Supervision 2nd May 2013

Supervision 2nd May 2013

Tricia   Andrea   Ryo

T:

1. The beginning of a supervision meeting, we need to have last supervision report form.

2. All the data I have gathered need to be sent at least one week in advance.

3. The website needs to be improved (ASAP)

4. Anytime send the link of the website. 

5. Half the work of PhD is, organising of data. 

 

About an experimentation at Teikyo School in Slough.

One thing you need to do, write a paragraph for Tricia and Andrea

1. Why you’ve chosen there? To say that you doing this. (It’s address to Tricia and Andrea)

2. You’ve got to describe the contexts behind the school, to justify why you are doing test outside of King’s Cross?

Such as the school is isolated from surrounded environments because the vast of population in the campus is Japanese. However, teachers and students desire to interact with local communities there. 

Looking at questions…

Sometimes you asking people more than one thing, I think that’s confusing for students.

Question 1

Tell me your favorite place in the campus, or an object which can be a symbol of the school by drawing or taking pictures. *please make sure to remember where it is.

Seems to me quite difficult, favourite place and symbol of the school can be very different things.

Ex; favourite place: Sofa   Symbol of the CSM:~~~~?

You’ve got make it easy for people to answer!!

It’s confusing because you say “Tell me your favourite space by drawing or taking pictures”, it’s not telling, showing. 

“Show me your favourite place on campus through either drawing or photography.” is better.

This experimentation is proceeded as a regular classes of Teikyo School. 2hours for each form, year 1, year 3A and year 3B. Around 70 students age between 15 to 18.

Need to describe the detail of procedure.

  • Brief to everybody – Summary of this project. How long? Photographs? 
  • Why are you going to do this. 
  • The Aim of this project.
  • What’s going to happen
  • etc….

Workshop is need to be continue, can not be separated into 2 hours x 2 days.

Need to think how you going to start with? How you prepare them, what’s going to happen?

If you start on the favourite place idea, then move to symbol?

You could ask them what do you think people think what comes into their heads? When they think of school. What picture do you have in your head?

“What is the your favourite place?” is so much concrete.

Your English has to be more grammatically correct. Urgent!

Question 2

Why is this your favourite place?

If you ask people to write stories, they might be scared. Also, you have to teach them how to write a story before-ward.

Purpose of this question is, to understand reasons for favourites.

You miss two hours classes, how to write a story. Being teacher of stories, I can tell you that first time somebody writes a story, they are more concerned about getting story right. Because they’ve just leaned a new craft, and they feel they need to be applied themselves to that. So you’ll lose meaning a lot. It’s not spontaneous creation of a story. I think what you want here, is to use the Narrative methodologies to analyse the data you collect freely. I don’t think the right question here is “tell me a story about this place” or “What’s your story behind this?” these are bits daunting. 3rd year students might have more stories, but 1st year students may not have anything at all. So I don’t think this is right question to ask. I think because you are creating images, and they are art students, what you could have the second class is full exhibition of work, you can do the work in the first class, and you pin it on a wall, “finish it out with your standard” and then we have an exhibition in next week, and please prepare to discuss your work why it is your favourite. Then you have 2 hours discussion  “why is that your favourite?” “What’s happened?”…. And then you tape that conversation(with permission), and then you’ll use the Narrative methodologies to analyse the data. So you’ll re-listen the conversation and you pick up the stories. That can work!

1st week, Ask them to take 10 photographs of the favourite places, then they’ll start to think about how they organise them.

2nd week, you could let them know before hand, so they can prepare to explain why they choose that place.

70 students can be recognised as 3 large focus groups.

So they pinned it up on a wall, and they know the question already which is “why did you choose this?” Then would you have ready any other questions? After small students’ presentations.

All the practical elements, the reason Tricia is asking you to be really precise is, too much things to do than you imagine. Too ambitious as a test.

If you could ask them write down before they coming in, just 10 lines, what it is? why they chose that place? Then everything up on a wall, then choose 4 to talk about in two hours. You could see how people start talk about others, engaging each other, that’s part of test. Giving a questions you’ll ask them to address to prompt more conversation.

I am in control of the programme, this should be on 1st paragraph!!!

You have to put all elements in, that’s the PhD things!

Video it, Transcribe it, then you’ll start think/analyse. What methods you use? But that’s you’ll do afterwards.

Question 3

If you know anything about history of the place/object, please write down. Or if it is possible, please do some historical research about it.

Is it going to help you? think about it. It’s a different topic, get rid of it.

Question 4

What/how are other people feeling about your chosen area? Ask 3 local staff, and 3 Japanese staff. * note interviewee’s name.

This is almost like homework that I give them after 1st session.

They are taking control, they are finding out by themselves. This would allow you to gather more data with non-authoriterian, non-topdown way. Giving them positioning. Participants can be collectors.

If they come back, they say this member of staff hates the space, then bring it back what would you with that? You’ll find out general overall favourites. You could find out which would the most favourite? That might be useful to do for King’s Cross, it’s not just about individual, cross – finding accumulative favourites. Now once you’ve found accumulative favourite, it’s going to be lots of reasons, you could start interrogating people with reasons as a part of your methodologies. What the interrogation would be like?

Question 5

How would you improve the space?   What would you do there?

Then draw what is the improvement. If you would like to have a party or play out there, how would you organise party? The you’ll know what they want to do, what would be needed, that would allow to happen certain changes in the campus.

You have to say that I can not promise that anything you suggest! But it’s a nice thing to share some visions. But I can do promise some end of year exhibition. Exhibition of the design fiction. 

You’ve got two exhibition, one is the initial exhibition inside of the class room. The another one is dissemination one – which happened in October. At the end of exhibition, you showing what people would like to do in this campus, you could have it. Red dot rating system?? You could chose another favourites. So you are moving toward to understand communities’ relationship.

Need to mention about school festival in October in first paragraph.

 Re-think about how much time do you need to analyse collected information and whole processes.

Lesson/course Plan!

Each two hours session, what are the activities?

1st

• First I brief

• take photos

2nd 

pinnup

talk 4 people, general discussion?  record

3rd

how many people liked? make a kind of graph of pict.

4th

imagining future, show storyboard

get them to do it.

Overview do it.

it’s not urban – rural environment/human environment.

Applying Maiden Lane – July or September.