FIRST YEAR STUDIES (FYS)

SPACE AND
MATERIALITY
ISDI PARSONS - COURSE DOCUMENTATION

COURSE CODE : ISDI 105

COURSE NAME : SPACE AND
MATERIALITY
STUDENT NAME : AISHWARYA
KASLIWAL
FACULTY NAME : MEENAL SUTARIA
SECTION : E
 CONTENTS

1. Project Brief and Students’ Understanding

2. Examples/Detail of Students work – Project 1 & Project 2

3. Student’s Reflection & Learning

4. Project Brief and Students’ Understanding

5. Examples/Detail of Students work – Project 3

6. Student’s Reflection & Learning

STUDENT INFO

My name is Aishwarya Kasliwal and I am a first year student. I have always been
inclined towards art and design. As a high school student, I studied the A Levels
program and learnt Psychology, English, Information and Communication Technology,
and of course, Art and Design. Being able to study these 4 subjects in an extremely
detailed manner allowed me to understand what I want to pursue. I realized that my
love for English, Art, and Psychology can be clubbed together to do something that I
will truly excel at – Fashion Communication.

Multiple unique experiences related to art and design have prepared me for the
strenuousness of this course. I have painted houses as part of a rural development
program, taught underprivileged kids how to paint, and have even interned with
Schbang, a holistic digital marketing company.

Through this first year, and this course, I aim to expand my horizons and pick up on
new talents, improve on my time and stress management, and work on my teamwork
skills.
1 PROJECT BRIEF AND STUDENT'S UNDERSTANDING

Create Coasters from MDF.

Every morning begins with a ritual dash through our own private obstacle course - objects to be opened or closed, lifted or pushed, twisted or turned, pulled
twiddled or tied, or some sort of breakfast to be peeled or unwrapped, etc.
The fingers move so ably over this terrain that we think nothing of the accomplishment. Where would we be without our fingers ?
Hence, this project involves looking at the hand (one hand, till the wrist) and the various kinds of ‘grips’ it enables in ou r everyday life.
Freeze onto one particular grip. Study this position anatomically, formally and aesthetically in detail, keeping in mind the keywords- Joints, Surface, and Volume.
The final outcome is to be an abstracted object, either an interpretation of the actual hand grip or totally removed from it but still keeping the essence of the hand
grip.

The first project was fairly easy, and involved just using MDF sheet, and tools from the workshop to design coasters. This pr ocess
included making sketches, having them approved, and then moving on with actual hands on working.

Initially, the brief really confused me. I didn’t understand how I was supposed to ‘abstract’ something as concrete as a hand ? I was
really great at the initial sketches and outline tracings, but couldn’t abstract the grip until ma’am explained to me how abs traction
works. It was then that I understood the premise of this project and figured out how I could create something aesthetically a ppealing,
that was still recognizable as a hand. I was to create 3 prototypes, explore materials, and then create 1 final model using t he most apt
substance.
2 PROJECT 1 - OVERVIEW
2 PROJECT 1 - OVERVIEW

Image priority 2 Image priority 3

The sketches I made of the coasters. I used simple designs that were intricate yet minimalistic.
I tried to include elevations as well as cuts.
2 PROJECT 1 - OVERVIEW

To create the coasters I used 6 mm MDF sheet, and began by tracing my work out on the
MDF. I then went to the work shop and used the cutting machine for the basic outer shape. To
add curves and sharper edges, I used sandpaper. To add the intricacies and inner details, I
used the chiseling tool.
2 PROJECT 2 - OVERVIEW

Image option 1
2 PROJECT 2 - OVERVIEW

The process began with the creation of a mind map, wherein I listed all the various grips I
could think of. I then began sketching these out, in a simple yet comprehensive manner. The
sketch shown is of my mother playing with a rubic’s cube. I also used a tracing paper to just
retrace the outline of the original sketch, sans the cube.
2 PROJECT 2 - OVERVIEW

Image priority 2 Image priority 3

We were told to abstract the outline of our hand grip, and then abstract it. Initially, this process
confused me, but after asking myself the three key questions shown in the first picture, about
each grip, the concept of abstraction became more clear to me. I understood that my grip was
rigid and firm, and then chose to make my abstraction geometric and angular. I chose to work
with file card, Styrofoam, and wood, and build my model up layer by layer, in a spiral. I also
made my plan and elevation views.
2 PROJECT 2 - OVERVIEW

The prototypes I worked on were made of ice cream sticks, and Styrofoam, whilst my final
model used only file cards. For my final model, I cut 3 identical yet complex shapes out of the
file card, and stuck them together, This formed one thick layer. I made 10 such layers, using 30
individual complex shapes, and then stuck the 10 layers together at different angles. When
looked into from the top, the model can be seen through.
3 STUDENT’S LEARNING & REFLECTION

Through both projects, I understood how different materials react, and how some materials are better suited for certain projects than
others. For example, MDF was perfect for the coasters due to its thickness of 6 mm – it wasn’t too thin or too thick, and didn’t
crumble or break. I was able to use the materials according to my design, and didn’t have to alter my design due to the given
material. For the abstraction models, I experimented with a couple of materials before finalizing on file card. I realized that wooden
ice cream sticks were very basic and didn’t allow the model to look dynamic. Styrofoam was extremely thick, and the light mint color
didn’t appeal to me. File card, along with double sided tape was perfect – it looked rustic and minimalistic, but still slick.
I also was able to understand the importance of prototypes and drafts, because during these stages, there are limitations and issues
with the design that can be improved or worked up.
Furthermore, I realized that how a model is displayed is of as much importance as the model itself. To prop up my file card model, I
had to use an ice cream stick. This was because the weight wasn’t evenly distributed. The stick was visible and took away from the
finesse of the model. Also, the layers of double sided tape were visible, which looked some what shabby. If there’s something I could
change about my model, it would be making sure that the tape wasn’t as visible, and nor was the ice cream stick.

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4 PROJECT BRIEF AND STUDENT'S UNDERSTANDING

This project focuses on the Body in its entirety. More specifically two bodies connected through a point/moment of interaction. In sports, dance,
religion, social gatherings or any such activity where two bodies share a proximity space and connect to each other, will form the premise for this project.

The connection is either as casual as a handshake, a hug; or a choreographed grip as in say, dance or martial arts. The understanding of the selected
moment of interaction will manifest in a ‘wearable’.

The ‘wearable’ must conjoin the two people so as to intensify or inhibit the interaction. It should not include the entire body but consider just the parts
involved in the connection/moment of interaction. It may cover the surface (hide) or may form a brace around it (assist). The wearable will be prototyped
and modeled at 1:1 scale and at no given point should it exceed 1 ft by 1ft by 1ft in dimension).

The brief was immensely simple, and clear. We were to make a wearable that prohibited or encouraged an action. This action ha d to
include a connection between two people, and could be choreographed or natural. The action my partner and I decided on was li nking
arms.

We could use any materials to make our wearable, as long as it fit in the given size in a collapsed state.

Further more, the wearable had to be ‘worn’ when it was being displayed, and would have to include a process.

We were told to begin with mind maps, then sketches, then prototypes, and then finally the actual wearable.
5 PROJECT 3 - OVERVIEW
5 PROJECT 3 - OVERVIEW

We began by creating a mind map, listing down all the actions we could use. These included
thumb fighting, linking arms, and intertwining fingers. We then sketched out concepts for our
prototypes, and settled on a bangle like structure with some sort of movement.
5 PROJECT 3 - OVERVIEW

We worked on all 3 ideas, and used file card, cardboard, ice cream sticks, nylon wires.
For our prototypes we used materials that were easy to work with. Once we were sure of our
designs, only then would we use the actual material as opposed to the representative one.
Ma’am liked our bangle idea the most, which used ice cream sticks.
However, she suggested some changes, and said she’d like for it to have more movement,
using a material that can stretch.
We used springs to act as a point of contact, through which our wearable could be moved
close, and apart. We could pull, tug, and move it around with ease. It also looked aesthetically
pleasing.
We spray painted it black.
6 STUDENT’S LEARNING & REFLECTION

Through this project, I was further able to explore a range of materials and how they interact with other materials. I
understood how some materials can be used as a whole, such as ice cream sticks, whereas others can be manipulated, such
as file card and cardboard.

I also understood the importance of sketches, prototypes, and reworking and improving certain ideas as the time comes.

I have learnt to work in a group, and handle group dynamics. We had to collaborate with each other, agree on ideas, and
guide each other back on track when we strayed. Still, we worked it all out.

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