Evangelia BA Design Year 3

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The process of finding the actor to play the role of “The Professor - Simon Everest” - 30 Applicants auditioned with taster script 

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Taster video for my vision of what I wanted for video to be used in final workshop. To be used to show actor what I am roughly looking for  simulation of science/documentary 

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Self-esteem 

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Case study from my scrapbook  Mother who is currently home schooling her children  Felt like she never got encouragement to follow her passion for art/illustration Jumped at the opportunity to draw in workshop Picked up a childrens book - she lamented - wishes she was supported/ followed her passion so that she could illustrate her own writing Colourful brain - how she saw/sees herself Grey-how teachers saw her

v.poignant 

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The Wellcome Collection - Open Platform Reading Room Workshop 

Took more time than I had expected to prepare for this workshop but it ended up being a deeply beneficial experience not only for my project, but for my confidence and development of my identity as a designer

I thoroughly enjoyed developing and conducting this workshop  - It was very daunting - far out of my comfort zone but so rewarding in terms of what I learnt and the public feedback 7 participants Open, very emotionally charged, intellectual discussion and reflection led with empathy and mutual respect  - unable to take photographs/film - so experimented in ways of recording experience 

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Footage from first workshop experiment - studio participants.  - Use video poem as a tool to open discussion about assessment  - Explain tasks  - Task one - colour in one brain how you see yourself and on the other side of the paper, colour in the brain how you perceive others to see your brain - Task two- use clay to make a model of your brain and how it feels / (feels under assessment) 

stimulated very open empathetic discussion in mixed group friends/acquaintances. - very positive affirming feedback - some found more therapeutic - others found it more exhausting  - boundaries clearly broken down - intimate 

How could this be used? -  way of approaching mental health in education environments  way of questioning how assessment influences vision of self  - could be refined and applied in schools> power equaliser

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Context

http://www.independent.co.uk/life-style/health-and-families/features/teenage-mental-health-crisis-rates-of-depression-have-soared-in-the-past-25-years-a6894676.html

https://psychcentral.com/blog/archives/2010/03/04/why-are-so-many-teens-depressed/

https://www.theguardian.com/commentisfree/2016/mar/16/depression-mental-health-modern-life-young

http://www.independent.co.uk/news/education/education-news/schools-failing-mentally-ill-pupils-lack-support-services-available-health-wellbeing-anxiety-a7572191.html

https://net.educause.edu/ir/library/pdf/EQM0511.pdf

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For reference  aesthetic for video/narrative/sci-fi film

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HOW I SEE MY BRAIN 

V 

HOW OTHERS SEE MY BRAIN

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Studio Workshop. 

Slide show explaining project briefly  Poem Video  Two Tasks 

Colour in your brain -  On one side - How I see my brain  On the other side - How others see my brain Make a clay palm brain - reflect how your brain looks/feels during/after assessment

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translating personal process into instructions for possible tool/service/workshop - designed to help people work through/ question and re-claim their assessed identity. 

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Similarities in shape between limbic system and female reproductive system - which is commonly associated with emotional/mood. Limbic system controls/ processes emotions. play on the femininity of emotion. equalising? challenging?

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An actual depiction of the segregation between right and left brain. One as masculine and the other feminine. Masculine - science ‘rational’. Feminine creative ‘emotional’. Genderisation of qualities penetrates our understanding of our mind. 

What happens when we bridge gap... use science/ logic to encourage and support  emotion & empathy. 

Will we always have to use masculine facade to legitimise emotional cause. why?Not ready for a world that readily embraces and flaunts nurture for nurture sake.

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ways of trying to visually explore / represent how assessment may feel / influence. Construct a way of expressing relationship between identity and judgement/assessment/grade

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The limbic system 

Part of the brain that controls emotion and motivation 

most primitive part of brain

Visualising - image collection as way of beginning to form narrative