Word Cloud

This is something I had done a while ago, just to begin looking at the content and its potential. Since I don't know a way to embed an swf file, I've uploaded a bunch of screen shots. The word cluster on top are the words which I gave the students during the interactions. The second cluster are the emotion/words generated by them. In the flash file, you can click on any word to see what the students think it relates to.

Laser Cut

This is for a jigsaw puzzle sort of exercise. I will reveal more later when I have all the pieces to show you. I wanted the pieces perfectly cut so they fit perfectly. This is the laser cutter I went to - courtesy Nalisha. Nice man he was, this Mr. Vinayaka, told me how to do it much easier next time.

Here are the jigsaw piece samples he cut out the other day. I'm picking up the rest tomorrow.

Joining the dots

This is a quick word association exercise. Using the same pool of words used and generated through the interactions I asked people to connect the words, however they thought fit. It's interesting to see the network of words forming here and compare it with the associations that emerged out of the interactions.

Layers + Transluscence

This is a follow up on the previous post - using transparent/translucent sheets of paper over cut-outs. Each sheet works with a tab - and the clarity of the piece depends on the presence or absence of any of the sheet. You can of course see clearer when held against the light.


Prototype without cellophane and butter paper:

Layering

These are simply cut-outs held together, whichever way the sheets are organized, you see the whole. Memory and experience is similar - each one perceives differently to comprehend a situation.

Beginning visualising

These are some quick sketches and thought process for the next step, a series of small explorations - some participatory, some material oriented - to start working with my hands: looking at layering, translucence, jigsaws, tear-outs, mobiles etc.

Categorizing the experiences.

During the interactions, the students plotted their experiences on a timeline.
So last week, I categorized the experiences, and made a timeline for each category.

Baptist Coelho: MAPPING(THOUGHTS)

A while ago, a friend informed me about this project. I had forgotten about it till today, when I had the discussion with Danika about form. Thought I'd share. Quite interestingly put together.

MAPPING (THOUGHTS), is a multi-disciplinary project which explores the concept of random thought as part of the social and political commentary of the diverse people living in Switzerland. Collaborations were sought from people all over Switzerland, who share a common thread through generations; practicing and creating similar vocations and experiences. The thoughts collected are also a reflection for future generations. A part of this project was realised specifically in Bern and involved the participation of people using the trams there. The work was exhibited in Grand Palais (an art space, which originally functioned as a waiting room and office for the Tram Company).

Here is the link for the exhibition images on facebook.
project description taken from and a brief write-up about the artist HERE.

Conversation with Danika

- How do you want it look?
- Focus on memory or school?
- Memory has an ephemeral quality, its not static - your perception of it is always changing.
- Holograms? Interactive, live mindmaps?
- Does not need to take a literal form. You do not need to translate this same information you've gathered. It can be abstract, figurative.
- What should I be thinking when I view the exhibition/installation? What should I be thinking after I leave the exhibition/installation?

Group Discussion

Since I've been in a rut the last couple of days, I decided to call Ramya, Munmun, Shruti, Alannah and Tisha to have a group brainstorm. This is what we discussed:

- What is your intent? If it is merely to visualize collective memory, then it is not so much about the content, as it is about the expression – data visualization.

- Create a narrative with disjointed pieces of information – connected network of experiences.

A series of dialogues, conversations. Objects that can hold/collect qualitative information. 

- An example: 5 archetypal people. Who do you identify with? What do you want the audience to feel? Do you want them to go back and question?

- Even in most of the stories that have been narrated here are generic and identifiable, this generalization can be a strength. Draw on those generalizations.

Observations from Interactions

Emotions of contentment, satisfaction or freedom are mostly in the past, or anticipatory. 
Behaviour influenced by the system, the students' behaviour in class is only a reflection of the school system.
Pride in recalling a memory, whether sad, happy, etc.
Pattern in selecting words: conservative choices, words like exams, boards, rules, rebel are quicker to be associated with school memories; over acceptance, rewards, or intelligence.  (Majority of the chosen words are not only tangible, they are words that traditionally suggest limitation.)

Conversation with Ameeta

- All the behaviours you see in the interactions are more important than the words and pictures they write and draw. Those still maybe again things indicating a 'pleaser' mindset coming from a system that demands obedience and not creative thinking.
- The socio-cultural and management systems of schools and homes is creating too much emphasis in the children's minds to be good children rather than to be thinking or creative. There are certain beliefs that go with this "Its easier to manage obedient children." versus "Could it be easier to manage thinking children and come up with more effectiveness not just efficiency." Are we bogged down with efficiency and forgetting effectiveness and value of innovation? Is this that classrooms want rote learning and not questioning because exams only test that.
 - Reference: Book: Drawing on the right side of the brain.

John Dewey's Experience and Education

"How shall the young become acquainted with the past in such a way that the acquaintance is a potent agent in appreciation of the living present?"

John Dewey
1938

John Dewey, the American philosopher, psychologist and educational reformer wrote a book - 'Experience and Education.' How apt!
Here is a review of it by someone on the internet. Tomorrow, I'll check the library for it.

An Examination of John Deweys Experience and Education

(how I would've liked to chat with him)

Emotion clustering

tabulated & organized all the experiences.
mapped words --> emotions
quick division into positive and negative emotions
emotion clusters - synoyms and similarities with reference to the student's experiences.
emotion flow marking words attached to those emotions.

The positive emotions are more often associated with words that signal the future.
The words on the left are ones that are looked at as the cause or the system itself, the ones on the right indicate the process or the consequence.

Interaction 4

Interaction 4: Mixed group of students from Class 9 & 10; various schools.
Date: 14 August 2010
Duration: 45 mins
Number of Students: 5

Met this group through a friend, at one of their homes. Again, same process followed.
This group was extremely enthusiastic and participative. They spent a great deal of time drawing, though they repeatedly told me they can't draw. I gave them examples of what other students had done - that seemed to calm and them, and give them ideas to think metaphorically.

photographs: Akshataa Vishwanath