Integrative Studio II

INTEGRATIVE STUDIO II- WEEK 7 AND 8

For the next seven weeks we were going to move on to another assignment. We were given a brief about the assignment, the idea was to find our specific interests in the discipline we were going to choose.

The class started off with a detailed description of what comes under each discipline. On the board we had written all the elements that come under all the six disciplines. Since I was going to opt for product design, I quickly noted down my interests toy, accessory, automobile, furniture, lighting, smart app, electronics and so on. The next step was to create a rough mind map of these sub topics so as to understand what we were going to do in the future.

IMG_4482.jpg

For the eighth week we had to do a more detailed research on the topics we were interested in the most. I chose toy design, lifestyle accessory design, furniture design and automobile design.

I started the mind map with the process of making and launching a product, the lifecycle of product design and then branch into my interests. Under my interests I wrote what the course entails and the different types of products that would come under it.

IMG_4465

We then individually discussed our mind maps with our faculty and got a better clarity on our area of interest.

Advertisements
Integrative Studio II

INTEGRATIVE STUDIO II- WEEK 5 AND 6

The next step of the project was to come up with solutions to the problems we had identified the previous class. We had two weeks to discuss and work on our solution sketches until finalising our solution.

The solution that we give had to be in respect with the discipline we were going to opt next year. As I was going to chose product design, I had to come up with a product. In the first week, I started making a couple of rapid solution sketches.

Next we had to come up with solutions to the problems we had identified the previous class. We had two weeks to discuss and work on our solution sketches until finalising our solution.

The solution that we give had to be in respect with the discipline we were going to opt next year. As I was going to chose product design, I had to come up with a product. In the first week, I started making a couple of rapid solution sketches.

My final solution was to solve the problem of littering. Since trains don’t have dustbins I’ve designed a dustbin that will be placed alongside the doors of the trains so people can throw waste when they get on and off the trains. At the end of the day the workers just have to pull the mid tray so the waste falls into another segment which then can detach with the help of a handle. This makes it easy for them to clear out the waste everyday. The lid locks up when the bin is full so as to prevent an overflow of waste. There are two dustbins next to each side of the door, one for organic and the other for inorganic waste, they will be placed next to each door in every coach.

IMG_4479

IMG_4480

 

Time

TIME- WEEK 5(REVIEW WEEK)

For the review week, we had to enlarge one of our A6 paintings into an A4. I decided to enlarge my fire painting. We converted the A6 painting into an A4 and used tracing paper to get the basic outline then used paints to recreate the the same in A4.

IMG_3791

IMG_3796

 

We brought all our work to class for the review, each of us displayed our work on the table. We had to print out an artist statement for our final painting. My artist statement:

DANCING FLAME- My final artwork depicts fire, it represents a dancing flame that moves with the wind and has no boundary. As the flame grows you can see the intensity of the fire increase which is depicted with lighter and darker shades of colour.

Once we were done with the review, we started putting all our pixel work together on the floor; we colour coordinated the pixel paintings  and once we were done it looked like a huge pixel work.

IMG_3784.JPG

img_3782.jpg

Integrative seminar II · Integrative Studio II

INTEGRATIVE SEMINAR AND STUDIO II- WEEK 4 (REVIEW DAY)

For review week, each group had to club their seminar and studio work into a single presentation. We had two minutes each to present and explain our work. The presentation included our research, photographs and perspectives for studio and a project brief for seminar. We made a short video to capture a day in the rails.

After presenting our work to the class, we got inputs from the faculty as well as our peers. The plus points of our presentation was the amount of information, the video and our mind map. We were asked to improve on categorising our research and our project brief.

The review helped us realise where we were going wrong and we had the next couple of weeks to correct our presentation and work on the project.

‘Journey on the rails’- https://www.youtube.com/watch?v=vgBZJZG4W4s

Time

TIME- WEEK 4

For this week, we were asked to make a 10 by 10inch pixel painting. We had to depict a period of time we experienced, could be an hour or even a day; the pixel composition had to have our experience through the five senses.

IMG_3787.JPG

For this composition, I went to the terrace for an hour; the composition moves diagonally. It starts with black because I was in a bad mood initially but as soon as I entered the terrace I felt the breeze and that calmed me down, the different shades of blues depict the breeze. The random blacks shows my fluctuating mood. In the middle of the experience I ate a chocolate and so the shades of brown. The bright yellow square was when I was very happy and then towards the end the greys and the white shows my calm and relaxed mood.

After discussing our pixel work with the class, we had to make five compositions of the different elements. The idea was to think of what each element means to us and then deconstruct that mental image and make abstract paintings.

WATER
The upper dark blue triangle depicts a wave and the lighter blue shows the rest of the ocean. The white wavy line shows the water line and the lower triangles show the reflection on the water.

IMG_3792.jpg

LAND
The lower half of the composition has two shades of brown to represent the soil and roots and the lines meet at the center of the page and from there it branches into shades of green to show the flora and life beginning from land.

IMG_3793

FIRE
It represents a dancing flame that moves with the wind and has no boundary. As the flame grows you can see the intensity of the fire increase which is depicted with lighter and darker shades of colour.

IMG_3791

SPACE
I’ve shown space as a vortex moving towards the middle of the page. There are alternative black and purple shapes fading into lighter colours to depict my understanding of space.

IMG_3794

 

For the week 5 review, we were asked to enlarge one of our paintings to an A4 and bring an artist statement for that composition.

Object as history

OBJECT AS HISTORY- WEEK 4 and 5

For week 4 each of us had to work on our research on a particular object and then write instagram and twitter posts on the object. The instagram post had to have 50 words and 20 hashtags and the twitter post had to have 240 characters.

The_Mold_capehttps://upload.wikimedia.org/wikipedia/commons/4/41/The_Mold_cape.jpg

Instagram post

The mold cape is a solid sheet-gold object from about 1900-1600 BC in the European Bronze age. It is the most spectacular examples of prehistoric sheet-gold working yet discovered. The cape is known for its detailed and beautiful decorative motifs. There is a theory that the cape is an ornament for a horse.

#moldcape #historicobject #solidsheetgold #spectacularwork #gold #goldencloak #goldornament #detaileddecorations #ceromonialdress  #1900-1600BC #Europeanbronzeage #discovered1833 #458mm #beautifuldesign #craftsmenship #exceptional #thebronzeage #mold #Wales #Britishmuseum #London

 

Twitter post

The Mold cape is a solid sheet-GOLD object dating from about 1900–1600 BC in the European Bronze age. It was found at Mold in Flinshire, wales, in 1833. The cape is thought to have formed part of a ceremonial dress. The gold cape was found in 1833 by workmen. The cape was within a Bronze Age burial mound in a field named Bryn yr Ellyllon, the Fairies’ or Goblins’ Hill. The gold cape had been placed on the body of a person who was interred in a rough cist(stone-lined grave) within a burial mound. The cape is considered to be one of the most spectacular examples of prehistoric sheet-gold working yet discovered. It is of particular interest as both its form and its design are unparalleled. The value of the metal and the quality of the craftsmanship suggests that the cape was produced by a wealthy culture.  An urn with large quantities of burnt bone and ash was 0.6–0.9 m from the grave. The cape’s breadth is 458 mm, just over 18 inches. Around the neck and base are a line of perforations. There are three zones of decoration on the cape: a band running around the base, a curving panel which dips at the neck and rises over the shoulders, and two matching panels to fill in the upper arm area. detailed study and restoration revealed the full form of the cape, which at one time had been misinterpreted as a peytrel (chest ornament) for a horse.

Online references:

http://www.britishmuseum.org/research/collection_online/collection_object_details.aspx?objectId=808751&partId=1.

https://en.wikipedia.org/wiki/Mold_cape

https://museum.wales/cardiff/whatson/6735/The-Mold-Gold-Cape/.

 

 

 

 

 

Sustainability Systems

SUSTAINABILITY SYSTEMS- WEEK 4 and 5

SUSTAINABILITY SYSTEMS PROJECT MAKING

For the next assignment, each group was supposed to get back to class with research from their chosen NGO or non profit school. During these two weeks, we did some online surfing and found a bunch of organisations, we decided to go forward with Pragati Vidyalaya. Pragati Vidyalaya is a non profit school for deaf children, located in Dadar.

First we wrote to the school for permission to visit, study and research; after the principals approval we visited the school. A faculty member guided us through the school and got to speak with faculty, students and helpers and understand the environment better. We took down notes, pictures, audios and videos to support our visit.

IMG_4440

IMG_4441

 

When we got back to class, we discussed our visit with the faculty and peers. After a long discussion, we were asked to revisit the school and look at how our main vertical, water; plays a major role in the environment. We were also asked to divide our research into sub topics and categorise the information.

We went to the school again and looked at their washroom, drinking water facilities and other aspects.

IMG_4442IMG_4443IMG_4444

I did some research on hearing aids just to get a better understanding of how it works.

img_4445.jpg

The next class, we again discussed the recent information we had gathered. The next step was to ask the faculty members a bunch of questions about their kids to get a better understanding of their background, the things that go on in their heads and to really get to know them.

SUSTAINABILITY SYSTEMS

As the review was nearing, we had to start cutting down the information we had gathered and direct our research towards a particular question.

Initially my main vertical was water and my sub-vertical coral reefs, then I cut it down to coral reefs and under that the worlds biggest reef- The Great Barrier Reef. I did online case studies, research and saw a documentary. Now it was time to put it all in a single document. Taking notes helped me understand the topic better.

infografics_cor_27516788.png

After making the third and fourth revision, I had to now focus on one particular question. I decided to take up coral bleaching, so I looked at the reasons behind the bleaching, recent incidents, incidents at the Great Barrier Reef and support from the government, public and organisations.

For the review day, each of discussed our final document revision with the faculty and then we were told what changes had to be made. We had the end of the day to change our final document. After making the necessary changes, I uploaded my work on the google drive.

Screen Shot 2018-03-04 at 12.48.01 PMScreen Shot 2018-03-04 at 12.48.19 PMScreen Shot 2018-03-04 at 12.48.36 PMScreen Shot 2018-03-04 at 12.48.56 PM

Integrative Studio II

INTEGRATIVE STUDIO II- WEEK 3

Now that we were done studying ecosystems within the ISDI campus, it was time to scale up the project. Each group had to pick up an ecosystem outside the campus and study it in depth.

Our group chose the Mumbai Suburban Railway, it is a vast ecosystem with a lot of potential for research. The idea was to understand how the entire system works from the ticketing to the train routes to the on board accommodations to the signages and so on. We first did a thorough online research and gathered all necessary information and put down our findings in a presentation.

Screen Shot 2018-01-23 at 10.10.11 AMScreen Shot 2018-01-23 at 10.17.23 AMScreen Shot 2018-01-23 at 10.17.35 AMScreen Shot 2018-01-23 at 10.17.47 AMScreen Shot 2018-01-23 at 10.18.02 AMScreen Shot 2018-01-23 at 10.18.16 AMScreen Shot 2018-01-23 at 10.18.31 AM

screen-shot-2018-01-23-at-10-23-32-am.png

Having done this, we now had a better understanding of the system and we were ready to move on  with the second part of the research.

Secondary research is visiting the chosen place and doing live research of the place, so we went to the Lower Parel station and took a ticket to Bandra and stopped at each station to observe the system, the crowd, the entire environment, the look and feel of the places. Having done our primary research it is was much easier to understand the activity around us, we took pictures, audios and videos. We took down the key points we observed during our visit.

IMG-20180121-WA0016IMG-20180121-WA0010IMG_5966IMG-20180121-WA0003

To proceed to the next part of the research we were going to choose one part of the Suburban Railway system and study that part in detail

Integrative seminar II

INTEGRATIVE SEMINAR II- WEEK 3

For this session, each group had to write a project brief. A project brief consists of aim, objectives, action plan, methodologies and observations. We sat down as a group and broke down our research and started making our project brief.

PROJECT BRIEF

 Aim:

To solve the problem of lack of recreational space in the ISDI campus.

Objectives:

  • To study importance of recreational spaces in schools
  • To understand how recreation helps students of design school
  • To look for potential spaces at the ISDI campus which could be converted to recreation centers or just an open area

Action Plan:

We went around the campus looking for potential spaces as well as interviewing faculty and students to learn what they feel about having recreational space in the college.

  • Do you think there is a need of recreational spaces in the campus?
  • When you feel stressed, where do you go to escape from your daily routine?
  • Do you think the ISDI recreational space is sufficient for stress relief?

Methodology:

We listed down the questions we wanted to ask to the students and the faculty. Later, we compiled all the answers to draw a practical conclusion out of it. We made a presentation to represent the same. We then went about the ISDI campus looking for space that holds the potential of being converted to recreational or refreshment spaces to break apart from the mundane. We also studied recreational spaces from different design schools and offices and take inspiration from the same.

Observations:

After interviewing students and faculty, we got to know that lack of recreational space is a major issue in the ISDI campus. Recreational space is essential for stress relief, socialising, staying mentally and physically healthy. It is essential that a design college has a space where students and faculty can take a break from the daily busy routine and let their minds open to new inspiration. We recognised some places like the fifth floor annex, the closed galleries, the third floor space and the unused parking area which is capable of being converted into a recreational space.

Writing the project brief helped us transform all the information we collected into a short and simple write up. This gave us a better direction and understanding of where we were heading with the assignment; others were able to understand our project with no further explanation.

 

 

Time

TIME- WEEK 3

COLOUR INTERACTION:

Todays session was all about colour interaction, each of us had to use the primary colours; blue, yellow and read along with black and white to create various swatches of 5 by 5inch and 2 by 2inch. Colour interaction is the interaction between two colours.

So we started mixing the paints together to make different hues of colours and started making swatches. Once we were done, we cut them out into the appropriate sizes and all of us placed our swatches on the table and started talking about the interaction of colour. When two colours have the same saturation, both colours will bring out another common colour but when two colours have different saturations, one colour bring out another but the colour colour sort of fades into the other.

IMG_3450

IMG_3446

IMG_3447

We then spoke about how everything around us is based on colour, even the clothes worn in certain states has a reason behind its colour. In Kerala the surroundings are very colourful and the soil is fertile and so the people wear white colour clothes so they stand out, where as in Rajasthan the land is very dry and there is not much scenery and hence people prefer wearing bright colours so they stand out.

 

Object as history

OBJECT AS HISTORY- WEEK 3

For this session, each of us had to pick an object and do a detailed online research on that object and write our research in 500 words. I chose the Mold Cape as my object.

THE MOLD CAPE

The_Mold_cape.jpg

https://www.google.com/culturalinstitute/beta/exhibit/-QJSiXmzf05eLw

The Mold Cape was found by workmen at Mold in Flintshire, Wales, in 1833. It is a solid sheet of decorative gold dating about 1900- 1600 BC in the European Bronze Age. When found, the cape was badly crushed. The cape was found within a Bronze Age burial mound in a field named Bryn yr Ellyon, it was placed in a rough cist within a burial mound. It is currently kept in the Great Court of the British Museum.

It was designed to fit someone of slight build and the gender of the person remains unclear. The cape is one of the most spectacular prehistoric sheet- gold working. The cape is oval shaped and it would cover the shoulders, upper arms and the upper chest of the person wearing it.

Picture1https://museum.wales/cardiff/whatson/6735/The-Mold-Gold-Cape/

The object was beaten out of the ingot of gold, a task that requires a lot of time and skill. The decoration almost fills the object’s outer surface, so very little “plain” gold remains. On the neck and base there are a line of perforations. There are three zones of decoration on the cape: a band running around the base, a curving panel with dips at the neck and rises over the shoulders and two matching panels that fill in the upper arm area. The front and back of the rails have the same patterns and decorations.

The two triangular areas on the upper arm are bounded at the front by a ridge, row of lentoid bosses and a ridge. At the front and back it is then bounded by three rows of small domed bosses. Inside this is a ridge, a row of conical bosses, and two ridges with a groove.

The Mold cape shows both indigenous and Continental influences. Similar treatment of decorative motifs may be found in other pieces of Bronze Age metalwork, such as a bowl found at Rongères in eastern France (which itself draws from Central European sources), and also with the lenticular bosses found on the Migdale (Sutherland, Scotland) bronze “spacer-plate” (a device to hold apart the separate strands of a necklace) and the bronze armlets found at Melfort in Argyll, Scotland. This distinctive boss motif, surrounded by fine dots outlining the lenticular shape, has a long duration in Scotland and obviously survived in the indigenous repertoire to re-appear on this unusual cape.

ONLINE REFERENCES:

http://www.britishmuseum.org/research/collection_online/collection_object_details.aspx?objectId=808751&partId=1.

https://en.wikipedia.org/wiki/Mold_cape

https://museum.wales/cardiff/whatson/6735/The-Mold-Gold-Cape/.

https://www.google.com/culturalinstitute/beta/exhibit/-QJSiXmzf05eLw.

Sustainability Systems

SUSTAINABILITY SYSTEMS- WEEK 3

SUSTAINABILITY SYSTEMS PROJECT MAKING:

The session started with a brief about our new project, we were told that each group is supposed to visit either night schools, NGOs or municipal schools. We had to visit any one place we chose and do an in-depth study of the place.

We spoke about the different topics we can study into when we visit these places. There are so many factors that makes an institution what it is. Everyone spoke about the different things that can be looked into. We can study into the type of institution, the hierarchy, age groups at the institution, understand their curriculum, where the teachers come from, where the students come from, study the environment there, the facilities there, funding, the history of the establishment and study their alumni.

Later we drifted away from the topic and started talking about how everything is made up of many micro steps. Even the process of entering college and getting to class can be broken down in hundreds of steps, passing through the revolving doors slows down our speed and only few people can pass through within a given time and putting our bags through security check also further slows the process and if there is some design solution to solve these problems, people who come five minutes late might be on time. So we should we able to micro analyse and break a process into many steps, this helps one understand the process much better.

The topic then slipped into ethnography, we had a very interesting conversation about how the way you frame the question during an interview can completely change the response you get. We spoke about some examples and tried it out in class and to some questions people opened up more and to others not really.

Then we came back to talking about the new projects, based on our vertical of choice we were separated into groups. We sat in our groups and started talking about each others verticals and which place we were going to visit. For the next two weeks we were told to go to the place we chose and do our research.

SUSTAINABILITY SYSTEMS:

We started the session by watching the video ” The monk, the engineer and the artificial glacier”. It was a beautiful documentary of how an Ladhaki engineer, Sonam Wangchuk started the “Ice Stupa project”. His aim was to find a solution to the water crisis faced by the farmers in Ladakh during the critical planting months of April and May. In just a month he was able to build a two story ice stupa that stored 150,000 litres of water. He built a sustainable design that worked out for the farmers. After watching the video we spoke about his sustainable and solution towards such a critical problem.

Later each of us had a one on one session with the faculty and we got to discuss our research with him and our process work. We then started continuing our research and kept editing the information we got.

Integrative Studio II

INTEGRATIVE STUDIO II- WEEK 2

For this semester Integrative seminar and studio were linked and we were going to be working on the same topic on both the courses. So with a continuation to the first class of the day (integrative seminar) we had to read deeper into the problem our group identified “lack of recreational space”.

I started doing online research and gathered statistical data and interesting facts about how students need recreational activities. I made notes to support my research and then worked on documenting the information. I already gathered pictures and videos for documentation.

IMG_3391IMG_3390

I documented the research as follows:

1. Problem identification

2. Primary research

3. Looking at potential empty spaces

4. Secondary research

5. Looking at other campuses with similar layout

6. Statistical data

7. Conclusion

Screen Shot 2018-01-17 at 4.09.13 PMScreen Shot 2018-01-17 at 4.09.33 PMScreen Shot 2018-01-17 at 4.09.41 PMScreen Shot 2018-01-17 at 4.09.53 PMScreen Shot 2018-01-17 at 4.10.07 PMScreen Shot 2018-01-17 at 4.10.30 PMScreen Shot 2018-01-17 at 4.10.48 PMScreen Shot 2018-01-17 at 4.10.59 PM

Once each of us were done with our documentations, we were put into our seminar groups and each group had to pick an ecosystem and study it. Do online research, make sketches, take pictures and videos.

Integrative seminar II

INTEGRATIVE SEMINAR II- WEEK 2

All the groups were ready with their presentations. Each group had to gather information on their problem with pictures and videos. The main problem our group identified was the “lack of recreational space”, the ISDI campus is a concrete building and there is no space where the students and faculty can cut away from their daily routine. Here is how we went about our research:

1. Problem identification:

Screen Shot 2018-01-15 at 9.17.16 AM

2. Campus research:

We found empty unused spaces that could be put to use.

Screen Shot 2018-01-15 at 9.18.03 AMScreen Shot 2018-01-15 at 9.18.22 AMScreen Shot 2018-01-15 at 9.18.42 AMScreen Shot 2018-01-15 at 9.18.53 AMScreen Shot 2018-01-15 at 9.25.42 AMScreen Shot 2018-01-15 at 9.26.14 AM

3. ISME campus:

The ISME and ISDI campus have the same layout but in ISME there are these small ideation corners where the students and faculty can sit and relax.

Screen Shot 2018-01-15 at 9.19.07 AM

4. Looking at recreational spaces in other universities:

We did research on some of the recreational spaces in India’s design colleges.

Screen Shot 2018-01-15 at 9.19.38 AM

After presenting our research to our peers and faculty, they appreciated our comparative research and the way we went about with it. We were told that we went a little into the solution part of the research and that we should cut back to the ground research.

It was also interesting to look at the different ways people went about with their research, one group had an entire video of their space and the problems identified. Towards the end of the class, we just individually spoke to the faculty about the next part of the projects

Time

TIME- WEEK 2

The session started with a reintroduction to the course “Time”, few of us gave a brief of what happened the previous class. After that, it was time to get our hands dirty, we got poster paints and A5 sheets to class.

Each of us were asked to make paintings of the 5 elements of nature and the 5 senses. We had to let our mind loosen up and let creativity take over. There were no restrictions, we had the freedom to make as many abstract paintings as we wanted; the paintings had to be abstract and not that literal. The whole point of the exercise was to take away our fear of paints and get confident with the paint brush.

So we just dipped our brushes in the paint and started painting, as we got the hang of it, ideas started streaming in and we got a lot more comfortable with the paint. I explored various ways of painting, blending the colours together, splashing it on the canvas and using the brush and bits of paper to create textures.

1C92830E-F933-48E6-AC27-B4153ED65FB4

3CB182A4-EE19-4014-919E-4C9147D4AB30
2. Fire– Thick black smoke fading away
7e7c446d-90e1-4eeb-ad58-98c434aef8af.jpg
3. Water– shows the flow of water
50e5657a-b608-44dc-b5a5-0feb9d7921d8.jpg
4. Water- shows waves and ripples, the colours show the diversity of aquatic life
613B13B8-4B25-4962-8F94-B697ED4EDF8E
5. Land- the fingerprints look like impressions of shoes on land
56643834-28c4-4f6e-978e-51e174ca8ffd.jpg
6. Sight– Phosphenes- the colours and shapes you see when you close your eyes
AEEF687B-6791-4B04-932B-F7E9DA719C23
7. Smell– Its shaped like a nose, inhaling ad exhaling air
C5DA5407-4005-4FFD-A7A7-A989735C3EF8
8. Taste– Explosion of flavours
E6770BB5-E71F-4B36-AC0C-E83A5AEC87BA
9. Sound- Sound waves emerging from a point
EF61D8B2-34F3-46A1-AF2D-EA0BE6EBB2DC
10. Water– The splashing of water

Once we were done exploring with the paints, each of us had to pick one of our favourite paintings and display it on the table. The boring white table was filled with everyones colourful paintings, we all gathered around the table to discuss and critique others work. We spoke about a few paintings, some were very fluid and you could see the person wasn’t rigid while painting it but others were structured, like the person was conscious about the white space while painting.

2af2260c-d097-4fbf-884c-bc4e4f76cced.jpg

It was interesting to see how everyone perceived the five senses and elements in a different way, it helped broaden my imagination. Exploring with poster paints gave we confidence with the brush and I started enjoying the activity. Though each persons art looked meaningless to the other, there was so much meaning to why it was that way.

Sustainability Systems

SUSTAINABILITY AND SYSTEMS- WEEK 2

SUSTAINABILITY SYSTEMS:

The lecture began with a short discussion about climate change and how it affects us in our day to day lives and in the long run. We were given a brief about the documentary “Before the floods”, it is a film by Leonardo DiCaprio; the UN messenger of Peace with a special focus on climate change. It is a spectacular documentary in which DiCaprio meets with scientists, activists and world leaders to discuss the dangers of climate change.

The documentary covered a lot of unpleasant facts and statistical data about climate change in order to bring about awareness among individuals. One topic I found very interesting was the Sumatra forests that have been exploited for obtaining palm oil which is the cheapest oil. The whole forest has been destroyed resulting in endangerment of wildlife, deforestation and pollution. In Baffin Island(Arctic Canada), ice caps have shrunk 50% from the 1950s causing rise in sea level.

I found certain facts about India very interesting, I’ve mentioned some of them: In India 30M people have no electricity and 30% have no access to power and 700M people use biofuel for cooking. In a 2015 forest fire, the carbon released into the atmosphere was more than the carbon released in an entire year in the US.

Overall the documentary brought about a lot of awareness, there were a lot of unpleasant facts and statistical data that helped bring out the truth about climate change. Climate change is a major issue, an issue that cannot solved by one individual or a group of people, everyone needs to take a step; companies, households, leaders and individuals. Some people want to make a change, some people don’t really care and other have two minds about it. With everything that is going on in people’s lives, most people wouldn’t have much concern for climate change.

Once we were done watching the film, we started talking about infographics. Infographics is a way of depicting information through graphic visuals, most common examples of infographics are pie charts and icons. Each of us were asked to take up one issue from the film, find out 10 facts about the issue and represent the information through infographics and bring it for next class.

SUSTAINABILITY SYSTEMS- PROJECT MAKING:

Over the week, each of us had to chose a vertical and sub topic based on the film “HOME” and do thorough research on it and bring the information we gathered to class. I chose the vertical Aquatic ecosystem and my sub topic as coral reefs.

First I started researching about aquatic life and then moved onto coral reefs. I took reference from multiple websites, I took notes of the information so its easier refer to and understand better.

After taking down notes, I typed out the data in a word document along with facts and statistics. Some interesting facts were: (i)Coral reefs cover less than 0.2 percent of our oceans but they contain approximately 25 percent of the world’s marine fish species, (iii)approximately 30 million people depend on coral reefs for their livelihood and (iii)a coral is considered fast growing if it grows between 10 to 20cm in a year but some only grow millimetres in that period etc.

Once the lecture began, few of us had to present our research to everyone, one person from each topic. This way we understood a lot about others topics and how each topic bleeds out into another. People who chose fashion spoke about how politics and water is a part of fashion. It was really interesting to see how all the topics are interlinked and related in many ways.

For the next class, we were asked to continue our research and gain knowledge in our verticals and sub topics.

Integrative Studio II

INTEGRATIVE STUDIO II- WEEK 1

Integrative studio was a familiar subject, each of us had a basic idea of what we were going to do. Studio is a subject where you research, ideate and eventually create. The session with an in depth conversation about ecosystems, the ability of different organisms to coexist makes makes that place an ecosystem. There are natural ecosystems and unnatural ecosystems.

Natural ecosystems are forest ecosystems, dessert ecosystems, ocean ecosystems and so on. Each of us were asked to make a list of unnatural ecosystems, as many as possible. I wrote down: restaurants, social media, Mumbai local, plantation, apps, museums, airports, police stations, cargo ship and so on. Out of these our faculty chose five ecosystems. Mine were restaurants, Mumbai local, plantation, museum and catering. Each of us had to visit these places and do an in depth research about the place, starting from observing the place to taking pictures, videos, audios and making live sketches.

For the second part of the session, we were asked to go to one part of the ISDI campus and study the ecosystem there. I went to the library, on observing the space carefully and talking to the librarian, I had a clear idea of the system in the library and the problems that need to be fixed.

Later, each of us discussed our observations with the faculty and our peers. In the morning before college starts, the library is well organised and the books are categorised based on their genre but as the day goes on people pick up books and leave them in the wrong shelves. At the end of the day, this gives the librarian a lot of work. Students keep losing books and a lot of books go missing. These were the observations I made. Everyone shared their experience and observations and each of us put forth our point of view.

Integrative seminar II

INTEGRATIVE SEMINAR II- WEEK 1

Having done a semester of integrative seminar I, my writing skills were far better than before. I knew my strengths and weaknesses in writing, I was ready to face Seminar II. The class began with a brief about the subject, we were going to work along with integrative studio.

Research is essential for a designer; we were told that this semester, we’ll be concentrating on research. We had an in depth conversation about the stages of research. The stages are: primary research (observing), secondary research and consumer research. The proof of research is your writing skills.

As a starter, we were divided into groups and each group had to think about problems in the ISDI campus. The problems we identified were: very small lockers, lack of recreational space, no access to the AC regulator and unused space. We then decided to work on lack of recreational space, The ISDI campus is a concrete building with no open space, students and faculty need a space where they can sit and work or relax and let their mind wonder.

For the next week, each member of the group had to pick up one vertical of the problem and work on that. We had to present our research in whatever way we wanted, pictures, videos, sketches and so on.

Time

TIME- WEEK 1

What is time? How does one measure time? Do you feel time? Is time different for each person? How do things change with time? The session started with these questions; it got us thinking, something as simple as time can be so difficult to put into words. We started brainstorming for the question, “how do you measure time?” I wrote down keywords from everyones answers, it was interesting to see how many keywords we came up with as a class.

img_3168.jpg

Everyone had different answers for these questions, after an hour of discussing about these topics we had a better idea of the subject. We were briefed that the subject is divided into three parts; colour, photography and multimedia.

The next two hours of class involved writing, sketching and creative thinking. Each of us had to write about the, “significance of design in our lives.” There was no limitation, we had the freedom to write as much as we want.

Time is relative:

TIME- Something that runs past so fast but there are days when time can feel slow, days when you feel like you’re just stuck in time, days when every second feels like minutes and every minute feels like hours. Each second feels slower than the previous, second by second, minute by minute and hour by hour you power through those dark days. When I went to Penang, Malaysia with my family, we went on a tram ride up a mountain. It was nearing sunset and the sky was painted in yellow and orange. It was getting late, so we decided to go down the mountain but unfortunately the trams weren’t working and we were stuck on the mountain for 24 hours. There was panic everywhere, no one knew when the trams would get fixed. Those 24 hours on that chilly mountain felt endless; that day I saw the colours of the sky change so quickly, from sunset to sunrise, beautiful colours consumed the sky but to me the whole world seemed to be running slow. Time is relative, there are days when it feels fast and days when it feels slow.

Then we moved onto discussing about colour. The colour wheel is something fascinating, how three primary colours combine with three secondary colours to give rise to a new colour. There is something about the mixing of two or more colours that gives me joy, with paints and a brush you have the ability to create new colours. No colour gives me fear, every colour that exists in this world is there for a reason, every colour has a purpose.

Later, each of us had to make abstract illustrations of the 5 senses and the 4 elements of nature. First I made rough sketches and once I had a clear idea, I started making my final illustrations.

Five senses:

IMG_3181
Smell
IMG_3182
Taste
IMG_3183
Sound
IMG_3184
Sight
IMG_3185
Touch

 

Four elements:

IMG_3187
Water
IMG_3188
Air
IMG_3191
Fire
IMG_3192
Land
Object as history

OBJECT AS HISTORY- WEEK 1

A completely new subject, we were all very excited to find out what the course has to offer. I think each of us had our own understanding of the subject when we read our timetable. I thought we were going to study the evolution of objects in history and how an object can talk a lot about the time period it comes from with the way its been made, the finesse, the tools used and so on.The way I see it, an object is proof of history; as the world evolves, objects evolve with it.

The first class was a interactive session, the main idea was to understand what the course was all about. We started the class with, “what is an object?” and everyone spoke about their understanding of an object. It was interesting to see how everyone had their own understanding of an object and how contrasting the answers were. The discussion moved on to how one can connect the look of an object to a particular period in history and understand what the object is made of, by simply looking at the texture, colour, feel and so on.

Later we spoke about how we blindly believe certain facts in history but in reality a lot of it is over exaggerated. At historical monuments; tour guides have their own tales about the history of the place, tales that attract crowds and interests them in knowing more about the place.

We saw a short video that depicted our life process and how we’ve evolved over years. Overall the first class gave us a better understanding of the course and got us pumped up and excited for following weeks.

 

 

Sustainability Systems

SUSTAINABILITY SYSTEMS- WEEK 1

Post a long holiday, Sustainability systems was the first class of the second semester. We were eager to know more about the course and what is has to offer. We had an interactive session, the main question was, “what is sustainability?” and everyone had a different approach to this question. Sustainability is the ability of biological systems to remain diverse and productive indefinitely.

Everyone shared their thoughts on sustainability and how to maintain a sustainable environment. The next big questions were, what else is sustainable? Is culture sustainable, Is politics sustainable? and so on. Each person had different perspectives to the question. I felt that in the long term culture is not sustainable, even now we don’t celebrate rituals and festivals the way our parents did, in-fact we don’t know half the rituals.

We discussed about sustainable ecosystems in Mumbai; the Worli Koliwada and Bandra village. Worli Koliwada is one of the oldest fishing villages in Mumbai; there are a community of people who’ve learnt to coexist over the years, they help one an another and grow as a community.

Later, we saw the film HOME. It was a spectacular documentary of how all of Earth’s problems are interlinked and they cover the creation of Earth to its current state. The film had various statistical and numerical data which was an eye opener and made all of us think about how insensitive we are to the Earth. 100 litres of water is required to harvest 1kg of potatoes, 1300 litres for 1kg of beef and in Los Angeles the number of inhabitants is equal to the number of cars and various other numerical and statistical data. Simultaneously we took down notes:

img_3077.jpg

Once we were done watching the film, for the next week to do a detailed study on one vertical and a core study on a sub vertical. Collect information in the form of text from 3 online references, images and one live study.

Integrative Seminar

INTEGRATIVE SEMINAR-WEEK 14

End of semester was just a week apart, we had to combine all our work in a systematic way and prepare ourselves for the final week. We got back our research paper along with the citations, ma’am highlighted the places where we went wrong, this helped us correct our mistakes.

Screen Shot 2017-11-28 at 11.36.24 PM

img_2401.jpg

*Green, John. Looking for Alaska. United States: Dutton Juvenile, 2005, 3.

*Guptal, Suchandana.”Madya Pradesh govt opens mines for all.” Times Of India, November 14, 2017.

Later we spoke about the 15 week, Professor Prarthana told us the importance of layout during a presentation. Ma’am gave us the freedom to use A4 or A3 sheets for the presentation along with the digital art we’ve been developing in our drawing and imaging class. We were given time to thing about the whole layout of our work.

Integrative Seminar

INTEGRATIVE SEMINAR- WEEK 13

We started week 13 by talking about theatre of the absurd, Professor Prarthana asked us to recollect what we did from day 1, we touched the topic- the Bushmen of Kalahari, we spoke about their primitive ways of thinking and how the theatre of the absurd was a contrast to that. In theatre of absurd had multiple perspectives for a single idea.

Later we had a deep discussion about Samuel Bechett’s Waiting for Godot, ma’am asked us what we thought Godot meant, so there was a back and fourth rally of different opinions, finally we landed on god and name of a person. We then spoke about The Myth of Sisyphus which is an essay by Albert Camus that talks about his philosophy of absurd and man’s futile search for meaning.

After a long discussion, we went back to our assignments. Professor Prarthana told just what needs to be submitted the following wednesday. We were asked to make our research paper in the following way:

  1. Title paper (date, FYS, name and section)
  2. Citations for the following:
  • 2 book citations
  • 2 newspaper articles
  • 5 image citations
  • 1 youtube citation

Professor Prarthana asked us to submit the following as a physical copy.

Then we were divided into groups of three and asked to read our group mates character descriptions, ma’am asked us to write a 150 word scene where all three characters meet. We were given time to explore our creativity and start thinking about our scene. For the following monday we had to bring a physical copy that had all the four paragraphs under the heading ‘So It Goes’; character description, space description, navigation of character through space and encountering strangers.

Screen Shot 2017-11-28 at 11.50.43 PM

 

 

Integrative Seminar

INTEGRATIVE SEMINAR- WEEK 11

WEEK 11:

We came to class with our research papers and space description ready. Professor Prarthana had sent out a mail with pdfs that had the Chicago manual of style citation format, most people had doubts even after reading the format. So ma’am started the class by explaining citations once again.

Later we were divided into groups of two, each of us read our partners research paper and their footnote citations, we had to carefully analyse their mistakes and help our partner correct them. We also got to discuss our doubts about the citations one on one with ma’am. This helped me find out the citation mistakes I made, I immediately corrected the mistakes.

We were also asked to read out(to our partner) our space descriptions. Ma’am mentioned that our space had to be precise and not more that 150 words, she told us to not repeat things. One main pointer was, the space had to trigger a visual image in the readers mind. When I read out my description, I got a some positive and some negative feedback, my partner found my space very creative and it created a visual image in her head but I repeated the same point more than once. So I edited my description a bit more so it was a lot more precise.

Integrative Seminar

INTEGRATIVE SEMINAR- WEEK 9 and 10

WEEK 9:

Studio day was a week apart, so we were given guidelines on how to present our work in a neat and professional format. For our punctuation story book ma’am asked us to use a high gsm paper and we were asked to use matt paper. She also briefed us on the artist statement and how the entire class should have the same layout, font size and font type.

Later we moved on to citations, citations are very important, they provide support or evidence to what you are saying. Chicago Manual Style is used by our college and so we were asked to follow that style of citations. The discussion moved on to archives, archives are a collection of historical documentations or records providing information about a place, institution or group of people. We started mind mapping what we thought archives are.

img_2391.jpg

After this discussion we started talking about different kinds of species and how they play a vital role in the environment. Ma’am told us that our final project was based on species and space. We were asked to write 150 words describing a imaginative space and an animal that can survive in that space.

WEEK 10:

We started class by discussing about the amphibian each of us chose. I had chosen a newt(salamander). They have a lizard like body with a long tail, Newts are one of the most toxic salamanders, when under attack newts secret toxins that can kill a fully grown adult. After a lot of research we were asked to write a 150 word research paper about our amphibian, we had to paraphrase all our learnings into 150 words. Our research paper included the name of the chosen amphibian, an image and footnote citations for the research.

Along with our research paper, each of us had to write 150 words of our imaginary space, it could be any space. We were asked to describe this space in such a way that it creates a visual map for the reader.

IMG_2392.JPG

 

space and materiality

SPACE AND MATERIALITY- WEEK 13 AND 14

WEEK 13:

We started working on our mock model, we used sunboard for this. Using our measurement sketch we quickly cut out the pieces and put it all together.

As we had our concept ready, we just had to figure out our joinery(without the use of glue or nails). We started researching about various kinds wooden joineries, we found multiple joineries and started recreating them using compressed thermocol, so we have a better idea on which joinery to use for our final installation. Our experimentations are attached below:

Continue reading “SPACE AND MATERIALITY- WEEK 13 AND 14”

space and materiality

SPACE AND MATERIALITY- WEEK 11 AND 12

WEEK 11:

After doing a lot of research, visiting the religious place of our choice(St Thomas church) and analysing the space, we got back to class with a ton of information. Each of us individually discussed our experience with the faculty. I was grouped with two of my peers since they had chosen the same religious place. Once this was over we spoke about mapping and how essential it is for our final model. We were briefed on what is mapping and how it is done.

Continue reading “SPACE AND MATERIALITY- WEEK 11 AND 12”

space and materiality

SPACE AND MATERIALITY- WEEK 10

For this class each of us were asked to pick a religious place of choice and study the place in terms of the five senses, the aim was to get a larger understanding of the five senses. After choosing our place of choice we had to make sketches, bring audio and video clippings of the place along with photographs that capture the essence of that space. I chose St. Thomas church, located in historic center of Mumbai, Horniman circle. I did a lot of research before actually visiting the church. Named in the honour of Saint Thomas, the St. Thomas church is 299 years old. This church got the UNESCO Asia-Pacific Heritage Conservation Award. The whole church is made of neoclassical architecture.

Continue reading “SPACE AND MATERIALITY- WEEK 10”

space and materiality

SPACE AND MATERIALITY- WEEK 9

Week 9 was the start to a new project, this time the assignment was bigger and better. We were briefed that this project involves working on a larger space unlike our previous street vendor project. We started talking about the different kinds of senses, sight, smell, taste, sound and touch. Five of my peers were chosen to describe a particular scene they’ve experienced in terms of  one sense each and we were asked to close our eyes and envision that scene. Doing this gave us a better understanding of each sense and how important they are. Later we were divided into groups of five, each group had to take up a particular space in the ISDI campus and describe that space in the terms of the five senses. Continue reading “SPACE AND MATERIALITY- WEEK 9”

space and materiality

SPACE AND MATERIALITY (WEEK 7 AND 8)

For week 8 and 9 we had to make an abstract hand gesture using the material of our choice but we had to in cooperate an element of Jonathan Livingston Seagull, it could be a word or a sentence. I chose the word TRAP, the context was, Jonathan shouldn’t be trapped in a seagulls body. So I decided to make my hand gesture using wood and wire. I first made some sketches with measurements and then went ahead with my idea. I used the wood cutting machine, the drill and pliers for my gesture.

 

Rough prototype

 

For week 8 I made my final prototype, first I made sketches with dimensions then went to the workshop to make it using wood(mdf) and wire. At the workshop, I used the wood cutting machine to cut the wood and the drill machine to make holes and used loops of wire to join the pieces of wood.

 

Later we had jury, we had to present our work like a process. It went from failed prototypes to my my final prototype. We were assessed on our presentation, neatness, ideation, sketches and process.

Integrative Studio

INTEGRATIVE STUDIO – JURY DAY (WEEK 8)

There was so much excitement in the room, we were all thrilled to display our work and when people walked in the excitement grew even bigger. My final concept was a redesigned show brush. The idea was to create a brush that was easy to use and the cobblers hands would remain clean. I made my final prototype using a shoe brush and sunboard. With the help of paint I was able to give the sunboard a wood finish and later attached the brush to the sunboard and used scissors to shape the bristles. After measuring the dimensions of my product, I made engineering sketches. Me and my partner started displaying our work, we made our display into a process, it went from old work to recent work and our prototypes were arranged from failed to final model. We showed our journey through studio with the help of post its. Dividing the work into a process and using post its really helped me explain the process. After receiving good and bad criticism, I got to know my strengths and weaknesses.

Integrative Studio

INTEGRATIVE STUDIO- FINAL CONCEPT (WEEK 7)

For this session, each of us had to settle on one problem of the street vendor and finalise our solution. I realised that when he dusts and polishes the shoe or slipper, his hands get dirty. I decided to take it up and give a solution for the problem. My solution in the form of engineering sketches are attached below:

IMG_0480
product
IMG_0481
base
IMG_0482
bristles
IMG_0483
handle

 

The product I’ve designed is a very handy brush to dust and polish the shoe. The brush is slightly curved so it can move along the shoe and the sides of the bristles are angular so its easy for him to clean every tiny corner of the shoe even if there are patterns on the footwear. There is a handle for him on one side and a divident that separates the bristles and the handle so his hands don’t get dirty.

I made my first trial prototype out of thermocol and wire. I used thermocol of the body and handle of the brush and wire for the bristles.

FullSizeRender 8
Side view
FullSizeRender 10
side view
FullSizeRender 11
top view
FullSizeRender 7
bottom view

The next step is making the final prototype, I’m going to be make it using wood. It was exciting to see how a 2d sketch transformed into a 3d model.

 

 

 

Integrative Studio

INTEGRATIVE STUDIO (WEEK 5 AND 6)

For these two weeks we had to settle on a final problem and a solution.We were given the freedom to go to the workshop and make our dead prototypes. After trial and error I landed on a single solution. I wanted to create a product that will not only hold the shoes but hold his tools as well. After making engineering sketches I realised I wasn’t quite happy with my solution. My failed concept sketch is attached below:

IMG_0261

Integrative Seminar

INTEGRATIVE SEMINAR- STORY OUTLINES (WEEK 8)

Our project was to come up with ideas for a story based on punctuation marks. We had to make four to five rough drafts. After a lot of research and understanding the purpose and use of different punctuation marks, I was able to come up with four rough drafts.

1. We, the punctuations are the reason behind why grammar society is so peaceful. Grammar society has three major punctuation houses that hold it together, the unstoppables (comma, semicolon, colon, dash and hyphen), stoppables (full stop) and enclosers(brackets, braces and parenthesis, apostrophe, quotation marks and ellipsis). These three houses are the soul reason why grammar society is respected among the mysterious people who use us, we call them monsters(aka humans). They are massive when compared to us, they use us, erase us, make us look ugly, change our identity and throw us in the trash. The punctuation squad makes sure that everyone in the grammar society are taken care of and reduces commotion .

2. A set of punctuations are assigned to each human by the grammar society. These set of punctuations have to fulfil their vow , they have to serve their human until death . One such set was assigned to this man Timothy , the punctuations served him well from letter writing, essays and even text messages. Timothy died of old age, 80 years of service, they served him for 80 years. After his death they were confused, they had never been free before. Follow the exciting story of the punctuation marks being confused and eventually how they start enjoying themselves and visit every corner of grammar world.

3. Opposites attract? Well you have to find out. The love story of full stop and comma is something very complicated. How a fullstop falls in love with another form,  breaking all norms of the punctuation society. Fullstop’s combine to make colon, apostrophe’s combine to make quotation but they join to create something even more spectacular, a semi colon. How is this going to affect the semi colon, no one really likes him, no one knows his purpose, does he know his purpose? Follow them , be a part of their ups and downs. Will they succeed as lovers, as parents?!

4. The missing pilcrow is back now!!! She’s been gone for years now and one day she shows up. How is she still alive, is she immortal, how did she find her way back, where was she gone?! So many questions flood the minds of the grammar society. Detective fullstop takes up the case, will he find out the truth about pilcrow and her absence? Right now its all a blur but continue reading and watch the mystery unwind.

After getting feedback from my faculty, peers and personal choice I decided to take up the first draft and weave it into a final story. Research made me realise that most punctuation marks are used in the wrong situation.

 

 

 

 

 

 

 

 

Integrative Seminar

INTEGRATIVE SEMINAR- PARAPHRASE AND POEM PEER REVIEW(WEEK 6 AND 7)

In week 6 we had a paraphrase peer review session. Each of us had to bring print outs of our paraphrase and exchange the sheet with our peers. We had to carefully analyse the paper and criticise our peers based on:

  1. strengths
  2. weaknesses
  3. grammatical errors and typos
  4. all aspects of the chapter are covered

One we were done reviewing the paper, we gave them a mark out of 10. My strength was identifying motifs and keeping the paraphrase short and neat, weakness was typos and grammatical errors.

This session helped me understand where I’m going wrong and how to improve on my mistakes. After reading the positive and negative feedback on my paraphrase I made a revised one.

Week 7 was poem peer review. While reviewing our peers poem we were asked to look out for usage of words, grammatical errors and typos. It was a very short review session.

 

space and materiality

SPACE AND MATERIALITY – HAND GESTURE PROTOTYPES (WEEK 5 and 6)

Our assignment was to focus on a particular hand gesture and make abstract prototypes of it. We were given the freedom to explore different kinds of materials and choose a material that we were comfortable with. I had already done a lot of research about different kinds of foam, so I decided to choose foam for my gesture prototypes. I made three prototypes, each prototype had different kinds of foam, they varied in density and colour. My explorations are attached below :

  1. USING WIRE :

For the first prototype I just used wire and high density foam . By inserting the wire into the foam, I was able to bend it to get the required shapes and put it all together to achieve the gesture.

IMG_0239
top view
IMG_0238
back view
IMG_0236
side view
IMG_0240
side view

In the process I understood that foam shrinks and deforms and adjusts itself to the wire. The wire gives the foam flexibility and the ability to retain its curvature.

 

2. USING SLIT JOINERY :

For the second prototype I wanted to explore different kind of joinery, make the foam stand without glue or wire. So I used high density foam for the fingers and soft low density foam for the palm. I made blocks of foam with slits to make the fingers and attached it to the palm.

IMG_0275
top view
IMG_0274
back view
IMG_0276
side view

The second prototype helped me understand that light weight helps the fingers stand up and not droop down. The foam I used for the fingers were very strong and sturdy so the interlocked blocks stood in place.

 

3.USING SLITS AND RODS :

For the third prototype I used thin high density foam for the rods and soft high density foam for the fingers and palms. By making slits on the soft high density foam and inserting thin rods I was able to bend the soft foam and get the desired shape.

fullsizeoutput_183b
top view
fullsizeoutput_183a
back view
fullsizeoutput_183d
side view

This prototype helped me understand that smaller the slit and rod , lesser the curve. So for the palm I used deeper slits and thicker rods to make a bigger curve and for the fingers thin rods.

 

REFLECTION :

Initially I thought it would be impossible to make foam stand on its own without the use of wire but after exploring the material and ideating, I was able to make two prototypes without the use of wire. The assignment helped me understand foam better and also explore the possibilities.

 

Drawing and Imaging

DRAWING AND IMAGING – 5 detailed sketches

You achieve perfection in sketching and rendering with hours of practice , each time you get better at it . The idea was to make five detailed sketches of street vendors along with rendering from our own photographs  . We had the freedom to choose any medium but the sketches had to be black and white . It was exciting to sketch even tiny details and render the sketch . Among the five , two had to be focused on the hand . I used 6B for all my sketches , for shading light , medium and dark tones . My photographs and sketches are attached below :

REFLECTION:

It was interesting to explore my capabilities in sketching and rendering . Through the experience and personal feedback I realised that I should start focusing on different textures , like the texture of the sugarcane and coconut . With sketching practice makes perfect so next time I’ll focus on textures .

Integrative Studio

INTEGRATIVE STUDIO – WEEK 4

After further research about the cobbler , I found more problems and solutions for each problem . The problems and solutions are listened below :

  1. Too many mosquitos :

IMG_0247

Solutions :

IMG_0248
a. Invert the container , b. use mosquito repellent
IMG_0249
c. cover containers , d. keep the opening on one side

2. Glue sticks to hand :

IMG_0250

 

IMG_0251
a. use glue with dropper
IMG_0252
b. with pointed nozzle
IMG_0253
c. tool for spreading glue

3. Holes in cupboard due to rain :

IMG_0254

SOLUTIONS :

IMG_0255
a. make a steel cupboard
IMG_0256
b. cover using plastic sheets

4.  Umbrellas hanging upfront :

IMG_0257

Solutions :

IMG_0258
a.tool to umbrellas organised
IMG_0047
b.tool to keep umbrellas organised

 

REFLECTION:

It was interesting to find different solutions for a problem and try to generate creative ideas. Coming up with problems and solutions really helped me think and explore my creativity .

 

 

space and materiality

SPACE AND MATERIALITY – ABSTRACT SKETCH

For this session we focused on abstraction . Each of us had to take a photograph and create an abstract of that photograph , we had to use basic shapes like squares , rectangles , circles , triangles and also lines and dotted lines . It was interesting to see a basic photograph turn into something so different just by using a couple of shapes . To abstract the photograph attached below , I used bigger shapes for the branches and various sizes of triangles to make the leaves .This is how I made my abstract :

FullSizeRender
original photograph
FullSizeRender 2
process of abstraction
IMG_0232
completed abstract

 

MY THOUGHTS :

This was a very new experience , it was captivating to see how a normal image can be made abstract by using basic shapes . I learnt that abstract is art that does not represent external reality but gives us the same effect with the help of shapes , textures and colours .

Drawing and Imaging

DRAWING AND IMAGING (WEEK 4)

WEEK 4:

In the previous week we had done hand gesture drawings so for the third week we had to get five sketches of humans . After finishing my sketches I realised that my proportions were off , so in class I started practising human anatomy so I could improve on my sketches . Each person focused something different , on their weakness . Each of us learnt from our strengths and weaknesses .

 

Drawing and Imaging

DRAWING AND IMAGING (WEEK 2 AND 3)

WEEK 2:

The session started with each of us presenting our photographs based on the principles of design we learnt in the previous class . Each of us had to bring a photograph for each principle – balance , emphasis , movement , pattern , repetition , proportion , rhythm ,variety and unity . It was a very new and interesting assignment , we had to go out and actually search for these principles in day to day life and photograph them .

I went all around Churchgate to find these principles , searching for them and finding each principle helped me distinguish one principle from another and enhanced the learning experience . When I presented my photographs , I got a lot of feedback from my peers and my professor which helped me understand different perspectives to the same photograph . I got to criticise others work as well .

 

 

WEEK 3:

The next week was more intense , each of us had to make five hand gestures and also bring photographs for the principles – scale and proportion and movement . I learnt from my mistakes , the key to drawing good hand gestures is to break down each finger into their bone structure and then flesh them out , that way you understand the proportions better and achieve proper sketches .

I spent the rest of the class drawing rough hand gestures and understanding the bone structure and I could actually see the improvement in my sketches . I also drew a bunch of ellipses , circles and free flowing lines in different directions to loosen up my hand and improve my line quality .

This slideshow requires JavaScript.

Integrative Seminar · Uncategorized

INTEGRATIVE SEMINAR (PARAPHRASING, CHAPTER 2)

Jonathan Livingston was a misfit, the other gulls only cared about food but he was different, he wanted to conquer flying. None of the gulls thought in his perspective; they were confined within boundaries that their ancestors had set for them. Jonathan was exiled for achieving something great, something the other gulls didn’t understand. He was exiled just because they knew he was different and different scares everyone. For a while he thinks about the unfortunate event, he asks himself why? and finally decides to move on. Later, Jonathan is escorted to a very mystical place which he thinks is heaven, but that’s his idea of the place, this place can be anything. This place is described to be way above the clouds where you can find unique gulls like Jonathan who have one purpose in life, to master every aspect of flying. Jonathan has a preconceived notion about this place, he calls it heaven and so when he actually reaches the place, he is disappointed with what he sees and feels. He assumes that heaven would be a place where he could fly for hours and he’d never get tired but reality hits him, he wonders why he got tired in the first place. I feel that this is one of the biggest mistakes Jonathan makes, he builds up expectations and as a result he ends up not being satisfied. This is repeated throughout the chapter so I think it could be a possible motif.

One thing that troubled Jonathan the most was the number of gulls at the place, there were very few gulls in comparison to back home. He wondered why there were limited gulls in such a place, a place where there was so much of opportunity. Jonathan was confused so he sought the help of his instructor, Sullivan and an elder gull, Chiang. I felt Sullivan and Chiang had contrasting answers to Jonathan’s question. Sullivan gave a very structured answer, he told Jonathan that he is better than the rest but Chiang had a more philosophical approach to the question, he gave Jonathan meaning in life and gave him pointers that would help him. When Chiang appreciates Jonathan for his speed, he was thrilled. This particular part tells us that Jonathan was craving attention from someone in this new place.

Chiang’s words of wisdom and appreciation helps Jonathan realize that his capabilities are limitless and he shouldn’t be confined because he has a seagulls body. So he starts practicing along with Chiang from dusk till dawn so he can master the art of flying. He finally gets a hang of it, he masters flying. He transports himself to another destination in no time, by simply thinking of that place. This part was really exciting and I felt happy when he finally achieved his goal. His hours and hours of practice finally had a great outcome. A flock of gulls congratulated him on his return. After this great victory, Jonathan wanted to pass on his learnings to another group of enthusiastic young gulls. He bumps into Fletcher Lynd, a young and enthusiastic gull who is ready to take lessons and just like that Jonathan finds purpose again. He starts fresh by teaching Fletcher from level flight.

 

 

 

Integrative Studio · Uncategorized

INTEGRATIVE STUDIO (WEEK 2 & 3)

  WEEK 2

For week 2 we were separated into groups of two , each group had to go and interview two street vendors , study their life , their problems and sketch their activities . My partner and I went to Churchgate to find our street vendors ,she interviewed a cobbler and I interviewed a coconut selling vendor . Before asking him a series of questions , I started off by buying coconut water from him then I introduced myself and told him the reason behind the interview . Then I asked him if he could spare 10 to 15  minutes of his time . The questionnaire and his answers are attached below:

QUESTIONNAIRE

What is your name?

Javeed

Where are you from?

Thane

Till what grade have you studied ?

Till 3rd grade

How long does it take for you to come to work?

It takes 50 minutes by train

Since when are you doing this job?

Since 17 years

What work do you do?

Sells coconuts for a living

Where is your family?

They stay in Thane

Do you have kids?

Two kids

Do they go to school?

Yes they go to school

How many customers do you get in a day?

About 50 customers

While working what problems do you face?

Have a lot of health issues

What do you do during monsoon?

Cover the shop with plastic sheets

Is there something you’d like to change about your job?

No I’m happy with my job

What about the tools? What problems do you have while using them?are they easy to use?

When I shave the coconut I tend to cut my hand from time to time

What are your plans for the future?

I want to keep selling coconuts and lead a happy and simple life

THANK YOU BHAIYA

 

 

My sketches are attached below:

 

       

WEEK 3

For week 2 we had to analyse the problems that the street vendor had . We chose the cobbler this time because he had more problems. . We revisited the cobbler and did a more detailed research of his problems and sketched out his problems .

I found various problems like – no place to keep umbrellas handles , glue sticking to hand , too many mosquitos , holes in cupboard due to rain , no proper equipment to keep the shoe and so on . two of my sketches are attached below :

Once we brought the sketches to class , each of us presented it individually and we got both positive and negative feedback which really helped us.

REFLECTION: 

These two weeks helped me understand the importance of research and though somethings may seem simple when you dig deeper there is so many minute details you’re missing out . The first time we went to the street vendor we did’nt find that many problems but when we revisited his shop we found so many minute problems that go easily unnoticed . This is what I took back from the assignment .

Integrative Seminar

INTEGRATIVE SEMINAR – UNCONVENTIONAL GULL

THE UNCONVENTIONAL GULL

Jonathan wanted to conquer flying,

So he never stopped trying.

Failure was a visiting friend,

He came till the very end.

When all hope was lost,

Success came in and buried the past,

Jonathan had succeeded at last.

JLS made history,

But to the other gulls his success was a mystery.

So they banished him,

Jonathan thought for a while,

Was he really going to get affected by this exile?

He started improving his flight,

Each day he flew to a greater height.

Ananya Mary

 

 

space and materiality

SPACE AND MATERIALITY (WEEK 1 AND 2)

BRIEF ON WEEK 1 AND 2 

   I’ve always loved collecting materials wherever I go , so when I found out we have a class called Space and Materiality I was thrilled . Week 1 was an eye opener , we were asked to name as many materials as possible and it was surprising to see the number we came up with !! We came up with around 50 materials like sand , paper , foam , plastic , thermocol ,  rocks , metal and many others . Later I divided them into three categories-  linear , planar and granular .

Continue reading “SPACE AND MATERIALITY (WEEK 1 AND 2)”

Integrative Studio

INTEGRATIVE STUDIO (WEEK 1)

We moved on to the next class for the day , Integrative Studio .  We started off by getting to know Pooja ma’am and eventually introduced ourselves , I was taken by surprise , no one had chosen interior design . Things got super interesting , we were told to go around the ISDI campus and interview manual workers and in the process understand a day in their lives. The main aim of the project was to teach us that design starts with research . Behind every good design there is a lot of research. Research answers questions like , who am I targeting ? will it be cost effective ? will people buy it ? is it durable ? and it goes on and on . When I started interviewing people , most of them were scared  ( did not know if it was because of my broken Hindi or because I was a complete stranger , hope is was the stranger part).

It was a very new experience , after trial and error I learnt that in order to interview people you need be really careful with the order of your questions (the personal questions would come later on). I had interviewed two people , a janitor and a security guard . After an hour I presented my opinions and ideas in front of the class and how I as a designer could help make their lives a little better. After listening to others opinions and criticism I realised that constructive criticism also plays a major role in obtaining a good design . To sum it all up , the experience as a whole helped me understand how vital research and criticism is for design.

Integrative Seminar

Start Observing…

First day , first class , so much of excitement , so much to look forward to , the start of an unexpected journey , a journey we were looking forward to , a much awaited day , It was finally here !!! Nervous yet excited , my new classmates and I entered the room , Prarthana ma’am greeted us with a very wide and contagious smile that lit up the whole room , just made everything a little better . Class started of in a very interesting way , we started discussing about one of the most famous comic book series , Calvin and Hobbs . Its a beautiful story about the relationship between a small boy and his toy tiger . As we read the strips I realised we have to learn a lot from Calvin, we need to be more adventurous and mischevious , what happened to being fearless and having no concern about others opinions . I think that kind of an attitude is very important for design , in order to be a designer you need to take risks and be fearless , if you have an idea and you think it’ll work out , you have to go ahead and do it .

 Later on we moved on to MOTIFS , I realised motifs can be anything that keeps recurring in a movie , it can be as simple as a colour or a word or an activity . I never thought that something as simple as a ceramic bulldog could act as a motif (in the film Skyfall) . One motif I observed and found very interesting was in the movie The Dark Knight , Joker keeps repeating the dialogue “WHY SO SERIOUS?!” , that dialogue just wraps the whole movie together . The next time I watch a movie I’m going to make sure I observe every little detail closely .

To conclude , those two hours helped me open up my mind and look at things in a different perspective . In order to be a designer one needs to do just that , only with an open mind one can think different , in fact think better. Once you start observing the world around you and how that world works , ideas start flowing through your mind. You become more sensitive to your surroundings . In order to convert these ideas and dreams into a reality one must put in a lot of hardwork . If you do just that things will start falling into perspective and eventually you get an answer to all your problems.

Those two hours inspired me to start observing my surroundings so I can ideate and eventually create . There is design everywhere , all you have to do is stop and observe . To end with my favourite quote ” We can’t solve problems by using the same kind of thinking we used when we created them” , Albert Einstein.

Object as history

OBJECT AS HISTORY- WEEK 9 AND 10

THE HISTORY OF ADHESIVES

The dictionary defines an adhesive as a substance capable of holding materials together by surface attachment. This is a simple definition for a material that is the basis of a multi-billion dollar industry with more than 750 companies competing for a share of the market. It is estimated that 50 of those companies are responsible for 50 percent of the sales dollars in the adhesive industry.

Screen Shot 2018-03-07 at 8.21.12 PM.png

I’m going to be looking at fevicol, a product of pidilit and India’s most used and trusted brand of adhesives. Pidilite’s biggest bond is through the Fevicol family of products. Pidilite is a consumer centric company committed to quality and innovation. For decades, we have been pioneering products for small to large applications, at home and industry, which have forged strong bonds with people from all walks of life. From adhesives, sealants, waterproofing solutions and construction chemicals to arts & crafts, industrial resins, polymers and more. Fevicol has become a household name that is today synonymous with adhesives. The brand has introduced many innovative products which have transformed the way carpentry trade operates in India.

Screen Shot 2018-03-07 at 8.36.16 PM.png

The company laid its foundations with innovation in the form of Fevicol – path-breaking synthetic white resin adhesive. It meant freedom from cumbersome animal fat glue for binding woodworks. To this day, Fevicol remains the first choice of carpenters. Fevicol was an industrial product, we re-launched it in an innovative ‘tube-pack’ to reach end consumers. Today Fevicol is integral to every household in India. Ther are three different types of fevicol- fevicol SH (the standard fevicol), fevicol marine and fevicol Hi Per. Pidilite Industries received the ‘Most Promising Company of the Year Award’ at the CNBC-TV18, 11th Indian Business Leader Awards (IBLA). The award is a tribute and testimony to the diligence of Pidilitians all over. Just over 4 decades after its launch, Pidilite declared a turnover of Rs.1000 crores. The company had grown 1000 times in just 45 years. The famous Fevicol ‘Bus ad’ not only won the hearts of the Indian people but also the world, going ahead to win the Silver Lion award at Cannes Lions International Festival of Creativity 2002. They launched launched Dr. Fixit, an extensive range of Construction Chemicals, thus diversifying its product range. Dr. Fixit was specially developed as a waterproofing solution to be used in new constructions, or in the repair of old ones. Barely four years after starting the company, the first modern manufacturing plant was established in Kondivita Village, Mumbai. Today, this building houses the Corporate Head Office.

Casein_glue_preparation

The 1920s, 1930s, and 1940s witnessed great advances in the development and production of new plastics and resins due to the First and Second World Wars. These advances greatly improved the development of adhesives by allowing the use of newly developed materials that exhibited a variety of properties. With changing needs and ever evolving technology, the development of new synthetic adhesives continues to the present. However, due to their low cost, natural adhesives are still more commonly used.

440px-Animal_glue_liquid

Natural rubber was first used as material for adhesives starting in 1830. In 1839, Charles Goodyear discovered that a rubber and sulfur mixture, when heated, becomes elastic. In 1843, Thomas Hancock named this process vulcanization. In 1862, a British patent (number 3288) was issued for the plating of metal with brass by electrodeposition to obtain a stronger bond to rubber. The development of the automobile and the need for rubber shock mounts required stronger and more durable bonds of rubber and metal. This spurred the development of cyclized rubber treated in strong acids. By 1927, this process was used to produce solvent-based thermoplastic rubber cements for metal to rubber bonding.

Natural rubber-based sticky adhesives were first used on a backing by Henry Day (US Patent 3,965) in 1845. Later these kinds of adhesives were used in cloth backed surgical and electric tapes. By 1925, the pressure-sensitive tape industry was born. Today, sticky notes, Scotch tape, and other tapes are examples of PSA (pressure-sensitive adhesives).

440px-Molten_beeswax

In 1750, the first British glue patent was issued for fish glue. The following decades of the next century witnessed the manufacture of casein glues in German and Swiss factories. In 1876, the first US patent (number 183,024) was issued to the Ross brothers for the production of casein glue. The first US postage stamps used starch-based adhesives when issued in 1840. The first US patent (number 61,991) on dextrin (a starch derivative) adhesive was issued in 1867

In Central Asia, the rise of the Mongols in approximately AD 1000 can be partially attributed to the good range and power of the bows of Genghis Khan’s hordes. These bows were constructed with laminated lemonwood and bullhorn bonded by an unknown adhesive. In Europe, glue fell into disuse until the period AD 1500–1700. At this time, world-renowned cabinet and furniture makers such as Thomas Chippendale and Duncan Phyfe began to use adhesives to hold their products together. The development of modern adhesives began in 1690 with the founding of the first commercial glue plant in Holland. This plant produced glues from animal hides.

From AD 1 to 500 the Greeks and Romans made great contributions to the development of adhesives. Wood veneering and marquetry were developed, the production of animal and fish glues refined, and other materials utilized. Egg-based pastes were used to bond gold leaves incorporated various natural ingredients such as blood, bone, hide, milk, cheese, vegetables, and grains. The Greeks began the use of slaked lime as mortar while the Romans furthered mortar development by mixing lime with volcanic ash and sand. This material, known as pozzolanic cement, was used in the construction of the Roman Colosseum and Pantheon. The Romans were also the first people known to have used tar and beeswax as caulk and sealant between the wooden planks of their boats and ships. The first references to adhesives in literature first appeared in approximately 2000 BC. Further historical records of adhesive use are found from the period spanning 1500–1000 BC. Artifacts from this period include paintings depicting wood gluing operations and a casket made of wood and glue in King Tutankhamun’stomb. Other ancient Egyptian artifacts employ animal glue for bonding or lamination. Such lamination of wood for bows and furniture is thought to have extended their life and was accomplished using casein (milk protein)-based glues. The ancient Egyptians also developed starch-based pastes for the bonding of papyrus to clothing and a plaster of Paris-like material made of calcined gypsum.

In 2000, a paper revealed the discovery of a 5,200-year-old man nicknamed the “Tyrolean Iceman” or “Ötzi”, who was preserved in a glacier near the Austria-Italy border. Several of his belongings were found with him including two arrows with flint arrowheads and a copper hatchet, each with evidence of organic glue used to connect the stone or metal parts to the wooden shafts. The glue was analyzed as pitch, which requires the heating of tar during its production. The retrieval of this tar requires a transformation of birch bark by means of heat, in a process known as pyrolysis.

The first evidence of a substance being used as an adhesive dates back to 4000 B.C. Archaeologists studying burial sites of prehistoric tribes found foodstuffs buried with the deceased in broken pottery vessels that had been repaired with sticky resins from tree sap. Archaeologists have also uncovered statues from Babylonian temples that have ivory eyeballs glued into eyesockets. This tar-like glue has held for almost 6,000 years. The period of time between 1500-1000 B.C. gave further proof that glue had become a method of assembly. Paintings and murals showed details of wood gluing operations. A casket removed from the tomb of King Tut shows the use of glue in its construction. Our museums today contain many art objects and furnishings from the tombs of Egyptian pharaohs that are bonded or laminated with some type of animal glue. The first references in literature concerning glue and the art of glue appear about the year 200 B.C. Simple procedures for making and using animal glue were written. The next period of activity is from 1-500 A.D. when the Romans and Greeks developed the art of veneering and marquetry, which is the bonding of thin sections or layers of wood. From this art, the making of animal and fish glues were refined and other types of adhesives were developed, such as an adhesive from egg whites to bond golf leaf. In addition to egg whites, other natural ingredients were used to prepare glue, such as blood, bones, hide, milk, cheese, vegetables, and grains.

 

TIMELINE-

70,000 BC- The cavemen in South Africa back then used a gluey substance made of tree-sap and red ochre to protect their cave paintings

 

2,000 BC- The Egyptians first introduced the use of liquid adhesives in their wooden artifacts

 

1700- The first ever industry opened and started producing liquid adhesives commercially in Holland. It was called Horse glue.

 

1932- Casco all- glue was introduced in the market which was the first multipurpose PVA- based glue

 

1999- The formula now of Elmers glue doesn’t use any animal product. The product is made of PVA-based synthetic glue

 

ONLINE REFERENCES-

http://www.pidilite.com/about-pidilite/

 

http://www.pidilite.com/our-brands/fevicol/

 

http://www.pidilite.com/our-founder/

 

http://www.bsahome.org/archive/html/escreports/historyofadhesives.pdf

 

https://en.wikipedia.org/wiki/Adhesive#Reactive

 

https://en.wikipedia.org/wiki/Adhesive#By_origin

 

http://www.adhesives.org/resources/knowledge-center/aggregate-single/the-history-of-adhesives

 

https://www.tandfonline.com/doi/abs/10.1080/00222338108066458?journalCode=lmsa19

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Integrative seminar II

INTEGRATIVE SEMINAR II- WEEK 7 AND 8

The session started with a discussion about different authors and each authors unique writing style. We were briefed that in the next couple of weeks, we were going to experiment on creative writing.

The topic jumped to ‘Invisible Cities’, a novel by Italo Calvino published in Italy in 1972. The book describes 55 fictitious cities, all of these cities have female names. After reading a few paragraphs of the book, we started talking about his way of writing. Later, each of us were given one city to read and study. I had to read the city ‘Octavia’.

Octavia- the spider web city or the way I see it- the upside down city. A delicately woven city that is gently hanging between two steep mountains and death, it can break apart any minute. Chains, ropes and catwalks connect the two mountains onto which the whole city is hung, like wet cloth laid out to dry under the sun. The ropes act as a passage and as a support, the city’s life depends on them. Walking on the wooden ties is like walking towards death, one wrong step and you fall into a void of hundreds and hundreds of feet.

The inhabitants life is uncertain but when clouds pass through the city and with a view so spectacular that notion escapes your mind. As the houses, hammocks and trapezes are hung upside down, you learn to defy gravity, as though the concept of gravity never existed. Octavia is an intricate city hung in the sky for the rest of the world to look up to.