bachelor of ______

by Jaclyn Nicole Smith

May 2013

Accepted by the faculty of the Department of Studio Art, James Madison University, in partial fulfillment of the requirements for the Degree of Bachelor of Science.

FACULTY COMMITTEE: HONORS PROGRAM APPROVAL:

Project Advisor: William Tate, M.Arch Barry Falk, Ph.D., Associate Professor, Interior Design Director, Honors Program

Reader: Ronn Daniel, M.Arch Associate Professor, Interior Design

Reader: Audrey Barnes, M.I.D. Assistant Professor, Industrial Design table of contents

List of Figures 3

Acknowledgements 4

Star-Taker: Reconnection 5

Introduction 6

The 8

Problem Statement 11

Solution 12

Design Process 15

Making Process 19

In the Classroom 22

Exhibition 24

Contents 24

Artist Statement 25

References 31

2 list of figures Figure 1. astrolabe created by Jean Fusoris 7 Figure 2. Iterations of the astrolabe 8 Figure 3. Parts of the astrolabe 9 Image from the Whipple Museum of the of Science Figure 4. Piece-by-piece descriptions of an astrolabe 10 Images from www.astrolabeproject.com Figure 5. Statistics on children and technology 11 From Kaiser Family Foundation and Children & Nature Network Figure 6. The Star-Taker 12 Figure 7. Star-Taker closed 13 Figure 8. Star-Taker aerial view 13 Figure 9. Star-Taker perspective view 14 Figure 10. Star-Taker turning 14 Figure 11. Star-Taker back side 14 Figure 12. Early mind-mapping of astrolabe functions 15 Figure 13. Demographic brainstorming 16 Figure 14. Market investigation 16 Figure 15. Early concept sketches (1) 17 Figure 16. Early concept sketches (2) 17 Figure 17. Early concept sketches (3) 18 Figure 18. Design refinement sketches 18 Figure 19. Joining and planing 19 Figure 20. Measuring 19 Figure 21. Gluing up 19 Figure 22. Starting on the lathe 20 Figure 23. Still turning 20 Figure 24. Turning the inside 20 Figure 25. Final shape closed 21 Figure 26. Final shape with lip on lid 21 Figure 27. Lid open 21 Figure 28. Oiling the wood 21 Figure 29. in the classroom 22 Figure 30. Astrolabe poster in middle school classroom 23 Figure 31. Astrolabe poster 23 Figure 32. Right wall 26 Figure 33. Left wall 26 Figure 34. Posters 27 Figure 35. Poster detail 27 Figure 36. Star-Taker with prototype 28 Figure 37. Star-Taker display 28 Figure 38. Concept sketches, , and 3D prints 29 Figure 39. 3D print iterations detail 29 Figure 40. Early exhibition layout sketch 30 Figure 41. Name brainstorming 30 Figure 42. Poster layout thumbnails 30 3 acknowledgements

I would like to express my very great appreciation to William Tate, my project advisor, for his valuable and constructive suggestions during the planning and development of this work. His willingness to give his so generously has been very much appreciated.

I would also like to thank my other faculty members on this project, Ronn Daniel and Audrey Barnes, for their patient guidance, enthusiasm, and encouragement throughout this project. I also wish to acknowledge Dawn McCusker for her assistance with the project.

I greatly appreciate the thorough and enduring assistance and guidance that Eric Morris and Daniel Robinson provided to me in the construction of this object. I am also particularly grateful to my peers Samuel Osterhout, Kyle Bird, Tyler Casey, and Michael Draeger for their skilled assistance and enthusiastic willingness to help with the many aspects of this project.

I would also like to acknowledge Marian Ansley and Madelaine Stanley of the ArtWorks Gallery at James Madison University for their open-mindedness, optimism, and support throughout this project and exhibition.

My special thanks are extended to Dr. George Sparks, Dean of the College of Visual and Performing Arts, and Dr. William Wightman, Director of the School of Art, Design, and Art History at James Madison University.

I would also like to extend my gratitude toward the faculty of the Honors Program at James Madison University, including but not limited to Dr. Barry Falk and Karen Allison, for their exceptional patience and support throughout this process.

Finally, I wish to thank my parents for their undying support and encouragement throughout my studies at James Madison.

4 Star-Taker: Reconnection An Ancient Solution to a Contemporary Problem Introduction

We are not separate entities from time and —we are all connected to it. It is quite humbling to think about the vastness and mystery that comes with the that surrounds us. But once we realize that we are a part of the , we can begin to see things differently. We can realize that despite all of our earthly differences, this one thing brings us together. “The boundaries we place between us vanish when we look skyward” (Wujec 2009).

Tom Wujec (author and expert on how we share and absorb information) argues, “Progress is simply a word for change. And with change, you gain something, but you lose something.” While modern conveniences have allowed us speed and precision of becoming informed, through this we have lost our connection with the universe. We have lost sight of our context in this large place. We are disconnected from something so great that we are all a part of. “Children can identify up to 1,000 corporate logos, but fewer than 10 plants or animals native to their backyard” (Hall 2009). It is obvious that our priorities have become mixed up somewhere.

We rarely acknowledge this as part of our being, even though it nourishes and provides for us. But even beyond these earthly boundaries, the universe is part of our lives as well. As Carl Sagan once said, “We are a way for the universe to know itself. Some part of our being knows this is where we came from. We long to return. And we can, because the cosmos is also within us. We’re made of star stuff.” We are literally the product of ; many of the heavy elements in our body come from generations of stars billions of ago (Melina 2010). Sometimes we forget that there is more to being than school, work, and pop culture.

Through this project, I use ancient technology as a tool for reconnection, specifically focusing on youth. An astrolabe is a tool that dates back as early as Ancient Greece and was used in astronomical measures and . This device can do everything from telling us the time to our horoscopes and planet positions. Before iPhones and -radios, people all over the world used astrolabes daily to keep them informed and connected to the world, their surroundings, and to the heavens. An astrolabe allows us to literally hold a model of the universe in our hand. Through it, we can once again begin to appreciate our place and context in this vast space.

This project focuses on rethinking and reintroducing the astrolabe in a way that transitions us away from our modern convenience mentality where we simply Google things instead of finding them out on our own. I want to get people outside and exploring, looking all around and asking questions. This project aims to inspire a mindset that feeds off of patience, curiosity, and mystery.

6 Figure 1. Renaissance astrolabe created by Jean Fusoris

7 The Astrolabe

An astrolabe is a two-dimensional model of the universe—a model of the heavens that you can hold in your hand. In Greek, the name means “the one who catches the heavenly bodies,” or “star-taker”. The device has several functions, ranging from time-telling and horoscopes to navigating to (Meech 2000). It is used by , astrologers, and navigators. Astrolabes wrap math and science into a ancientbeautifully crafted and interactive exterior. The astrolabe is an ancient astronomical instrument that owes its original concepts to Greek astronomers. apparatusEarliest credit is often attributed to around 150 BCE (Meech 2000). Greeks continued to use Thethis astrolabe device throughout is an ancient the astronomical Byzantine period. instrument The datingearliest back Islamic to Ancient version Greece. of the Itinstrument is a two-dimensional surfaced circa model8th of the theCE. universe Around —the a medievalmodel of theera heavens in the Islamic that you world, can holdastronomical in your hand. and Itsmathematical name has Greek advances origins,were incorporated meaning “the into one the who instrument. catches the In heavenly 1235, Arab bodies.” scientist In , transformed it means the “star-taker.” instrument The into device the geared, has several functions, ranging from time-telling and horoscopes to navigating to Mecca. It is used by astronomers, astrologers,moving astrolabe and navigators. that we are most familiar with today (Bedini 1966).

TheOnce earliest astrolabes version reached of the astrolabe Europe, is they thought became to have quite came popular, around especially in the Hellenistic during theera Renaissance.around 150 BC. Greeks continuedAstrolabes to wereuse this often device used throughout as educational the Byzantine tools for period. children The in earliest learning Islamic mathematical version of calculations. the instrument surfaced around 8th century. In medieval Islam, astronomical and mathematical advances were incorporated However the invention of accurate scientific instruments such as the and the telescope into the instrument. In 1235 this developed into the geared astrolabe we are most familiar with today. Astrolabes weremade very the popular astrolabe in Renaissance obsolete in mostEurope, locations and was by even the 17thused century.as an educational Thus many tool. people The invention around the of accurate world scientifictoday are instruments unfamiliar withsuch whatas the an pendulum astrolabe clock is and and its the countless telescope affordances made the astrolabe(Morrison obsolete 2010). in most locations by the 17th century. The astrolabe functions as an early analog for mathematical and astronomical calculations. functionsSome of its most accepted uses include determining the following: • planet positions • direction

• star• positions planet positions• horoscopes • direction • star positions • casting horoscopes • time• time • • locations and visibility • • date • mathematical• computations mathematical computations • altitude • observing eclipses • altitude• • observing eclipses• sunrise and sunset • latitude • sunrise and sunset and locations

variationsDifferent iterations of the astrolabe include:

Quadrant Spherical Astrolabe Mariner’s Astrolabe used to measure angles up to 90° model of the model of the celestial constructed used to determine the latitude of a star chart instrument in the form of from rings and hoops ship at two adjustable disks Figure 2. Iterations of the astrolabe

8 The astrolabe is typically made of 5 pieces: the alidade, mater, plate, rete, and rule. The mater is the mother plate, containing the in a and cardinal direction. The back of the mater usually has calculation scales including altitude measures, scales, and a scale. The alidade privots along the back of the mater and is used as a rule and for determing altitude using passing light. The plate is generally fixed in place on the mater and has latitude and lines, as well as the line. The rete moves atop the plate and mater front and serves as a map of the sky above. It marks signficant stars in the sky as well as another zodiac scale which serves as the ’s plane, or path in the sky throughout the . The front rule simply serves as a marker and guide for aligning calculations (Wymarc 2013)

Figure 3. Parts of the astrolabe

9 parts of an astrolabe parts of an astrolabe

mater (front) & plate mater (front) & plate

latitude and longitude lines latitude and longitude lines zenith: point directly XII zenith: point directly XII XI I XI I

overhead in the sky X II overhead in the sky X II

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0 0 3 altitude scale: used for altitude scale: used3 for measuring angles using measuring angles using 90 90 90 90 80 80 80 80 30 30 10 20 10 20 70 70 70 70 20 20 the alidade ncer Gemi 10 the alidade ncer Gemi 10 Ca ni 6 Ca ni 6 60 20 0 60 20 0 30 1 30 1 0 30 0 30 10 June 10 June 30 30 0 5 0 5 50 2 6 0 50 2 6 0 10 ly 10 ly u 7 2 u 7 2 J 5 20 0 J 5 20 0 0 T 0 T 3 M a 3 M a o 4 8 ay u reteo 4 8 ay u rete e 1 r 4 e 1 r 4 0 0 0 u 0 0 0 0 u 0 4 2 L 4 2 L s 1 s 1 0 0 0 0 1 The rete is a projection of celestial1 landmarks. If The rete is a projection of celestial landmarks. If 9 9 3 3 st st 0 3 0 3 0 3 u 0 0 3 u 0 3 g 3 3 g 3 0 0 0 0 2 u 2 u A A 2 2 0 you look at the star chart, you can see that the rete 0 you look at the star chart, you can see that the rete 1 A 1 A 2 0 2 0 p p 0 0 0 0 1 r 2 1 r 2 3 3 0 0 0 0 i 2 i 2 2 2 l 0 l 0

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Pennsic War Arcturus Pennsic War Arcturus

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liphard A liphard A

Procyon

Bellatrix Bellatrix Rigel

rete ecliptic plane: the Rigel rete ecliptic plane: the The rete is a projection of celestial landmarks. If sun’s annual path The rete is a projectionSirius of celestial landmarks. If sun’s annual path you look at the star chart, you can see that the rete throughout the sky you look at the star chart, you can see that the rete throughout the sky acts as a map of the stars. acts as a map of the stars.

Antares Antares

10 20 10 20 rn Sag rn Sag co itt 1 co itt 1 20 pri ari 0 20 pri ari 0 Ca us alidade Ca us alidade The alidade (found on the back of the astrolabe) is The alidade (found on the back of the astrolabe) is 2 2 0 0 0 0 1 1 s S s S u c u c i i r o r o r r a p a p u Rosalhague i u Rosalhague i q o q o Altair 1 used as a sight. To measure the angle Altair of the sun, 1 used as a sight. To measure the angle of the sun, 0 0 0 0 2 A 2 A you would rotate the alidade so that the sun shines you would rotate the alidade so that the sun shines Alpheca Alpheca Vega Vega Spica Spica

Arcturus Arcturus

2 2

0 0 0 0

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i Deneb i Deneb e

e through the top hole and reflects down onto the through the top hole and reflects down onto the b b

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Alioth rear opening. Alioth rear opening.

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Aldebaran Aldebaran

liphard liphard A

A Alidade Alidade

Procyon Procyon

Bellatrix Bellatrix Rigel

ecliptic plane: the Rigel Figure 4. Piece-by-piece descriptions of an astrolabeecliptic plane: the Sirius sun’s annual path Sirius sun’s annual path throughout the sky throughout the sky 50 40 30 20 10 0 −10 −20 50 40 30 20 10 0 −10 −20 10 Double Rule Double Rule alidade alidade The alidade (found on the back of the astrolabe) is The alidade (found on the back of the astrolabe) is used as a sight. To measure the angle of the sun, used as a sight. To measure the angle of the sun, you would rotate the alidade so that the sun shines you would rotate the alidade so that the sun shines 50 40 30 20 10 0 −10 −20 50 40 30 20 10 0 −10 −20 through the top hole and reflects down onto the through the top hole and reflects down onto the rear opening. rear opening. Single Rule Single Rule

Alidade Alidade

50 40 30 20 10 0 −10 −20 50 40 30 20 10 0 −10 −20

Double Rule Double Rule

50 40 30 20 10 0 −10 −20 50 40 30 20 10 0 −10 −20

Single Rule Single Rule Problem Statement today’sHow can an object reconnect our youth with the world around them? Today, children in the United States are disconnected from the natural world. Often they are too busy with video games and other technology to make an effort to experience the outdoors. According to the Children and Nature Network, “American children spend more than 30 hours per connected to electronic devices, but less than an a in nature” (Hall 2009).

Richard Louv defines Nature Deficit Disorder as “the human costs of alienation from nature, among them diminished use of the senses, attention difficulties, and higher rates of physical and emotional illness” Today,youth(Louv children 2005). Ain majoritythe United of Statesour children are disconnected are afflicted fromwith thethis world. “alienation They fromare often nature.” too wrappedAs a result, up ADHDin video is gamesprevalent and otheracross technology America, andto make childhood an effort obesity to experience is at its peak. the outdoors. Our ever-growing As a result, youth childhood population obesity is, isas at itsa peak, whole, and disinterested the issue is andsignificantly unmotivated worse with in impoverishedlittle context of comunities. their place inBut our that world. aside, How our doever-growing we re-inspire youth population is, as a whole, disinterested and unmotivated with litte context of their place in our world. curiosity?

24% of our population consists of children

children 8-18 spend an average of 53 hours a week on entertainment media

6% of children aged 9-13 play outside on their own 1 in 3 children in the United States is overweight or obese

of the overweight/obese child population in the US falls under the federal poverty line 45% Figure 5. Statistics on children and technology

How can an object reconnect our youth with the world around them?

11 Solution The Star-Taker

Figure 6. The Star-Taker

The Star-Taker encourages children aged 10-13 years old to get outside and experience nature and the world around them, promoting patience and curiosity.

The Star-Taker specifically leverages the potential that lies within our next generation. By starting this connection at a young , children can begin to develop a relationship with the universe early on, allowing an opportunity for the relationship to grow and develop over their lifetime.

The spherical shape of the Star-Taker provides an approachable and inviting outer aesthetic and encourages touch and a physical experience with the object. The Star-Taker’s primary material is cherry wood. It gives a feeling of warmth while once again referring back to the connection between man and nature.

12 Figure 7. Star-Taker closed

The Star-Taker is formed to fit especially well in children’s hands. By holding the object in their hands, children have the opportunity to better absorb the information being presented to them, and can process their surroundings on a more personal level. The hollowed interior helps maintain the object’s lightness.

The object is enclosed within this sphere by a snug lid which protects the device and also provides a bit of mystery to the object, inviting its users to open and discover an exciting interactive learning tool.

The Star-Taker’s interior is topped with the pieces of a classical astrolabe: the mater, plate, rete, rule, alidade, and scales. The user can flip the Star-Taker’s astrolabe face for additional tools found on the rear scales.

Figure 8. Star-Taker aerial view

13 Figure 9. Star-Taker perspective view

Figure 10. Star-Taker turning

Figure 11. Star-Taker back side

14 Design Process

My design process does not follow a specific pattern or method, but is more of an exploration. I take what I am given and push that into the realm of things that I want to know. For this project in particular, I began with the concept of using an astrolabe as a vehicle for connection with world around us. From there, I chose a demographic to focus on. Then I listed functions of the astrolabe and investigated related objects on the market that draw interest. Collecting and manipulating the characteristics I saw fit, I developed ten rough concepts for the redesigned astrolabe. From there, I chose the one I felt had the most potential for my needs, and I created sketches and models of the object, modifying the design as necessary. This process delivered a final product.

Figure 12. Early mind-mapping of astrolabe functions

15 Figure 13. Demographic brainstorming

Figure 14. Market investigation

16 Figure 15. Early concept sketches (1)

Figure 16. Early concept sketches (2)

17 Figure 17. Early concept sketches (3)

Figure 18. Design refinement sketches

18 Making Process

Figure 19. Joining and planing I joined, planed, and cut the wood into large pieces to work with

Figure 20. Measuring I then cut the wood into 8” squares

Figure 21. Gluing up After cutting all of the pieces into , I glued them on top of each other, roughly matching the wood grain, then clamped

19 Figure 22. Starting on the lathe Once the pieces were dry, I put the cylindrical shape onto the lathe and began shaping the form with a hand

Figure 23. Still turning Turning the shape on the lathe took a couple of hours of shaping and reshaping

Figure 24. Turning the inside Once the exterior shape was finished, I cut the top part of the sphere off for the lid, and I hollowed the interior using a similar shaping method

20 Figure 25. Final shape closed

Figure 26. Final shape with lip on lid Figure 27. Lid open

Figure 28. Oiling the wood

21 In the Classroom

Figure 29. Astrolabes in the classroom

The Star-Taker is an object intended to be sold on the market. However, it is more important to the overarching concept behind the object that it be widely accessible to children, rather than profitable to the manufacturer. For this reason, elementary and middle schools will have a collection of Star-Taker devices in their possession. In the ideal scenario, students that do not already own a Star-Taker will be assigned a unit at the beginning of the school year. Assignments using the Star-Taker will be given throughout the year, changing with and the lessons learned in school. This will encourage a slow but steady development of concepts and practice that will increase the likelihood of the new behavior sticking with the child over time. At the end of each school year, students will have the option of purchasing the Star-Taker from their school at a discounted rate. This approach is meant to expose the students to the device without any financial obligation, allowing every child the chance to experience the Star-Taker and get connected with nature and their surroundings.

22 Figure 30. Astrolabe poster in middle school classroom

Figure 31. Astrolabe poster

23 Exhibition ArtWorks Gallery, March 18 - 30, 2013

Contents:

Panel Series Print 24” x 48” Each

Star-Taker: Final with Lid Cherry Wood, Oak Plywood, Vellum with ink, Wooden dowels 7” x 7”

Star-Taker: Prototype Insulation Foam, Plaster, Paper, Wooden dowels 7” x 5”

Initial Concept Sketches Pencil on Paper 17” x 11”

Northern Hemisphere Star Chart (WildernessAstronomy.com) Print 17” x 11”

Progression of 3D Prints: Blue Mater 3D Print, Plastic 4” x 4”

Progression of 3D Prints: White Astrolabe 3D Print, Plastic 4” x 4”

Progression of 3D Prints: Interactive Astrolabe 3D Print, Plastic 4” x 4”

24 Artist Statement

As a graphic and industrial designer, I look at design as a way of life rather than a career or a project. I view the world holistically, on macro and micro scales, investigating the systems that are all around us. I use design as a vehicle for change and progress, and often this means addressing societal issues.

The project exhibited takes my passion for design and progress and pairs it with a love for the . The ultimate goal for this project was a finished product: a product that could reach out and inspire a new way of thinking about the world. The celestial sphere all around us provided a means for this transformation to ensue, and the ancient technology offered by the astrolabe made it possible.

The astrolabe­—though it seems obsolete today—was a remarkable astronomical device heavily used in the Renaissance that allowed users to find the time based on the position of the sun, practice using planet positions, determine what time the sun will set, and so many other affordances. Today we have devices like the iPhone that can tell us all of that, literally in seconds. But interestingly enough, we also have short attention spans and a general lack of interest in the world around us.

We are all a part of the universe, even though we often feel so disconnected from it. Reconnection happens through exploration. The astrolabe allows us to be explorers and forces us to be patient and curious. It provides an opportunity to hold the universe in the palm of our hands. Through this project, I hope to inspire a universal connection, beginning with young people. This object is meant to create a transition from a mentality of modern convenience to a mindset that feeds off of patience and curiosity.

Other works in this exhibit include my design process shown through sketches and prototypes, as well as experimental sketches and other themed images.

25 Figure 32. Right wall

Figure 33. Left wall

26 Figure 34. Posters

Figure 35. Poster detail

27 Figure 36. Star-Taker with prototype

Figure 37. Star-Taker display

28 Figure 38. Concept sketches, star chart, and 3D prints

Figure 39. 3D print iterations detail

29 Figure 40. Early exhibition layout sketch

Figure 41. Name brainstorming

Figure 42. Poster layout thumbnails

30 references

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