A 6 – Tactile, Body, Space

Sighted Touch Investigation:

First I lead my partner, blindfolded into a 3-storey high covered courtyard, and deliberately sat him on a bench that was 2 inches too high. With his feet dangling, I documented the space:

Then I took him to a bench that was 2 inches too short, with an overgrown woody planting looming from behind.

Blind Folded Touch Investigation:

My partner lead me by the arm to the space. Even through the jacket, I am sensitive to the touch of another human being, especially another man. Even though I know I am safe, I am on alert.

I know that we are in the orchard commons. My 32 year-long develloped internal map of UBC is inescapable. It’s the same 3d model that lives in my dreams. It’s a physical conceptual space.

Drawing from the blindfolded drawing exercise, I tried to use my senses to draw the sensation through form as I would use shade values on paper to draw form, but this time at a scale far beyond the palm of my hand. This ventured into the diagrammatic,  and scaled between 1:100 ish and 1:500 ish.  This made me wonder what the spatial limits of human sensory perception are…

 

At Home Exercise:

As I was writing it became clear that sensing the environment included an emotional overlay… and though it presents itself as “reading the marks left by others”, I realized this was actually a way of reading the self I projected into the marks left by others. Much in the way that when we dream of another person, it is not in fact that person entering our dreams, but rather the part of ourselves that this person represents. In this sense, the textured experience through sight is about an extension of self into the environment.

 

A8: Tuning in & Windplay – Tess Adebar

CLASS DRAWINGS

Drawing in class: listening and analyzing sound 1

 

Drawing in class: listening to sound 2

 

AT-HOME ASSIGNMENT: Tuning in

A8: listening to the Arbutus Greenway

 

A8: analyzing sounds on the Arbutus Greenway

 

AT-HOME ASSIGNMENT: Windplay

A8: concept of an object for the wind to play with

 

A8: object hanging from a tree

 

Sheena Jain | A7-Movement

In-class sketches

Orchard Commons

Assessing movement on the staircase

 

Forestry Sciences

Assessing movement on the staircase

Assessing scale 

Assessing handrail for body support

 

Mcleod building

Assessing corridor width for human movement

 

Different Staircase details observed

 

At home sketches

In the Bus

Assessing leg support from handle rods- to stay in place when bus  moves

Assessing hand support and head support from handle rods

A7: Movement – Tess Adebar

CLASS DRAWINGS

Drawing in class: sounds in Orchard Commons

 

Drawing in class: navigation of steps in Orchard Commons

 

Drawing in class: tracking the use of handrails in Orchard Commons

 

Drawing in class: evaluating inclusivity/accessibility in Forestry

 

Drawing in class: flow of movement in Forestry

 

AT-HOME ASSIGNMENT

A7: the dark, creaky staircase to my apartment

 

A7: the movement of my hands and feet when taking 1 stair at a time

 

A7: the movement of my hands and feet when taking 2 stairs at a time

 

A7: the movement of my hands and feet when taking 3 stairs at a time

 

Assignment 2: Adding dimension – José Torres

In class:

Exploring building’s inclination, symmetrical arrangement, and location/space.

Exploring space enclosure and programmatic division.

Exploring intentional framing (view towards Fairmont Hotel)

At home:

For Section 4, I decided to draw an ornamental rickshaw I had at home. What I liked about it is the strong presence of basic shapes all over the object, such as the wheels and the cabin. Since the ornament is completely made of thin wire, except for the cabin part, the shadows were casting inside it.

30-seconds sketch

1-minute sketch

5-minute sketch

15-minute sketch

30-minute sketch

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