I was interested in this piece for several reasons.
Firstly – relief shading (a convention in geographical maps) has been used here to good effect, to indicate the ‘hills’ and ‘valleys’ of the artist’s own hands, and can be immediately recognised and visually navigated without need of a key.
This has been applied with perhaps watercolour in careful layering to provide the subdued colour blocking necessary for this style, as is typical in printed maps.
This juxtaposes with the use of biro for the outlining of the hands, and the marking of landmarks and instructions on the hands themselves. The pen itself is central to the depiction, which denotes it’s importance to the narrative of the piece – i.e. that this is a map in two senses. It is a map of the hand topographically, but it is also a map of Oxford Brookes campus as the student learns to navigate this new environment. It is commenting on the common behaviour to scribble crib notes or key routes on your hand to help guide you later on.
Looking closely at the notation, it tells the story of a day spent at Brookes, including the time the alarm will go off, their route in ‘Don’t be late!’ and key landmarks they travel to in their day.
The use of hands as maps is also symbolically interesting for me. As this was created in our first week of the course, it was interesting to situate this early mapping of a new environment on hands, which are typically characterised as something we know intimately per the idiom ‘I know it like the back of my hand’. Hands are also something we naturally look to as one of the key ways we interact with places and objects, and one of the first means by which young children discover.
I would be interested to consider more about the symbolism of hands