Formative Makey Makey -Operation Game- I2P- Day 1

What did we do this lesson-Overview-

In today’s lesson we started to work on our formative piece. For this formative, our task is to make an operation game cooperating the makey makey, and possibly pygame. Working in groups of 2,3, or 4, we started to brainstorm ideas for the project. Our first step was to go to pinterest and look at the different games that were made with pinterest. As a group, we went through multiple different ideas, and what was practical, or challenging to make. Some of the ideas that we looked at were creating quizzes, and the operation game. However, we decided finally on making a lifesize piano, that people could step on and it would play songs or music depending on the keys that the user stepped on.

For this lesson, we started with creating the pseudo code, brain frames, and different designs that we would look at. Furthermore, we looked at the different types of pianos we could make, and made a blueprint to work with.

For our design, we really wanted to focus on what was important for the design, and the purpose of creating this. We wanted to create something that did relate or help a certain audience. We researched more into obesity, a large problem throughout the entire world, and things that could help relieve stress. In our environment today, especially with finals coming up, stress was a large issue we wanted to help reduce in our society today. One of the main stress relievers that have been scientifically proven is to play an instrument. So this sort of drived us to making a piano, and one that is lifesized so you can play it with your friends. Furthermore, we also wanted to do something that could help people dealing with health issues. So we decided to make a lifesize piano, which would allow our audience to move and be active whilst creating music.

This part of our project is crucial for the long run. Not only do we now have a goal and purpose of our project, but also we have a pseudo code to work off of. This is important because the pseudo code allows anyone, that codes in any language, do you use this code and be able to have a functioning code. Furthermore this part was crucial in finding our purpose. This brings us back to the empathy cycle, because anyone who is willing to learn to code can code. In order to have a successful website, app, or code, you need a purpose. Without a purpose, nobody can gain from this, and it becomes little of value. By having a purpose, it allows us to move forward with a goal in mind and tweak our project based on our audience.

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This is our flow chart, and some of our initial sketches that we drew. By creating a flow chart, we were able to visualise all the things that we had to do, and helped us plan the project thoroughly.

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Here is a photo of our materials list, and some of our sketches of how the piano was going to be connected. By doing this, it allowed us to think about the resources we were using, and this enables us to start working next class straight away without missing equipment.

The drawing  gave us a better idea of how the connections would work. We decided at this point to make it first with scratch, then to move on and challenge ourselves from there.

 

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The pseudo code was necessary for us to think about how the  program was going to look like. The pseudo code, we learned this class, is very essential to any piece of code, so that people that program in various different programs are able to make the same thing with the pseudo code at hand.

1. Print “Would you like to play Just Dance: Bach at it again?”
If awnser = yes:
Print “Do you want to try the song, “Mary hadda little lamb?””
2. If awnser is yes:
Print ” Okay!! Get ready for the notes to appear on your screen”
Print song function
If awnser is no:
Print “Try to create your own song, then.”
3. Print “Would you like to record your song?”
If awnser = yes:
Print “Your song has been saved”
If else:
Print “Ok, this is a one time thing!”
If else:
Print “Ok”
Go back to the begining code

4. Function song
While keys are being pressed:
If B note / space bar is pressed :
Play recoding of B
If A note / left arrow is pressed :
Play recording of A
If G note / right arrow is pressed :
Play recording of G
If D note / up arrow is pressed :
Play recording of D
If E note / down arrow is pressed :
Play recording of E
If F note / W key is pressed :
Play recording of F
If A# note / E key is pressed :
Play recording of A#
If C# note / S key is pressed :
Play recording of C#
If D# note / A key is pressed :
Play recording of D#
If F# note / D key is pressed :
Play recording of F#
If else:
Print “Not on mat!! Get Back on”
5. Function record:
add a record function

 

This was our psuedo code for the class.

For next class we hope that we can be able to make our piano, and test it out with scratch. Furthermore, we hope to learn more about how we could use pygame to code the game. It will be interesting to learn how to do this, and incorporate our coding from before in order to do this.

Reflection:

Today’s class today went really well, and the whole process has been a smooth one so far. I’m excited to see where this will go! Furthermore, I think that it’ll be exciting to improve our original piano, and code it with pygame, as well as be able to hopefully help people through this project!

Day 2+3 :

In today’s class:

In today’s class we worked mostly on constructing the piano to work, and for us to be able to make it function like how it is supposed to function. it was interesting o find out how hard this project in general were, but also how in the beginning we underestimated the project. We didn’t expect it to be so hard, especially when we tried to challenge ourselves throughout the entire project.

For this specific project, our testing document was mostly to test out the different connection s between the makey makey, and the actual keyboard. Furthermore, since we tried this on multiple different codes, we had to test out each and every one of the codes. By making the tracking document earlier, this allowed us to be able to track our progress throughout the entire project, and for us to be able to document the problems we had throughout the entire project.

In these couple of lessons we tried to get two more programs besides scratch to work. Since we had three people, we had three different tasks for us to do. Mia helped to work on the actual making and pseudo code for the piano. I helped with mostly the first part of the design thinking, and tried to figure out how to use pygame.

One of the challenges I faced was that I couldn’t download the application of pygame. A complicated process, one that involved a lot of interesting steps, was not possible over the span of the time we had to do the formative. However, I did learn how to code and insert the different music files in if my computer did have the pygame to work off of.

pygame.init()
pygame.mixer.Sound('sound.wav').play()

In the small piece of code above, we see a sample of how to import these sound files within the computers code.

Some of the problems when we tried to import the sound file:

1. The sound file that I took form my computer didn’t have any sound when we transferred it, so therefore didn’t play anything

2. The code can only read wav files, in which the file that I used was a mp3 file.

In the two classes we tested out using the raspberry, and also pygame, but mostly tried to figure out how to use arduino. Arduino was the code that Sonia managed to pick up, and it basically was a extension to the makey makey board, which enabled us to be able to have more keys within our piano and make a whole octave. For this project, I tried to work upon making the pygame code. I learnt the code in order to do this, but failed to actually complete this. My computer was not able to download the pygame, and for an entire class I tried to install it onto the dell computer thinking that it could help. I hope for future projects that I can download the pygame into my coding.

In the videos provided below, we are able to see the piano first draft working.

In this photo you can see us working on the piano. By doing this, we had to try the different conductivity things. So we had to try the piano barefoot, and the shoe idea.

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The makey makey formative overall was a fun process, and one that allowed us to explore different ways to code. I had a lot of fun collaborating with my group to make this, and it was fun to know that this could potentially be helpful to many children in the future.

 

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