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1st October
Today we created our video prototype, which aims to make people understand our project. We also plan to use this video prototype as a support for tomorrow’s reality check.
youtube
We had to be ingenious during this phase of the project, and we were!
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30th September Supervision 3
Today we had our last and final supervision before the presentation. We needed some clarification on how to do the reality check and how to present our vision in the final presentation.
As a group we had to finalize how the user could interaction with the handrail and we want to emphasize on the interaction for the last days of this project.
We decided for the following concept:
A line on the handrail, on which students can slide and touch in order to control their sound sequence. This line corresponds to the actual timeline of the sound sequence.
As a reality check we want to make a little video about our design which we can use to make the final reality check whether our concept is understandable and make sense.
The next two days will be filled with video making, editing and maybe a bit prototyping in the workshop.
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25th September
After some hours in the workshop where Mattias taught us about the different machines we can use, we further brainstormed about our handrail concept. Today we focused for the first time on the sound that we wanted to use and the form of how to collaborate between the students.
Before starting with the outcome of our group session, it is important to mention that we had an important learning today. We first thought about analyzing one more time our framing, the different target groups and the way how to connect. However, we realized that this work was not useful at this point because we had discussed this topic several times and we once again came to the same conclusions.
We then did a mapping of different categories concerning our vision. First, we sketched the ideas we had yesterday about the look and feel of our prototype. Besides, we came up with different concepts of the material we wanted to use for our prototype. However, we recognized that the material was more related to the implementation and therefore not supposed to be our focus at this stage of the project.
Instead, we added the categories “sound” and “collaborative” to our mapping and found out that we had to go more into detail in both cases. We decided to keep on working on the sound concept tomorrow.
Furthermore, we took first decisions about our prototype. We declared as an objective until the next supervision the definition of the most relevant attributes of our design.
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27th September
Today we started our group meeting by discussing and implementing our design idea as well as working on our supervision invite for Monday. In addition, we also talked and made some decisions about usability (if we want to make the interaction handrail visible or hidden) as well as its attributes. Therefore, we decided to set our key ideas:
KEY IDEAS:
Make sure that the “real” sounds created when touching the handrail (not the sound given out on the headphones) are not too loud to avoid disturbing other students.
Provide instant feedback because otherwise, it might be hard to catch students during their short breaks.
Simple moves with minimalistic light. Students often have breaks of only 5-15 minutes. Therefore, the idea has to be easy to understand.
Use of lights on the handrail to indicate where to touch.
Provide headphones plugged on the handrail as well as near the pillars of each floor
One sound sequence on each corner of the handrail. Sound sequences vary when another student connects at the same spot.
ATTRIBUTES:
Surprising: Each corner sounds different and the sound changes from time to time.
Easy: Interaction possibilities should be easy to learn, so everyone is motivated to participate.
Intriguing: At first glance, students don’t know exactly how it’s going to be its response
Ambiguous: Open to interpretation, it’s not obvious nor hidden.
Spatial Proximity: Students have direct contact with the handrail. The installation encourages them to touch it.
Direct: A sound sequence is played as soon as the student follows the light instructions.
Unpredictable: The user never knows what kind of sound sequence he/she will produce by touching the handrails.
Minimalistic: Simple moves with light indications.
Dependant: The secondary soundscape only exists if a user is using the handrail jams.
Instant feedback: As soon as the user starts interacting with the interactive part of the handrail there will be auditory feedback.
https://drive.google.com/open?id=1Fph1k8d7mGYSN3bMCAojJG_DY1EdeENE89vluK8TZe0
Storyboard of the interaction with the handrail and its different options.
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24th September
As the Vision “Handrail Jam” was chosen to continue our work on, we started to focus on this vision and therefore first of all revised our framing. We startet with adapting our “How might we?” - Question to the vision and wanted to set a stronger focus on the collaboration, communication and connection by making music together. The adapted HMW-Question therefore is:
How might we enrich short breaks in Niagara building by enabling students to create a collaborative soundscape?
New Framing:
Where? Level 2- 6, close to the handrails on the corners
Who? students having breaks either from their lecture or studying. Three different types of participation: 1. Tactile, Auditory & Visual, 2. Auditory & Visual, 3. Visual
When? During the day (mainly, not limited)
What? A participative sonic activity
Why? enrich break, “disconnect” from lectures and class environment, making music together makes people happy, as it influences human emotions in a positive way
After the revised frame was set, we started to map the notion „connecting“ and considered about, how our concept can connect students with each other.
The next step to start ideating and sketching how the tangible handrail and the experience of making music/sounds together can be designed. Thereby we started working on the following questions:
How should it look and feel?
How should it sound?
How can it be implemented?How long do we interact with these things?
Should it feel more natural or are we are going to modify the handrails?
What materials can we work with?
We came up with different first and rough ideas and concepts on which we wanted to continue the next day.
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19th September
Today we started our group meeting with defining our general “How might we?” question, we want to develop ideas for. Further we defined our specific “user” groups again, we want to design for.
Our final “How might we question” is:
“How might we enrich short breaks in Niagara to help student to disconnect from their lectures?”
As we decided for three directions where our visions should go the day before,
> 1. Body percussion in front of lecture halls
> 2. Toilet waiting activity
> 3. Something related to the hall
we went on with our ideation and had another brainstorming session, where we came up with further ideas. We started with the ideation for the first vision, as we haven’t done an ideation for this the day before.
We came up with a lot of different and good ideas. Based on that we tried to cluster them and combine different ideas with each other. Afterwards we voted for the best idea. For the top 3 ideas we worked out a chart and discussed about their feasibility and value for the user.
After this discussion, it became clear to us, which of the three ideas work best and we want to further develop.
It was the idea of creating tangible handrails, that track the touches and movements of hands on the handrail and transform this to different sounds. With such tangible handrails at different spots, students can have a handrail jam and create some sound / music together.
After we felt really comfortable with this vision, we started to further develop the vision first vision, about making body percussion in front of the lecture halls.
We developed the idea of a screen based game, that reacts to different sounds and movements, students make with their bodies. Therefor the hallway should get equipped with a screen and a body recognition camera. If a student stands in front of the screen, the camera recognizes him and by doing different body percussion moves (like clapping, finger snapping, beating different parts of the body), he can guide a virtual person trough a maze to reach the next level.
After developing this idea, we weren't really happy about it, as it felt a bit too constructed and too little sound related. So we decided to work on this again the next day.
In the end, we were really happy about this productive and creative group session. As homework everyone should ideate further ideas for our second vision (toilet experience) and consider about how to improve the body percussion idea.
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20th September
Today we focused on brainstorming and creating a new design idea for our three vision seminar. This time we decided to brainstorm our design opportunity taking into consideration the waiting experience of toilets in the main islands of the building. We came up with a new vision, that responds perfectly to our main concept stochastic and that also creates a new interaction in the hall, and our main focus “How might we enrich short breaks in the Niagara building to help students to disconnect from their lectures?”
Furthermore later, we created the pdf for the seminar invite, that includes the framing, IS, VALUE, DO, as well as the presentation with sketches that support our 3 ideas.
Brainstorming session of the third design idea, “A Sonic Mirror”.
OUR 3 VISIONS
Vision 1 - “Handrail jam”
Shared experience like you have when people (friends/strangers) make music together like you have a jam session, where people play together without any real “rules”, which are pretty popular amongst musicians. Depending on the people playing together, the jam can result in a flow feeling where the musicians can lose themselves in.
Vision 2 - “A Sonic Mirror”
The student who is about to leave the toilet (e.g. washing his hands) and is taking a look into the mirror, receives a small signal of the mirror that a specific facial expression has been identified. As an outcome, a small speaker plays a sound which had been defined by the system as a response to this type of expression. Sounds do not have an extreme emotional character (e.g. happy/sad music) but reflect the mood of the expression in a subtle way. To avoid students staying too much time in the toilet, only one single recording and playback of the sound takes place. Afterwards, this sound is played once to the next person who enters into the toilet.
Vision 3 - “Synæsthetic island”
The synæsthetic island is a place where the sounds, students produce with their body while moving, are depicted by minimalistic visual feedback. We try to produce a synæsthetic experience, which means that the visual feedback is meant to support the qualities of the sounds produced by the students and to make them feel these sounds in a more sensitive and poetic way.
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18th September
After receiving an introduction to the workshop in the morning, we focussed today on our framing and had a brainstorming about first design ideas. We reached an important milestone of our project, selecting the “Break context” as the situation we want to enhance or improve.
Framing and brainstorming for two design opportunities
We started our session by starting from these two design opportunities:
How might we encourage students during their break to do more physical activity to relieve stress through doing some body-percussion
How might we connect people, that are isolated from the halls soundscape trough their own headphones, with each other?
First, we moved from our first design opportunity to a framing:
We then did a brainstorming, thinking about crude design visions related to this framing. As an outcome, there were diverse ideas about using visual (such as screens, projections, visual guidelines, etc.) or sonic ways (such as Beat Box Funnel, recording sounds, etc.) of interaction.
When coming to the second framing, we realized that it was hard to define the context of this design opportunity precisely. Keywords like “everywhere” or “everytime” indicated this problem.
However, we also created several crude design visions based on this framing. In this context, we questioned whether an algorithm that combined playlists was an interactive element or not.
Deciding on one design opportunity we want to work with and defining the final framing
We initially thought that at this point of the project, having several different framings would be still justifiable. However, it became clear that we had to select one single framing to prepare for the seminar on Monday.
Due to the more precise framing of the “Break context” and the possibility of including the waiting room in front of the toilets within this framing, we decided to choose this situation to work on. We defined our objectives related to this framing:
Encourage students to disconnect from the lecture.
Enrich short breaks
Optimize waiting times and distribution around the “islands”
Furthermore, we opted for these two design opportunities while the third one has to be still defined.
Body-percussion
Toilet waiting times
TBD
For tomorrow, every member of the group is going to think about the possible final framing (“How might we...”) and the third design opportunity within this framing. Besides, everyone should research about the “Is-Do-Value”.
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17th September
Today, we had our second group supervision, which was quite useful to discuss our main design opportunities on a second time.
Our design opportunities
After discussing each main challenge which emerged from our fieldwork, we agreed on the three following design opportunity. The main selection criteria were the relation with the “shared sonic places” subject, the rôle that design could play in it, and also most importantly : the enthusiasm of the whole group regarding the directions we were taking.
How might we encourage students during their break to do more physical activity to relieve stress through doing some body percussion
How might we connect people, that are isolated from the halls soundscape trough their own headphones, with each other?
How might we relieve the tension when leaving the toilet and meeting people waiting in front of it to go in?
Sound mapping
We also mapped the sounds we noticed in Niagara’s building during fieldwork.
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15th September
Todays group meeting was all about preparing and structuring our findings. As the next supervision meeting is tomorrow we used the time today to map out our findings, see if we can find similarities, groups and factors that are referring to different key aspects we have collected the past days.
Our homework over the weekend was to gather research paper, browse what is the current state of the art when it comes to sonic experiences.
First thing in the morning was to present to each other what we have found out. Interesting insights about designers sonic spaces in connection to architecture, how body percussion contributes to feeling happy and less stressed, to the difference between aural architecture and acoustic architecture and a better understanding of what stochastic means. After updating each other we tried to map out and understand how the research findings can be connected to our previous fieldwork and general interesting key insights we have gathered before.
The first mapping created our “Hybrid Hall” mapping which shows all of our important fieldwork findings on different post its. We were able to cluster our findings into three sub-groups related to: lifestyle, study environment and general findings.
After that we combined our research findings with the research information we gathered and grouped them around interesting key insights we as a group can see ourselves designing for.
This map shows research findings (white post its), our research findings (green post its) and important key insights (pink post its) that we would love to explore further in this context.
On the right side we placed possible concerns that we would like to address tomorrow such as in what way our design project has to be stochastic as a lot of research that we have found claim that if there is a design concept / determination the definition of stochastic is not applicable anymore. So our question is whether how or in which relation to stochastic we have to design.
On the left side there are general research findings that we were not able to place into our context so far.
We proceeded to prepare the supervision invite for tomorrow:
Summary:
After focusing on the hall in general during the first phase of fieldwork, we have been analyzing more specific places and situations during the second phase (see Fig.1). We observed break behaviour in the hallways in front of the lecture halls and the toilets as a specific place. Both can provoke sonic tensions.
Observations:
Behaviour and activities of people in the hall and at study spaces
Which groups of people do occur
Activities on different floors as well as main differences
Decibel measuring of existing sound level
Break behaviour and activities of students
Focus on “black islands” in the hallway around lecture halls
Interviews:
Students studying on their own or doing group work, mainly on the workplaces
External (individual) persons in the hall
About break behaviour and activities of students
People waiting in front of the toilet
Desktop Research:
Intentions of the architects of the Niagara building
The sound of architecture, acoustics, sonic architecture
Acoustic vs. aural (physical vs. experimental)
Stochastic and stochastic sounds
How to create randomness?
Body percussion and physical activities
How to make visual architecture auditive
Article about the toilet’s embarrassment
Fieldwork still missing:
Expert interviews with university staff responsible for the interior and furniture of Niagara
We are already in contact with them and the janitor
Maybe contacting the architects?
Toilet polls?
Main Insights:
Break activities
Body percussion releases natural endorphins, therefore is a way to release stress.
People like to stand to the rail and observe others downstairs as a meditating activity
A lot of people stay in the classroom and don’t move at all
Some of them decide to walk around the hall
Instead of going to the rooftop, they go downstairs to smoke
Many of the students gather around toilet spaces
Toilet behaviour:
It could be embarrassing to have the feeling of being heard while in the toilets (paper: fecal matters) because of the way the toilets are placed on the floors (people are having a break in the corridor close to the toilets).
The ambiguity of the building’s architecture regarding connectivity and isolation
This space somehow connects people (open space, people see and watch each other) but the students finally isolate each other because they need to study and to have a calm place.
The architect intended this connection with his design
Connection of three different buildings and sectors (ABC)
Want to concentrate on their studies and therefore isolate themselves with headphones to their own soundscape.
Isolation through using smart furniture, that muffle the surrounding sound
Hive feeling
might be seen as a random chaos but people in niagara follow patterns and have a destination as a goal
moving patterns (elevators vs stairs)
Challenges:
How can we make people taking the stairs instead of the crowded elevator?
Is there a way to connect the isolated (headphone using) people with each other?
Can we make people to do more (physical) activities during their break to destress them / change their mind?
How can we connect people to each other?
How can existing moving patterns can be represented in stochastic sound?
How can we create a sonic personality/universe of the building?
How can we represent the visual architecture of the building in an auditive way?
Concerns:
Conflict Designer/Stochastic: How to create randomness - as soon as it is created, there is an intention behind it, so it is not random anymore? Do we create something stochastic or do we create something based on a stochastic input?
Should we collect/look for more case studies or similar projects?
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13th September 2019
Today we continued with our fieldwork. We have put our focus into a small section of the main target we are designed for, students having breaks in the 6th floor of the Niagara hall.
We decided to set our focus in this specific group and floor because, in the early stages of our fieldwork, we observed that the "islands" of the buildings are the place where students wait during their breaks, often in front of the lecture room.
As we are specially interested in their activities and behavior in those breaks and these spaces of the building, we decided to observe them, and interview some students to get a fully understanding of their interaction with the islands and toilets, as it’s an interesting design space that doesn’t disturb surrounding; also the 6th floor (section A) is usually the place where the big lectures take place.
We also agreed that on Monday we are going to bring post its and create a map with all our insights, gather more information, continue researching, as well as A3 maps that will help us to visualize our insights and observations.
___________________________________________________________________
Observations during class breaks
First stage / Observations
First of all, we met around 9:00 a.m, to start doing fieldwork, and continue with our observations and interviewing a small part of our main target, students having breaks.
When we entered the hall we observe a group of people from Drivhuset (the place that helps develop students business ideas). As we moved to the 6th floor (section A), we analyzed that we were able to hear and listen what it was happening in the ground floor even if we were in different floors.
6th Floor Section A
Audio Niagara Hall https://drive.google.com/file/d/1kQ3v60J0sL5_9sfRZDM3enrDfW-PgyA-/view?usp=sharing
Second stage / Observations and interests
We decided to stay in the 6th floor, because it’s the floor where most of the big lectures take place. As we wanted to interview one specific group of students (students having breaks during classes), we thought that this will be the prefect floor to analyze their behaviors and interactions with the islands during breaks.
In our observations we were extremely interested in:
The black panels of the “Islands”, have a very interesting design space that doesn’t disturb the surroundings.
Some students need to make some sound during the break (clapping), due to the fact that during classes they need to be quiet. Doing these noises it’s a way to destress them.
Some students lean against the panels during the breaks.
Most of the students stay in the classes.
There is a long queue of people waiting for the toilets.
They sit in round tables to socialize with their classmates.
Audio student Clapping
https://drive.google.com/open?id=16ncrZwQT2uxsX0WEkR06xJrcCKYv-XzJ
Interviews with student and “fly on the wall”
To better understand our first observations, and the behaviors of the students that are taking breaks during classes an their interactions with the islands and toilets, we decided to conduct basic interviews with them, as well as doing “fly on the wall”.
Fly on the wall
We took two groups, the ones that were doing the break at 10:55, and a second group of students that were taking their break at 11:05.
Observation “fly on the wall” 6th floor - Section A (Break group 1) 10:55
We observed that most of them are waiting for the toilet, calling or texting, and interacting with classmates while sitting in round tables.
A big group of them decide to stay in the class and spend their break there.
Observation “fly on the wall” 6th floor - Section A (Break group 2) 11:05 In this specific group, we observed that most of them go downstairs.
Some of them decide to go to the toilet and then go back to their class, whereas others decide to socialize with their classmates.
A small group of them are walking around the hall, before going back to the class.
The majority of the students are staying near the room or in the room, Maybe because the break is short.
Interviews
As well as we did observations using “fly on the wall”, we conducted several interviews to the students that were waiting during their breaks.
In the results of the interviews:
Breaks activities: going to the toilets, filling their canteen, sometimes playing card games, but more on the lunch break)
Tired from being inside and listening that's why she wants some fresh air.
Elevators are horrible and super slow and it is actually faster to take the stairs up to the 6th floor.
Some of them go outside on their break but they don’t have enough time.
Some of them go downstairs to smoke and have a walk around the building, lean on the rail in the hall, relax and looking at people sitting around.
Toilet breaks.
They sometimes take the elevator to go down for a coffee.
For some of them it is important to leave the classroom during the break, see something else.
90% of them stay in class.
____________________
It seems that some students do not know that there is a rooftop in the building so we ask ourselves:
“How many people in the building know there is a rooftop?”
____________________
Interesting facts of our observation and ideas
Finally, after our observations and interviews with the students, we started pointing out interesting facts of our observations that trigger us to research, and investigate more about how to make breaks be real breaks, in an environment where people are still studying everywhere
Ximoan | Media Design HEAD - Genève
https://vimeo.com/210307366
Video Interactive sound wall
https://www.youtube.com/watch?v=a5QXYZj0wGc
Ideas and concerns
Making people go to the rooftop
Need to speak of other topics during breaks to learn better.
People making noise to destress?
Communicating with the building
How to traduce the student’s community activity depending on the period of the semester, the hour of the day, the mood of the people here?
People’s synchronization.
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12th September 2019
Today we only had a short group session, to discuss about the outcome of the group supervision and to define how to going on with our fieldwork on Friday. As we decided to set our focus on students as the people we want to design for and the Niagara hall as the location, we tomorrow want to go more in detail within this focus. Our earlier observations showed us, that the students having different activities in the Niagara hall:
studying alone
doing group work
having lunch
having short breaks between classes
getting around from a to b
waiting for other people
As we have mainly concentrated on students studying alone and doing group work in our field research so far, we want to set our focus on the other groups for the next days, especially on those having short breaks and their activities and behavior in those breaks. We also observed that those students often spend their breaks in the hallway in front of the lecture rooms. So we want to concentrate on this specific location as well.
Another interesting outcome of the supervision was the idea, to emphasize the already existing sounds in the soundscape of the building in some way. This is a topic we want to spend some further considerations about.
Additionally we want to do some further desktop research about the notion “sonic” and how the behavior of people can be influenced by sound.
Last but not least, we want to get in contact with the janitor of the Niagara building to learn more about the design and the concept behind the chosen furniture all over the hall, especially if anything sound-related was taken into consideration.
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11th September 2019
Today we continued with our early fieldwork. We used data measurement, observation techniques and basic interviews to further understand the context of Niagara. We also worked on our first supervision document and had a productive discussion about our emerging focus.
Observation and data measurement during a “rush hour” at Niagara
First of all, we met around 9:30 a.m. to ask for permission to realize our fieldwork. We were told that it was no problem to measure the decibels value with our smartphones (App: Decibel X), to take photos of the common space and to have basic interviews with the people around.
Our observations:
Where do people enter?
Most people came in from the door between B and C
There are very few people coming in from the door between A and C
What are people doing?
Giving hugs and high fives (pretty loud sound)
Having a coffee
Walking to their room/trying to find out where is their room
Wearing earphones
People walking around with their smartphones, some of them using their Kronox App
Waiting for each other, talk to each other
What are noisy spaces?
Main entrances
Spaces close to the elevators, especially in A and B
Dezibel measurement (first “rush hour” around 10:00 a.m.)
Each of us used to App “Decibel X” on a different floor at three points (close to A, B and C) to measure the average decibel value.
Due to the results of the measurements, our first hypothesis was the higher you go, the noisier it becomes. As a possible reason, we thought that the upper part of the building was narrower than the entry hall. However, we found out that the results of the measurements differ a lot because of the different phones we used (iPhones behave differently than Androids). Considering the differences, the sound level is very similar all over the building. The average was around 60 decibels and the max around 70-75 decibels. This is similar to a quiet street.
First interviews with students, external visitors and staff members
To get to know more about the context, we decided to conduct basic interviews with the people sitting around who were disposed to take a couple of minutes to answer our questions.
We agreed on the following scheme for the interviews:
Start with general questions (name, new student, context).
Continue with open questions related to the Niagara Building; how does the person feel about being here.
Depending on the time the person has, ask more specific questions related to the behaviour and habits, getting around and sound-related topics
We agreed on having 1-2 interviews per group members to get a first impression
After lunch we discussed and mapped the results of the interviews:
Discussion about emerging focus and first supervision document
Finally, we discussed our emerging focus. We had several ideas about creating a sonic connection between different persons in the building. This could be achieved with a sonic footprint/identity/personality of the building by taking in consideration personal preferences.
Besides, we found out that for example headphones were an interesting topic because people use them for different purposes in Niagara and they are normally not a shared but an individual sonic space.
We summarized our ideas, the fieldwork we had been realizing and our concerns in the document we handed in for our first supervision:
https://drive.google.com/file/d/1YVqs3g-uJZuqvhU4AbKDh3lEawSD72Vn/view?usp=sharing
Tomorrow we will have our supervision at 10:45 a.m. Depending on the results, we are going to plan our next steps.
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10th september 2019
Today, we started by finalizing our group agreement as our group was complete. We also took this opportunity to speak more deeply about the background of each others, and the different skills we can share and mobilize during this project.
Finalisation of the group agreement
a) Team diary/project journal > tumblr blog At each meeting, one member of the team is responsible of the publication
b) Keep each-other updated and try to finish tasks on time / ask if you are struggling, communicate if you have difficulties
c) Breaks when the team is not efficient
d) Free week-ends
e) Expectations & Goals: Going through the different stages. Having a nice project for the portfolio (therefore do some proper documentation of the whole process). End result doesn’t need to be a high end prototype / product. We want to focus and learn on how to approach the design process for further projects
f) Don’t go the easy way > share the skills with the people of the team who are interested
g) When it is time, we have to do decisions. Deadline for taking decision. Use voting if there is no other way to arrange. Loop manager takes care about questioning of decisions, which were already made
h) Avoiding morning deadlines! Trying to be ready for presentations about 24h before.
i) Don’t take things personally Try to give arguments, and permit discussion while making decisions. Writing down all questions, even those who reconsider the former decisions of the team
Then, we had a quick benchmarking session related to sound and architecture. It was a good way for us to have another point of view on Niagara’s hall, but also more generally on the relations between sound and spaces, sound and materials or sound and disposition.
Benchmarking Sonic Architecture
Few examples of our findings: “The lack of attention toward acoustic design WAS NOT always the case in architecture. One example is Nijo Castle in Kyoto, Japan. The hallway is made of uguisubari or Nightingale Floor. These floors were designed to use nails to create squeaking noise when pressure is applied . This was used as a security device.”
Nightingale floor, Japan
The Architecture of Sound | Shea Trahan | TEDxVermilionStreet
Designing the Urban Soundscape
“Within architecture, every built space can modify, position, reflect or reverberate the sounds that occur there”
Why architects should use their ears
Average decibel in classrooms (quite loud)
Health effects caused by noise
"When architects talk about acoustics, this inevitably involves soundproof windows, footfall noise insulation and perforated resonators made from plasterboard. What a room sounds like, what noises are triggered by the people who use it and what kind of sound atmosphere a room has are all often left to chance", write architects Doris Kleilein and Anne Kockelkorn
Design & sound
Sound in Mind: Yuri Suzuki
Sonic Arcade: Shaping Space with Sound
Then, we questioned ourselves about the Niagara building, and search some informations about the building.
It appears that there was an architect competition, which was winned by the danish architects Lundgaard & Tranberg.
Maps of the building - potential ressources
We also continued our thick description of the building and the people there.
This is what was written on the board:
people -students -teacher -lunch people -staff
places -first level: (drivehuset/reception/book store/restaurant) -second level (cafeteria/student kitchen) -third/fourth/fifth (study and lecture rooms/staff rooms
context: studies / work, eating social space
concerns: -additional sound might be disturbing -too loud/too much sound
activities: -walking to a goal - study -->alone -study -->group -waiting -people meeting (in a group) -printing -food/eating -looking for a place to sit -observing the hall / people watching
fieldwork questions: -where do you prefer to study? -how do you feel when you are in the building
Tomorrow morning we will begin our fieldwork by conducting interviews and observing deeply the stages of the building. Each of us will bring some questions to feed the questionnaire.
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9th September 2019
Today we had our kick-off to our first project work.
We started off talking about a group contract and important things we need to be aware of whilst working in a group. As one of our group member wasn’t able to attend today we will finalize and sign the contract tomorrow.
These are the notes we have come up with so far:
a)Team diary/project journal > tumblr blog
At each meeting, one member of the team is responsible of the publication
b) Keep each-other updated and try to finish tasks on time / ask if you are struggling, communicate if you have difficulties
Meet at 9 when Vivi works?
Breaks when the team is not efficient
Free week-ends
Taking decisions?
Deadline for taking decision
Vote
e) Don’t go the easy way > share the skills with the people of the team who are interested
h) Don’t take things personally
Loop manager
Writing down all questions, even those who reconsider the former decisions of the team
After that we tried to make sense of the brief and discussed the different terms which are important.
The terms we analyzed were extracted from the following slide:
We were all unfamiliar with the word stochastic but were able to categorize it as the neutral word for random/surprise. It is a mathematical word but is the best way to describe a neutral random occurring pattern that is unpredictable.
We tried to connect the different terms and map out interdependences and relations in order to get a better overview of the task that is ahead of us for the following weeks.
As a next step we decided to kick off the fieldwork with some observation time at the Niagara building. We sat down, had a coffee and just observed the people, their paths through the building and the noises that we were surrounded by.
We wrote down some keywords/inventory list that we identified.
Ideas we came up with:
- waterfall
- counting steps
- visual/sonic indicator for how noisy it is
- communication between different levels of the building
- breaks
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