- Semester one 👾
We set up a booth to provide people with a close-up, magnified perspective, allowing them to understand their skin.
The images are all sourced from our own photography.
Process
Research methods
In the second survey, we gathered valuable insights. Participants commonly preferred establishing a 'barrier' to ensure others couldn't reach their territory or used tools to create noise, keeping others away. Some toolkit tools were sourced from storage, while others were purchased from an art store. I believe the tools in the toolkit may have influenced the research results.
During our research with classmates using the sketches, Saranya's response left a lasting impression. She mentioned feeling awkward and impolite with these reactions. In a real-life situation, she might not react at all, feeling embarrassed and saddened that her skin automatically repels others.
A fresh perspective on skin
Sean brought in a microscope, and that day every student in the class wanted to see what their skin looked like under the microscope. They provided feedback, expressing that there are rarely opportunities to observe their skin from this perspective, making them feel unfamiliar yet intrigued. This gave us a new inspiration, completely shifting our direction from the previous 'defense.' We now plan to open a skin boutique using this microscope.
Photos of skin and objects
We captured numerous photos of both skin and objects, and I found that some objects, when magnified, resembled the texture of skin. We asked people, and they could hardly distinguish between photos of petals and lips, or identify photos of the inner arm as a leather bag or fingers as a watermelon. The fascinating connection between skin and natural objects emerged, showcasing a beautiful interplay. From a new perspective, there seems to be a certain connection between humans and nature.
Summaries
Week1
During the first week, we conducted research, and I had reservations about the preparation of the creative toolkit. I always felt that the tools we placed on the table were a form of guidance, and indeed, that's what we did. In the first creative toolkit, our tool selection was somewhat random. We haphazardly grabbed irrelevant items from the storage room, but the outcome was not satisfactory. For the second creative toolkit, we consciously selected various types of paper, hoping they would create something related to 'surface.' I'm unsure if such guidance counts as a kind of preconception. Therefore, I believe the early preparation of tools in the creative toolkit requires particular care and thoughtfulness.
Week2
We changed our direction midway through the project, completely. Personally, I hadn't experienced a mid-project shift before, and I consider it a very risky move because the time left for us was too short, and we had to start everything from scratch. While we ended up with many exquisite photos of skin and objects, I don't think it's a very comprehensive project. Even our presentation, I feel, lacks a complete flow. We invited classmates to observe their skin at the front of the classroom, and then what? I always feel that there should be something more afterward; we lack that part. After obtaining these photos, I believe there could be more we could do. Perhaps we can print them in large sizes, turning them into physical objects, like a skin wall.