Last week we conducted formative reviews of our peer groups work, and gained some general feedback from the teaching staff on the Foundation course. This proved a great opportunity to get an insight into the working practices of my fellow students, and reflect on my own approach and how I could be refining it further in the coming weeks and months.
The key takeout in relation to my own work, is that I should use my sketchbook for even more experimentation and exercises beyond the brief. This should extend also to how I go about using my sketchbook in different ways and experimenting with the scale of drawings within the book itself and mixed media. Clearly documenting my progress in projects and sequentially helps guide the reader through my thinking.
I think thus far I have as a first impulse gone to my journal and hesitated to put pen to paper in my sketchbook until I have worked through my thinking in words. I think a good exercise for me would be to go first to the sketchbook with something.
Here are some examples of work by my peers that I found particularly interesting:
Sketchbook work: beyond the brief
Sketchbook work: experimentation
Sketchbook work: Mixed Media
At the end of the session, in the general feedback, Louise shared this blog with the group as an ‘outstanding’ example! This was due to the regularity of posting, variety of posts and how I was documenting everything, including research and influences from elsewhere. I was really chuffed with this! So I shall look to be continuing this as we progress in the course.
My initial thoughts on receiving the brief were to use data to map the desire lines on campus, or to map my interactions with the geography of Oxford Brookes in my first week, as a record of spatial navigation.
I liked these ideas as a way of joining up a map of the space itself with human intentions and behaviour, and how the two inform each other. So how our behaviours shape the spaces around us (e.g. the paths created across green spaces where people walking through have worn away the grass) and how the spaces themselves impact our behaviour (e.g. the positioning of doors impacting the way we cross a large open space). However I felt this might be a more interesting investigation once there were more bodies to observe, and I had more time to do this observation (i.e. once term had gotten underway for the majority). I also did not feel it necessarily fit in with another element I was interested to explore – how I am discovering a new place and so in the process of creating my interactions.
I was therefore interested to see some peers producing maps that played on these themes, and to observe what did/didn’t work in their executions here.
The use of a birdseye view here (a convention in maps) serves to produce a highly simplified view of the campus lay out, with the mostly straight, angled buildings juxtaposing with the more fluid movement of the student. I like the use of stitched thread here as this implies for me that they are making their mark in this space and the movement across that space (i.e. one stitch at a time).
However, it seems as though the travel is only ever across the space, in and out. This implies that it is a transitory relationship at this time, which may or may not have been the intention. There is also only red and black thread used, and no key for what these might symbolise, nor labels for the buildings or indication of any activity that might have happened through the course of the day. The piece itself is decentralised on the page, and the paper is folded and scrumpled, suggesting that it is unfinished.
This map has similarly used thread to indicate routes across the map, though here the subject is broader than the campus alone. Similar to a bus route map, we here see different way points/landmarks along each route that might symbolise a place in which they stopped along the way, e.g. aldi being one that 3 routes convene on. There is also a paper cutout of ‘me’ that can be slide along the threads to indicate their progress through the map – an adjustable ‘You are Here’ marker, which is a clever device.
The map itself has been mounted on cardboard, to allow for the pins to be fixed in place, but has been cut to an unusual shape which defies the convention of maps as there is no clear geographic reason for the shape of this ‘island’ of sorts. Here too we do not have a key though the threads are in different colours, but there is description of the points marked out. X marks the spot though we know not to what (a convention from Treasure Island) – and this stands out as somewhat not in keeping with the rest of the map as a reference to something not otherwise explored.
I think what I might take from these works would be that a use of thread can help to delineate routes from the maps themselves, though colour keys would be useful. Also too that use of stitching might help to communicate speed/time passing which could be useful if cataloguing multiple agents across a space. Though I think care is needed to understand what is wanting to be communicated vs the level of detail and explanation required to effectively do so.
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