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CONTENT
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CONTENT PAGE
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ACKNOWLEDGEMENTS
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I. Project Overview Site Analysis : Understanding the context of the project Maps of the stations
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II. De-brief Undertaking the project : Self positioning
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III. Immersion process Frames of entry Research process : Case studies Interviews Project Shape
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IV. Proposing the project Preliminary Proposals Final project proposal
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V. Final Conceptualisation Inspiration board Case studies
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VI. Process Curatorial Process Framework
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VII. Form and Prototype
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VIII. Prototyping phase
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IX. Planning Final visualisation
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X.
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Bibliography
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ACKNOWLEDGEMENTS
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I would like to thank my faculty, Arzu, Amitabh, Abhyan, Ekta, Gaurav and Shivani for giving me the opportunity to be a part of this project and for guiding me through all the downfalls. It’s also essential to extend my gratitude towards my parents, and friends who were a continuous support system
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PROJECT OVERVIEW
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We travel, we communicate, we learned, and we evolved during time. An essential part of our life revolves around communication. Metros around the world are always seen as the lifeline of the city. An average person spends hours travelling, coming across thousands of new faces belonging to different cultures, yet it is the most passive space for interaction. Transit time has become the most unproductive time where most of the people are keeping themselves occupied swiping windows of multiple social networks on their smartphones. Metro has an immense potential to indulge in multiple personas and create an immersive experience for commuters and the space can reach out to a crowd and improve their real time interaction. The Art in Transit project looks at the nature of this city through the Metro Rail Transit System and inquires how experience, memory and fantasy invents this city that like many others is in a state of transition. The Art in Transit Collective is interested in a trans disciplinary framework that engages through art and design practices with the metro as a symbol of changing city. Keeping the project context in mind, my interest is tilting toward exploring multiple iteration for linguistic insecurity faced by people from different states and designing a medium through which people can learn different languages through storytelling. After analyzing my observation I reached to a conclusion that there is a huge divide between people who do not understand the same language, this divide doesn’t stay restricted to communication only, it gets extended to larger scale problems. Languages are the tools to communicate but sometimes it take a form of pride and could be perceived as a weapon. This project aims at the abeiting the disconnect between people who comes from different linguistic background. It can be achieved through multiple medium by increasing interaction in the metro space.
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SITE ANALYSIS
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Cubbon Park Metro Station
This metro station is on the junction of queens road and the cubbon road, this metro station could expect a vast variety of crowd from sports enthusiast, government officials, tourists etc. The advantage on my side of this metro is one its underground which gives a lot of opportunity to design my intervention based on interactive projections. The energy around all the entry points are diverse.
Vidhana Soudha
This metro station is in the center of the majestic architecture of Vidhana Soudha and Karnataka High Court. The vibes around this area is of a very strict, punctual and people are running around chasing time to complete the work they have been assigned to complete in that day. During the initial field visits we observed there are many contrasting elements in the area. Colonial architecture vs. Modern high-rise towers, street vendors vs. luxury brands, hot climate vs. cool breeze. Most of the organizations are there to make a statement of being present in that area. The names of the building and houses have a sense of luxury. Everything has a feeling of pride in them.
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IMMERSION PROCESS
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Food and People
As a part of our food habbit exercise we travel and talked to the people around the vicinity of High Court and Vidhana Soudha. We found that most of the lawyer skip their afternoon meal because of the odd timings which they compensate on a bowl of fruits and a glass of sugar cane juice. While interviewing people there came a point where to initaiate a conversation we framed a question incorrectly, “ Sir/Mam do you know english or hindi?“ and we got the taste of them being multi linguistic with a hard smile. After this we repeated the same method to start the conversation and more or less we got the same result. The insight we got is the pride in the local language Kannada and the respect towards their flag. Flag gives the sense of security and identity to every human, from this a new question came “ what is the need to have the state flag and why ?”
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M A Ramamurthy
During 1960s, theatres in K.G.Road and Majestic area in Bangalore gave first preference to nonKannada movies. In cultural programs held in the city, non-Kannadiga artists were patronised and Kannada employees were subjected to humiliation by non-Kannadiga colleagues in public sector units for professing their love of Kannada. The survival prospects for Kannada in Bangalore, the capital of Karnataka was very grim. At that time a number of enthusiastic Kannada lovers including litterateurs decided to start an organisation to fight for the cause of Kannada, Kannadigas and Karnataka. The result was the formation of Karnataka Samyuktha Ranga in 1962 with A.N.Krishna Rao as president and Ma.Ramamurthy as secretary. A newspaper, ‘Kannada Yuvajana’ was started for creating awareness among Kannadigas with Ma.Ramamurthy as editor. Both A.N.Krishna Rao and Ma.Ramamurthy used to deliver talks on the need to protect Kannada language and culture in different localities of the city. The celebration of Kannada Rajyothsava was initiated and youths all over the city and across the state organised for fighting the cause of Kannada and Karnataka. In 1966 Ma.Ramamurthy founded the Kannada Paksha with a view to protect the interests of Kannadigas and Karnataka. But the party failed to make any impact in the elections held to local bodies and state assembly causing disillusionment to Ma.Ramamurthy. But Ma.Ramamurthy succeeded in creating awareness among Kannadigas of the need to develop pride in their language and organised them to fight for the cause of Kannada and Karnataka. The self confidence infused by Ma.Ramamurthy resulted in the Kannadigas asserting themselves in their land. The Maker of Kannada flag: During 1960s and 1970s, migrants from a neighbouring state used to hoist the flag of a political party as a show of strength. This was resented by Kannadigas and Ma.Ramamurthy and other activists used to personally bring down these flags. Kannada activists felt the dire need of having their own flag and the result was the yellow and red flag designed by Ma.Ramamurthy which we have today.
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Research Question What is the dire need of having a flag of Karnataka? How to bridge the gap between people from different linguistic background? What are the common forms of communication which can be used to make an interaction between people from different linguistic background?
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Foreign Language Learning Through Stories “Human minds yield helplessly to the suction of story. No matter how hard we concentrate, no matter how deep we dig in our heels, we just can’t resist the gravity of alternate worlds. – Jonathan Gottschall” “Mirror Neurons” are a key component of effective storytelling. They recreate a certain experience or action in our own brains just from observing it in another person. When we read a great novel or watch an engaging movie, our brains sync with the story, causing us to experience the protagonist’s fear, sadness or joy as if it were our own. In that sense, storytelling is the original HoloDeck, a primordial virtual reality which is always accessible. By reading and listening to stories in a foreign language, we are not just learning about the target language and culture from the outside, we are actually experiencing it from the inside. Pulled along by the arc of storytelling (we want to know what’s next) and our empathy with the characters in the story, we quickly start recognizing patterns, picking up on phrases and pronunciation just as if we were in a “real” situation. When learning a foreign language, we sometimes forget that language is embedded into specific social situations and culture. Through storytelling we cannot only recreate “virtual” social situations in our brain but actively develop our social skills through cooperation and empathy, broaden our awareness of cultural peculiarities and find a sense of belonging.
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TPRS TPR Storytelling is a method for teaching foreign languages that was invented by Blaine Ray, a Spanish teacher in Bakersfield, California, in 1990. Concerned that his students were disinterested in the unexciting process of learning a language from a textbook, he began to use James Asher’s Total Physical Response to teach Spanish. Asher says that students acquire their second languages as they acquired their first languages. Our students learn as babies learn. Therefore, we should not expect them to produce the language before they have had an ample amount of time to listen to it. Blaine experienced great success, and the students began to be excited about his class. Although TPR has been the most effective method for acquiring a second language since it was invented in the 1960s, Blaine found that after hitting the “TPR wall,” he was unsure of what to do to move from the imperative to the narrative and descriptive modes of speech. He found that changing from commands to the third person singular allowed him to tell stories, a long-term memory technique. He found that asking the students to act out the parts of the characters in the stories preserved the highly effective physical element that had been so powerful in Classical TPR. As the technique was developed over the years, it became an all-encompassing method and methodology. The method combines Dr. James Asher’s Total Physical Response (TPR) with Dr. Stephen Krashen’s language acquisition strategies, allowing us to teach grammar, reading and writing along with vocabulary.
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Social Experiment and Interview my curiosity lead me to ask the local people wether they could help me with learning kannada to which they were very helpful and even asked me to meet them everyday so that they coud teach me few of the basic conversation. Then i took it forward and i kept on asking about the kannada translation to almost every kannadiga people i met on the way wether the petrol pump attendent or cab driver or street side vendor. And the response was overwhelming, smile. My next step was to interview people who migrated to Bangalore, when asked that what is the difficulty they face in talking with the kannadigas their response was language, and when asked why cant they learn Kannada as people are very helpful to teach them here, for that i got the response that they are shy that they cant and what if they try and get humiliated. from these interview the other key thing which i noticed is that there is a want but are scared of how. While roaming around city using public transport I observed people entertain themself listening music, playing games or they keep themself busy on social network. From the insight i got is transit time could be used for urging people learn the language.
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PROJECT PROPOSAL
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Prelimenary Project Proposal
Working on the framework of Transit as social network, on the basis of my observations, and interviews with commuters and people, I felt the linguistic insecurity amongst people from different linguistic background. Language is the tool for conversation, but sometimes it is often misjudged as an impossible thing to learn, the lack of passion and inability to understand ones language send a person to denial of not able to learn. As a designer I have this challenge to how to motivate a person to learn a new language through a different medium such as storytelling or by rebus technique. By reading and listening to stories in a foreign language, we are not only learning about the target language and culture from the outside, we are actually experiencing it from inside. Pulled Along by the arc of storytelling we want to know what’s next and our empathy with the characters in the story, we quickly start recognizing patterns, picking up on phrases and pronounciation just as if we were in a real situation. The form, which I am looking forward to is a KIOSK, where commuters can explore the fun in playing with a new language, which could help people to learn a new language without even putting efforts in learning.
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Prelimenary Project Proposal
Working on the framework of Transit as social network, on the basis of my observations, and interviews with commuters and people, I felt the linguistic insecurity amongst people from different linguistic background. Language is the tool for conversation, but sometimes it is often misjudged as an impossible thing to learn, the lack of passion and inability to understand ones language send a person to denial of not able to learn. As a designer I have this challenge to how to motivate a person to learn a new language through a different medium such as storytelling or by rebus technique. By reading and listening to stories in a foreign language, we are not only learning about the target language and culture from the outside, we are actually experiencing it from inside. Pulled Along by the arc of storytelling we want to know what’s next and our empathy with the characters in the story, we quickly start recognizing patterns, picking up on phrases and pronounciation just as if we were in a real situation. The form, which I am looking forward to is a KIOSK, where commuters can explore the fun in playing with a new language, which could help people to learn a new language without even putting efforts in learning.
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Final Project Proposal
In my initial proposal i have proposed storytelling and familiar stories to translated in a mix of english and kannada as a media but as a medium a kiosk has a very audience taking this as a challenge the form which i am looking at is the app which could cater a wide variety of audience. the second challenge is the understanding of content fow which i thought a basic set of vocabulary should help the user build up the confidance in grabing up more of the story. The feedback which i got is learning through stories is one thing how will people use it. so taking all the feedbacks and the points came out of the discussion.
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CONCEPTUALISATION
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Language Games “ Tell me, and i’ll forget. Show me, and I may remember. Involve me, and i’ll Understand” “ games helps you learn without any fear of making mistakes in public” Benefits of Games Problem solving Memory Focus Mental Agility
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Language Tools MCQ Puzzles Translate (Kannada to English) Listen and Type Match the pair Fill in the blanks Phonetics Everyday Conversation Situation Based Conversation
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Content Basic Vocabulary Basic Conversation Navigation Flirt/Quirky Lines Abuses Food Order Metro/ Bus/ Train Parking Market
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Game Flowchart
Start Question Answer if Question Answer End 26
Hurdles
Iteration
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