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.

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.

Conversation with Alison

- Collate all the content you have collected. 
- 'Do what you do naturally.' Start illustrating, doodling etc – you use different parts of your brain. 
Respond to what you have so far. 
- Instead of thinking of this installation as one large thing, keep doing smaller things that can add up.
Look at: Infographics
- Come up with a theory/ apparatus for bringing the students and you together. (maybe a pseudo social science, fake hypothesis)
- Maybe you can talk to people from a different demographic now - for comparison.
- the memory is a reflection of the system. The institution of something happening.
Zoom out. Is there a commonality between these interactions so far?
- Map a personal lifeline against the timelines the students have drawn.