This assignment invites students to collaborate on creating an immersive atmosphere by visually responding to sound in real-time. Using Wacom tablets and digital drawing software, students work together to create shapes, lines, and colors projected onto the walls of a classroom or, preferably, a dome. The sound element — whether a live DJ set, poetry reading, or ambient soundscape — guides the tempo and style of their drawing, influencing the speed, intensity, and type of visuals they create.

Theoretical References: This project is rooted in the principles of immersive art and synesthesia, where sound and visuals merge to create a sensory-rich environment. It references interactive art installations, as well as the work of artists like James Turrell, who create immersive environments using light, color, and space.

Educational Relevance: The assignment encourages students to engage with multimedia art practices, learning how sound and visuals can interact to form an immersive experience. It promotes collaboration, adaptability, and creative response to real-time stimuli, skills relevant to contemporary art and digital media.

Competencies Developed: Students will develop skills in real-time collaboration, visual response to audio stimuli, and immersive media creation. They will learn to adapt their artistic approach to match sound elements and work within a team to create a unified environment.

Educational Value: The assignment emphasizes the integration of different sensory modalities —visual and auditory — into one cohesive art form. It encourages students to think beyond traditional media and explore the possibilities of immersive art experiences.

Broader Media Context: This project relates to the fields of immersive art, interactive installations, and performance art. It mirrors practices used in large-scale art installations, multimedia exhibitions, and experiential design, where sound and visuals combine to create immersive environments.

Connection to Everyday Life: Immersive media experiences are increasingly common in entertainment, virtual reality, and interactive exhibitions. This project prepares students to work in contemporary creative industries where creating sensory-rich environments is a key component of artistic and commercial practice.

Learning Objectives:
— Learn to create visuals that respond to and enhance sound elements.
— Develop collaborative drawing techniques that contribute to an immersive environment.
— Adapt visual work to match the rhythm and flow of a soundscape.
— Enhance digital drawing skills and experience working with projection technology.

A1: Sound-Driven Drawing; Creating an Immersive Atmosphere
Type: Group work (in smaller teams).
Time Frame: 1.5 to 2 hours.
Materials: Wacom tablets, digital drawing software FRAMED, multiple projectors, sound system (live DJ set, poetry reading, or ambient sound), large-scale projection space (classroom or dome).

Instructions:
— Set up multiple projectors to cover the walls or dome with a shared digital canvas.
— Connect the computers and Wacom tablets to the projection system, allowing students to draw on the walls in real time.
— Play the sound element (live DJ set, poetry reading, or soundscape). Students must draw in response to the audio, synchronizing the speed and intensity of their lines, shapes, and colors with the rhythm and tone of the sound.
— Rotate students every 20 minutes to ensure different perspectives and styles contribute to the immersive space.
— Focus on how the visuals can enhance the sound experience and how the sound influences the visual atmosphere.
Learning Objectives: Learn to create an immersive atmosphere by blending visuals and sound, practice collaborative drawing techniques, and develop real-time adaptability to stimuli.

Assessment Criteria:
— Immersion: How effectively the visuals and sound work together to create an immersive environment.
— Collaboration: How well students collaborate and adapt their drawing styles to contribute to a unified experience.
— Adaptability: The ability to adjust visuals to match the flow and rhythm of the sound.
— Creativity: Originality and artistic quality of the visual elements in response to sound.

A2: Presentation and Group Reflection
Type: Group discussion.
Time Frame: 30 minutes.
Materials: Projected visuals, sound system.

Instructions:
— Once the drawing session is complete, the entire group will observe the final immersive atmosphere with sound.
— Tutors will lead a discussion on how the visuals and sound combined to create the experience.
— Students reflect on their process, discussing the challenges and successes of working collaboratively and responding to real-time stimuli.
Learning Objectives: Reflect on the immersive creation process, discuss how sound and visuals interact, and analyze the effectiveness of the group collaboration.

Assessment Criteria:
— Reflection: Insightful analysis of how sound and visuals interacted.
— Collaboration: Ability to articulate how group work contributed to the final experience.
— Understanding of Immersion: Discussion on how immersion was achieved through the combined effort.

Additional Tips for Effective Implementation:
—Encourage students to experiment with abstract shapes, lines, and colors that reflect the mood of the sound rather than literal representation.
— Use different sound styles (fast-paced DJ sets vs. slower poetry readings) to challenge students’ ability to adjust their visual responses.
— Ensure technical equipment (projectors, sound system) is set up correctly before the session begins to avoid delays.

• [James Turrell’s Immersive Light Installations]: Explores light and space to create immersive environments, relevant to the use of visual elements to evoke atmosphere. http://web.guggenheim.org/exhibitions/turrell/

• [Refik Anadol]: Uses AI and data to create immersive digital art, pushing the boundaries of visual experiences. https://refikanadol.com/

• [New Rafael]: Focuses on innovative digital and architectural art installations, relevant for exploring spatial and visual effects. https://www.newrafael.com/

• [Mercer Labs]: Creates interactive and immersive art that combines digital and physical elements. https://mercerlabs.com/

• [teamLab]: Blends technology and nature in interactive digital art to create impactful visual experiences. https://www.teamlab.art

• [Pipilotti Elisabeth Rist]: Swiss artist known for surreal, intimate video and installation art exploring the female body. https://www.hauserwirth.com/artists/2801-pipilotti-rist/

• [Experiential Art – Immersive Experience Network]: Discusses the rise of immersive art that engages viewers through technology, creating unique visual experiences. https://immersiveexperience.network/articles/experiential-art/

Janna Beck is an educator, researcher, and freelance artist/designer with a strong focus on digital media, experiential art, and collaborative projects. She has been teaching at the Royal Academy of Fine Arts for nearly 20 years, integrating technology, sound, and visual arts in her teaching and practice. Janna’s work spans across artistic research, image-making, and digital culture, often exploring the intersection of technology, performance, and narrative. With a particular interest in how digital tools foster collaboration and creativity, Janna’s practice includes experimental art and sensory experiences that open new forms of artistic expression. Her ongoing research into platforms like FRAMED reflects her commitment to innovative, interactive projects that blend creative thinking with social impact.

Author’s encouragement
This assignment is an exciting opportunity for students to blend sound and visual elements into a multi-sensory experience. It offers a unique, real-time collaboration where participants actively respond to auditory stimuli and contribute to an evolving immersive environment. This task encourages creativity, teamwork, and flexibility, making it highly relevant for students aiming to explore contemporary immersive art and performance practices.

Prior knowledge, preparation
Teachers should familiarize themselves with the FRAMED software and the basic setup of projectors and sound systems. Preparation involves setting up the digital drawing platform, ensuring all equipment is properly connected, and conducting a brief test of the visual and sound integration. Teachers should also review examples of immersive art installations to offer students inspiration.

For Students, no prior knowledge of the FRAMED software is required, as it is simple and intuitive. Some experience with digital drawing tools and basic knowledge of soundscapes may help enhance the final results. Students should be open to experimenting with how visuals and sound can interact in real-time.

Accessibility
The assignment can be adapted for students of varying digital drawing skills. For those with less experience, templates or simpler visual elements can be provided. The assignment also works well across different language levels since communication is primarily through visual and auditory cues. For students who may have sensory limitations, adjustments to sound volume or visual complexity can help make the project more inclusive.

Additional Tools
Different materials like fabric or transparent screens could be added to create layers in the projection, enriching the multi-sensory experience.