I have a written diary, in the theme of black and white and I like the simple style of it, so want to keep it as just writing about everyday. What has worked, what has not, if i'm worried or feel behind etc.
However i have also taken photos 'everyday'. So I thought these would look great on there own too,so today I have found three little books i have had for a while and thought with a little photo on each page to flick through with a 'word' of the day to they would look great. Either tied up in a bundle on there own, in pockets in my sketchbook or even hung onto an A1 sheet, I will see when I have finished all three!
Friday, 29 April 2011
Sunday 1st- RESEARCH
Have tweaked all my journals from through out the year and checked there all tidy and labelled etc as well as further work on this times, for the F.M.P actually I had to create a second. As I have so many exhibition and gallery postcards and leaflets (all of note as well!). So I have 'Journal 1' with a breadth of research, samples of inspirations, main leads to ideas and class handouts/worksheets. All in a mix of magazine clippings, my writing and sketches, book extracts, internet print outs and photographs. And 'Journal 2' which is split; London; Primary research and Manchester; Primary research.
Saturday 30th- FINAL SIMPLE SENTENCES
1. Sometimes you have to read things twice
2. Sometimes you have to look beyond the words for something to make sense.
3. Sometimes you are instructed to have an idea.
4. For this project I have focused not on a subject, but how we design, the design process. And decided that the key aspects to me is development, exploring, for me there is not one answer, design is OPEN.
These finished 'simple sentences' will be used in my sketchbook and exhibition space, as well as key words; INSTRUCTIONS, EXPLORATION, OPENINGS. DESIGN. These will be sewn together out of my letters and coated in 'gold leaf' so they stand out (gold/brass that rubs on to glue).
2. Sometimes you have to look beyond the words for something to make sense.
3. Sometimes you are instructed to have an idea.
4. For this project I have focused not on a subject, but how we design, the design process. And decided that the key aspects to me is development, exploring, for me there is not one answer, design is OPEN.
These finished 'simple sentences' will be used in my sketchbook and exhibition space, as well as key words; INSTRUCTIONS, EXPLORATION, OPENINGS. DESIGN. These will be sewn together out of my letters and coated in 'gold leaf' so they stand out (gold/brass that rubs on to glue).
Friday 29th- REFLECTION ON SOI
I have written these notes in my notebook today;
'Design is about creating functional items that are interesting to use. For my project I have incorporated every stage, from research to documentation of what I have done everyday, as my 'final out come' as I believe every part of the process has equal importance. When doing this a key part was following instruction, I also realised that this could be my subject. Instructions are functional yet often complained about or lost. I plan to make instructions a more functional and interesting part of day-to-day life.'
When reading again it is like a more up to date version of my SOI, summarises how through any project, an idea develops and you can not know exactly what will happen at the start. This short bit of writing summaries how my idea has developed.
'Design is about creating functional items that are interesting to use. For my project I have incorporated every stage, from research to documentation of what I have done everyday, as my 'final out come' as I believe every part of the process has equal importance. When doing this a key part was following instruction, I also realised that this could be my subject. Instructions are functional yet often complained about or lost. I plan to make instructions a more functional and interesting part of day-to-day life.'
When reading again it is like a more up to date version of my SOI, summarises how through any project, an idea develops and you can not know exactly what will happen at the start. This short bit of writing summaries how my idea has developed.
Thursday 28th- WHAT IS DESIGN-FINAL
I have just written up again my 'clear list', bullet points explaining simply what my project is about, and photographed it, as the handwriting and overall look of the 'piece' is important to me. I plan to display it in my exhibition area, so it is the second piece of work you see, the first being my mind map. I will use the gold frame I have made to frame it, symbolising ideas are just as important as 'final pieces', anything can be. Again hung with invisible thread, I will have to create a 'ceiling' for my area so all these things can hang, will be like a net, out of invisible thread again if it is strong enough!-will have to do material trials!
Wednesday, 27 April 2011
Tuesday, 26 April 2011
Tuesday 26th - WHAT IS DESIGN?
Todays work
- My project is about design and the process.
- How at the start there are too many choices and you are confused.
- To how you decide on an idea (the mind map, for example. And experiments with different materials; wool, wire, glass and paper.
- This is why I displayed it in the way of an 'explosion' Design is about exploration, there is no clear 'answer' or 'final piece'. It is creative.
- It is open, this foundation year is an 'opening'.
- I wanted to explore what design is and what I have learnt this year before I move on.
- When doing this though I discovered that instructions were crucial to this year of learning and to anything.
- My 'explosion' was/is all about what I learnt this year.
- Therefore instructions. I am focusing on this first stage of the process I saw no reason to strive for a 'final piece'.
- However from carrying through this project I have realised that instructions could be a product.
- THey can be deemed as a problem in that they are often traditionally too small, can lost or damaged. What about if the instructions just became part of the product?
- A visual and interactive part of the product.
- Design is about discovering a product and finding solutions.
- I have taken this idea of making basic instructions that I have followed this year interesting.
- From these samples the idea could be taken further. Look out for the instructions through my exhibition.
Sunday, 24 April 2011
Thursday 21st - Update 3
Going of Cath's suggestion of creating a few clear sentences on what the project is about. I have decided I will decide on a couple of sentences and make A1 sheets out of them, with the clearest going in the exhibition space, as instructions of how to interpret my work/what my work is about. Will have a couple of interesting sentences on one and then one with more of a statement of intent short paragraph to really explain the work, instruct someone how to view it.
A couple of interesting sentences
(potential lists to choose from)
- Instructions are integral to learning and therefore opening new opportunities. -
- Instructions can be both direct and subconscious. -
- Instructions are followed both directly and subconsciously. -
- I have looked at what design is and how I work and broken each stage down and focused on how important learning and experimenting is in order for ideas to develop and open up. -
- In this process I have used instruction both verbally and visually, but realised along the way I created my own, this lead me to the idea that this project of exploring design could be that, how you go about design. How you learn, how you follow all types of instruction and how you interpret them. -
- (could ask) Do you follow instructions? ((with the intention that who ever reads follows the instruction of reading and answering whether it is just to themselves!) I hope to develop something more subtle but this idea that you have followed instruction just by reading). -
- Once reading, an idea is planted in your mind, is this the point instruction? -
- Whilst learning ideas are planted in your mind. Whilst learning you are being instructed. -
- Sometimes you have to read something twice. -
- Sometimes you have to look beyond the words for something to make sense. -
- When reading you can be instructed subconsciously. Once read you are instructed to have it as an idea.-
- Sometimes you are instructed to have an idea. -
- Sometimes when reading you are subconsciously instructed. -
- Sometimes you are instructed to have an idea. -
Need to evaluate and make three or four sentences out of these which are clear, to the point, include the aspect of exploring design, development of ideas, instructions and openings. Something possibly about 'planting' ideas, 'opening doors'.
A couple of interesting sentences
(potential lists to choose from)
- Instructions are integral to learning and therefore opening new opportunities. -
- Instructions can be both direct and subconscious. -
- Instructions are followed both directly and subconsciously. -
- I have looked at what design is and how I work and broken each stage down and focused on how important learning and experimenting is in order for ideas to develop and open up. -
- In this process I have used instruction both verbally and visually, but realised along the way I created my own, this lead me to the idea that this project of exploring design could be that, how you go about design. How you learn, how you follow all types of instruction and how you interpret them. -
- (could ask) Do you follow instructions? ((with the intention that who ever reads follows the instruction of reading and answering whether it is just to themselves!) I hope to develop something more subtle but this idea that you have followed instruction just by reading). -
- Once reading, an idea is planted in your mind, is this the point instruction? -
- Whilst learning ideas are planted in your mind. Whilst learning you are being instructed. -
- Sometimes you have to read something twice. -
- Sometimes you have to look beyond the words for something to make sense. -
- When reading you can be instructed subconsciously. Once read you are instructed to have it as an idea.-
- Sometimes you are instructed to have an idea. -
- Sometimes when reading you are subconsciously instructed. -
- Sometimes you are instructed to have an idea. -
Need to evaluate and make three or four sentences out of these which are clear, to the point, include the aspect of exploring design, development of ideas, instructions and openings. Something possibly about 'planting' ideas, 'opening doors'.
Thursday 21st - Update 2
Firstly I need to summarise my project.
Make the project 'Openings' clear in what it is about.
I plan to draw upon and focus on the importance of ideas rather than 'final pieces'.
I have been looking back on this past Foundation year and want this project to focus on 'foundations'. Openings in the sense of what this year could lead to, beginnings. As well as literally just visuals of openings to portray this. When looking at how I start projects and evaluating my work. I realised a lot of what we do is via instruction.
It is mainly how we learn. Which is crucial to idea development and design. This idea of instruction being so important may not have been apparent to you before and what you thought of as the 'design process'; however in a way, me suggesting this, had instructed you to think of it.
I have taken this idea of 'instructions'. So behind the theory of the project, of how 'ideas develop and open up' there is a more traditional subject matter to the project.
I will explore the design process, expressing all my ideas/possible projects and making the process clear. My space will be curated to portray this. This design of an exhibition space after all it is just as important as any other stage of design,(and possibly the area I'am most interested in).
I will not have 'final pieces' of such as I want to get across how I believe, at any stage of design an idea can be changed, there may never be just one possible conclusion. Therefore I want to create samples of possible answers from a variety of materials. With some suggestions of 'final use' or design development for them to become products. One idea is to make 'instructions' more interesting and inviting.
My idea of my samples being that they are covered in the instructions of how they were made. Could this be transferred to current products on the market, for example flat pack furniture or anything you have to assemble from parts. Could the instructions be on the actual pieces and packed in the order they will be needed by the customer.
Make the project 'Openings' clear in what it is about.
I plan to draw upon and focus on the importance of ideas rather than 'final pieces'.
I have been looking back on this past Foundation year and want this project to focus on 'foundations'. Openings in the sense of what this year could lead to, beginnings. As well as literally just visuals of openings to portray this. When looking at how I start projects and evaluating my work. I realised a lot of what we do is via instruction.
It is mainly how we learn. Which is crucial to idea development and design. This idea of instruction being so important may not have been apparent to you before and what you thought of as the 'design process'; however in a way, me suggesting this, had instructed you to think of it.
I have taken this idea of 'instructions'. So behind the theory of the project, of how 'ideas develop and open up' there is a more traditional subject matter to the project.
I will explore the design process, expressing all my ideas/possible projects and making the process clear. My space will be curated to portray this. This design of an exhibition space after all it is just as important as any other stage of design,(and possibly the area I'am most interested in).
I will not have 'final pieces' of such as I want to get across how I believe, at any stage of design an idea can be changed, there may never be just one possible conclusion. Therefore I want to create samples of possible answers from a variety of materials. With some suggestions of 'final use' or design development for them to become products. One idea is to make 'instructions' more interesting and inviting.
My idea of my samples being that they are covered in the instructions of how they were made. Could this be transferred to current products on the market, for example flat pack furniture or anything you have to assemble from parts. Could the instructions be on the actual pieces and packed in the order they will be needed by the customer.
Thursday 21st - Update 1
Just over one week left now, until we start back. I have set a list of what I need to have done by the end of this week, with a plan for each day, in order for me to be ready as well as what I need to do when i'm back before we paint the display boards!
Yesterday on the train to and from london I analysed these 'blog posts' and organised them in my sketch book. This led me to my list, I need to get all my theory and written work done, in order to have time to start and finish the final product samples (models). This is practical because at home I have enough space to do A1 display sheets, which is how I want present each stage of my project, (not the exhibition) as there is a lot behind what will actually be seen in the exhibition. And the time we are back at university will be enough time for the making, where I will have access to any guidance/advice or machinery.
Tuesday, 19 April 2011
Friday, 15 April 2011
Thursday 14th - Update Thursday
Over Easter I will do a count down of the days working from home, this is week one, gone already! two weeks left!
This is also a general post exhibitions and inspirations which have gone towards this project. Photos from around mmu, workshops, the Link Gallery and general exhibitions and journal work.
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