Speedy tutorial
Last week's tutorial, attended by students from both Unit 1 and Unit 3, was an intriguing prospect—its format wasn't clear from Oscar's email, which only added to the sense of anticipation and curiosity about the session.
Upon arrival, we were divided into smaller groups, each identified by different colors. The structure of the tutorial was interactive and collaborative: some groups were tasked with discussing their favorite objects or detailing the projects they were currently working on, while the remaining students were charged with the role of active listeners, recorders, or storytellers, who would relay the information once the initial sharing concluded. This method ensured that the tutorial was dynamic, with a flow of information and ideas circulating continuously among us.
The tutorial commenced, and I found myself in the recording group. My first task was to listen attentively as a Unit 3 classmate outlined her current project. With the constraint of time, forming a comprehensive visual from her verbal description proved challenging. I chose to focus on capturing the essence through representative elements, sketching them onto paper.
She wove together themes of human behavior, sensors, and ceramic materials. In response, I illustrated a vase paired with an object resembling a Kinect, and alongside, I jotted down several pertinent keywords. Despite my efforts to encapsulate the core components of her description, my interpretation was evidently a departure from the actual concept she had conveyed.
This exercise highlighted the complexity of communication and the interpretative nature of listening—a reminder of how details can become abstracted and the original message reshaped through the lens of another's perception.
The tutorial's dynamic structure continued as characters—or roles—were switched around by Oscar, who selected individuals to recount what they had absorbed from the earlier exchanges. In this round, I remained a listener. A classmate presented her project, a fusion of ceramics and metal into a line of accessories. After her explanation, I visualized the concept with specificity, drawing a metal screw embedded in a ceramic base. Yet, my focus on materiality and assembly obscured a deeper understanding of her project's underpinning motivation—something Oscar highlighted post my description. I had honed in on the 'how' rather than the 'why', a crucial aspect I missed inquiring about.
By the tutorial's conclusion, my curiosity led me to a Unit 3 student whose project intrigued me. He was working within what seemed more like a conventional product design framework, developing a speaker that combined ceramic and woven bamboo. His vision extended beyond the object—he designed it with the intent that it could be produced easily, even by individuals in rural and less developed areas. He aspired to create a product that would not only serve a functional purpose but also empower local economies and support the crafting industry. This approach presented a product as a catalyst within a larger socioeconomic system.
The exchange that followed was enlightening. We shared insights, experiences, and advice, which perhaps bridged the gap between technical focus and the broader implications of design work. It underscored the importance of understanding the 'why' behind the 'what', adding depth and context to our creative endeavors.
