Week 3
Vagueness
In Week 3 of ADAD1001, the theme being explored was Vagueness. Key words associated with Vagueness include: uncertainty wandering ambiguity complexity error possibility
As a class we then brainstormed the quickest (and vaguest) ways to get from Sydney to Tokyo. The classes first response was obviously, but accurately, flying. However, it was brought up that you could get to Tokyo much quicker by using Skype. So, depending on how the word ‘get’ is used, either way is the quickest. We were then asked what would be the most interesting way to get to Tokyo. Class ideas included: riding a dolphin rollerblading hitchhiking/crowdfunding having someone backstroke and blow air to keep someone floating (haha) flying via magic carpet
We then looked at various artists who used vagueness in their works in a variety of ways. I loved looking at architect Frank Gehry’s work. He used simply vague sketches to then create designs for some of today’s most iconic buildings and structures. His work shows a lot of possibility and is very complex, however at the same time it is very vague.
Again, in class groups, we were tasked to change/distort an object used by most of us everyday - a chair - into something vague by using certain materials brought in and found in the classroom. My group had a bit of trouble with this task… We used a large box to completely cover the stool and stood it upside down, realising it resembled some type of container/storage device. We had a large blue sheet which we found represented water, and thus thought about creating a well however thought that this was not the vaguest idea possible. SO continuing on from the water idea, we decided to turn the stool on its side and use it as a catchment device. We then placed the blue sheet inside, some pieces of ‘litter’ (boxes and string), as well as phones with their flashlight on and then covered the opening with paper. To look inside required looking through 2 small holes and this kind of made it look a bit like a kaleidoscope. It was an interesting task but the stool was definitely distorted and no longer a functional chair. Another member from my group will post photos! :)
In our final exercise for the day, the whole class had to come together to transform the learning space into one of vagueness. Firstly we brainstormed what defines a classroom and came up with the following: learning space education work pinboards power control formal/casual tables individual equipment chairs with wheels and so on.. We then got to work and transformed the classroom into a room of vagueness and unclarity. This was achieved by making the room quite dark, covering the lights in blue plastic, rearranging the tables, placing chairs on table, using string to divide the room into an obstacle course, using plastic to remove the rigidness of the classroom walls and so on. Overall, I think the classroom indeed was vague.
As a part of the class group for this vagueness task I want to second Tom’s points. The task was based on changing the structural idea of a rigid class room into something unknown. I believe through the use of obstruction we achieved this. Using string and rubbish around the room an obstacle-like course was created, making moving around the room a task in itself, heightened by the lack of light obstructed by different fabrics.
Overall our group used their own ideas to form one complex room full of different thought process which I believe gave an overall effect of presenting vague.
Amazing documentation and reflection! Well done.
