Category: Assignment 06

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A6 \ Tactile Body Space \ Jonathan Behnke

I explored the impact of weather on other materials (snow on running track). I also explored the idea of place and weather as materials and analyzed their impact on my feelings, emotions, and memories.

Field Notes

In class work

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A6/7 | Noora | Tactile Body Spaces & Movement

In-Class Activity for A7: Quick sketches to record and communicate design deficiencies in my bedroom door. These could be developed further or – more importantly – to begin making proposals for improved design.

Some possible proposals: change the door knob; refit the strike-plate to lie flush with the door frame; change the direction in which the door swings and switch the insulation to avoid pushing dust into the room; raise the insulation slightly to reduce friction. These could also be drawn.
A6: An analysis of noises in my bedroom, as well as some design proposals.

The mapping on the left records the distribution of some key noises in my bedroom. Given the quiet COVID-19 weekday evening context, there was little activity and only the most consistent noises were heard.

The plan on the top left further spatializes elements identified in the mapping. A ‘problem wall’ which propagates and amplifies noises in the room is identified.

Two simple drawings on the bottom right diagrammatically elaborate on the ‘problem wall’ in relation to the furnace and lamps as key noise sources. Proposals are made to resolve these issues.
A7: An analysis and proposals for my work desk. Although this assignment emphasizes movement, I selected a space of stasis where I spend most of my time. Here, even the smallest movement makes a difference, and small discomforts build up over extended working periods.

While I find these drawing quite successful and think they can speak for themselves, they would benefit from supporting drawings:

Drawings of the (decidedly plasticky) textures at a high spatial resolution, and where exactly they contact the body would be beneficial. A series of body-position drawings could be produced to illustrate the awkward positions assumed in navigating the desk. Perhaps additional position drawings with my laptop/wired-headphones/wheeled-chair as targets I actively manipulate which also limit/enable my mobility.

These were all considerations on my mind, but I skipped the step of drawing them – potential materials for a more robust analysis.

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A6- Tactile Body Space

Katie Hunks

In Class Work: Textures and Sounds of a Working Space

Documenting the journey through a space

Assignment: Experiencing a Space

Documenting textures of books on a bookshelf, along with different lighting conditions provided by a desk lamp and a window
Looking at the movement and sound of a chair
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A6 Wenting Yang

CoffeeHolic Coffee shop- I highlighted the things I felt interested. Interior of the Entire store is made of wood. The sound of making coffee and background music make the space very casual and relax.

The drawing shows the route I walked when I closed my eyes. At this moment, I walked close along the edge of the wall and bookshelf because when I stand in the centre of the room, I felt unsafe and lost my direction. Also, when I touch the furniture, my touch and nose become sensitive. I can felt the texture of surfaces and smell I usually ignore. During this process, I learn how to understand blind people‘s living experience.

In Class Practice Process
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A6_Tactile Body Space_Bruce

Walking up the stairs of a lookout point unsighted guided by 9 Built Environment Navigation Tools

1) When unsighted it was at times difficult to identify the different wooden panel boards. 2) The lower smaller (right) railing was the railing I used to slide my hands and guide my body up the flight of stairs. I was unaware of the higher larger (left) railing while walking up the stairs. 3) When unsighted at times I could identify gaps in the panel boards by dragging my feet 4) Once up the stairs the difference in texture from gritty metal to smooth wood indicated I had reached the top. 5) The flat metal fence was a reminder that I had reached the edge of the platform. 6) The air from the vents grew louder as I approached the foot of the stairs. 7) The cylindrical posts guided me around the corners one after the other. 8) The gritty steps sent me the signal that I was still on the steps while the ‘clangy’ front facing board, after kicking it, guided me over each step. 9) The top face of the posts provided a spot to lean and rest while the outer round base guided me around corners.

In class exercise
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A6 | Kathryn Pierre

The patterned pavers on the ground are the dominant material on the site. They dictate a lot of how the site feels and is organized

In class assignment, exploring why I can’t get anything accomplished and how my cat sees my bedroom
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A6 – Remi Landry Yuan

The bench was buried in the forest, overlooking the river and the beach. I began to register sounds and map them according to time, sound level, location and relative placement (left and right ears).

Flying geese panned from the left ear to the right ear, and a distant conversation in the right ear was picked up. The humming from the road across the river, leaves fluttering in the wind and crickets acted as the blanketing background noise.

Physical features such as the reflectivity and stillness of water, the seasonal fall of leaves and stacking on the soil and transition from concrete surface, to soil, down to the water’s edge.

Noting sensorial experiences such as the mild and calm breeze, the sharp change in temperature on the cold bench in comparison to the slow heat loss from the air, and general stillness of the space.

Water stillness and calm; steep slope down to the waterfront; fallen leaves around trees.

In Class Work

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