ART EDUCATION—the USERS: After the database is designed, CYBERHOUSE will be functional for art teachers to facilitate art lessons at schools, for community groups, and with those in long-care stay in hospitals. There are four main components of the art curriculum in the CFH project:

1. Self-representational artwork created.
2. Artwork uploaded.
3. Interaction through navigational choices.
4. A virtual community built to reduce isolation.


CREATE SELF: I create a visual representation of myself (with watercolors, or some other media and scan it, or create it on the computer).

UPLOAD: I upload my image and see an animation of myself entering CFH.

REVEALING REFLECTION: The animation ends and I see myself reflected on a mirror in the house. I move and the reflection moves correspondingly, . . .

but there is one variation that attracts my attention to the visual qualities of my self-representation.

"I click on the huge mirror in which I am reflected and depending on which part of me (i.e., my representation) that I click on, I follow a different path. I can come back to where I started at any time in the CFH game. For example, I click on my center portion and see other concepts/images of center. I select one and it leads me to see more ways to think about "center." I make a choice from five different ways to understand center. This choice is saved as an organizational feature of "my room" or "worldview."
I go back to the mirror reflection and follow the path of another section of my image. I see it compared to other visuals that enlarge my understanding of what I could possible communicate with this portion of my self-representation, and the visuals suggest ways to "sort out" what I want to mean with it. I make a selection and that becomes part of my "worldview."

SHARING & COMPARING ASPECTS OF MY WORLDVIEW: When I have exhausted the reflections on all parts of my self-representation I can now go to the room created from my choices. In this room I find that some of my room (symbolizing my worldview) is shared with another since their "hotspots" take me to another room. I enter another's room through one of the shared passageways.

When I am in another's room I can choose to be seen or not. At first I want to look around and know more about this person.
I am able to make changes to another's room. Then I decide to make my icon appear in the room and I communicate "hello" through typed text. The text is a bubble connected to my visual representation (my icon) that I created to enter the house. If the other person is there, we dialogue. [Eventually, the program will allow the user to read the text in his or her native tongue.] [Rooms show up only if the person who built it is present. They are stored for research, but only evident to the user when the creator is present. The environment builds with different viewpoints according to the population of users.] CULTURAL CRITIQUE: Next I decide to go back to my room and see if anyone has come in, or changed anything. A few things have changed [due to the programmed labeling and due to other participants making changes]. I see labels attached to some of the items in the room. To get rid of the notes I need to make changes in my choices. PERSONAL & SOCIAL CHANGE: I can get help in making those choices in the Cybertongues room and/or the Crystal Ballroom.
Cybertongues Room: The environment provides links to hotlines, information, and resources.

Crystal Ballroom: A user from the user developed scenario navigation process can enter the Crystal Ballroom to make proactive choices through further navigation strings and visits to role-models (artists, architects, women in technology, etc. who have offered to be accessible). In this set of navigational choices the user is directed toward career choices/information and future life options. The Crystal Ballroom is a space of possibilities where the future can be imagined differently.