Talk to People
Activity 2C
I asked some family members to tell me a story from the three images. (They put the images in thier own order). Here is what they came up with;
Stuart, 20 - Drum Teacher
Looking out of a plane, going on holiday to Greece.
Plane landed and they take a walk along the coast with some palm trees.
They meet their friend who is waiting for them at the beach.
Lisa, 14 - high shool student
Looking out of a plane that is talking them on holiday to Spain.
They meet a woman on the beach who tells them of a nice walk.
They go on the nice walk.
Audrey, 35 - Care Taker
People going on holiday to the Med.
When they get there they go for a stroll near the lake.
They meet a nice woman who shares interesting sights for them to visit.
Alan, 26 - SalesMan
On a plane going on holiday.
plane crashes and they land near a lake and some palm trees.
They find a woman to help them.
I found that from the people i asked, they automatically put the image of the island first which was interesting. I also found that most of them put the image of the path and palm trees second.
I did this in a group so we all met up after asking family and friends, and we decided on a target story from one of our results. Our target story is from Sarah Mitchell. Amoung the people she asked, she chose her mum's story of the images.
Tuesday, 16 February 2010
The Rhetoric of the Image - by Roland Barthes
Activity 2a
For the first part of the assignment, we were asked to read ‘The Rhetoric of the Image’ by Roland Barthes. Whilst reading the text we were to try and make connections with what Barthes was saying and link this to our discipline. My discipline is Textiles, so I was looking out for ways to relate the text to Textiles.
On reading the text, I found it very difficult to understand. There were many sentences that I could not make sense of. I tried my best to understand it, so I took notes and tried to put the text in to my own words. Once I had read the text, I got together with my group to discuss what we understood from it and how it relates to Textiles.
Here are a few of the main points I gathered from the text;
The idea that images mean more than one thing (POLYSEMY) but that text fixes meaning.
Important questions raised –
• How does meaning get in to the image?
• Where does it end?
• And if it ends, where is the beyond?
In Advertising, the signification of the image is intentional therefore, advertisers get straight to the point and they know how to target us.
Messages within an image can be broken down.
Colours are significant - they can suggest meanings and stories.
What we see in a photograph is never the same as what we see in real life.
When we look at a photograph we assume the story within it because of who we are and our backgrounds, therefore everyone may see a different story to others when looking at a photograph.
Text is added so that people don’t ask the obvious through words.
Photography – having been there - which is called the spectational consciousness
Film – being there – fictional consciousness
Anthropological – study of people, society and culture.
Lexical – relating to words of a language
We as people cannot see an image without giving it a meaning
There are many connotations for one image - ‘abstract idea from basic meaning’, this connotation also relates to textiles.
Connotations can be rhetorical – ‘idea of ideology’
Images and their meaning can be altered depending on who, where and when they are looked at and what feelings that person has at that time.
So, how does the text relate to Textiles?
Throughout the text it refers to an image having several meanings. As a Textile student, images always mean more than one thing to me. In my sketchbook for example; I start by collecting first hand information. I then use this information to develop in to designs. So, looking at my first hand information, I see more than one possibility to translate on to fabric. The images in my sketchbook suggest several different translations for using on fabrics.
Also the text mentions a connotation of abstracting an idea from its basic meaning. This relates to Tetxtiles in the sense that we as designers, abstract information from first had sources and develop it in to something new.
Another indication I got from the text that as textile designer, in the future it is possible that I will have a different view on my finished products than my potential clients will. Also, because of my discipline I am prone to interpreting clients views in a different way from them. This therefore addresses me that for future reference I will need to think in the mind of a designer, but also in the mind of a client to be successful.
Activity 2a
For the first part of the assignment, we were asked to read ‘The Rhetoric of the Image’ by Roland Barthes. Whilst reading the text we were to try and make connections with what Barthes was saying and link this to our discipline. My discipline is Textiles, so I was looking out for ways to relate the text to Textiles.
On reading the text, I found it very difficult to understand. There were many sentences that I could not make sense of. I tried my best to understand it, so I took notes and tried to put the text in to my own words. Once I had read the text, I got together with my group to discuss what we understood from it and how it relates to Textiles.
Here are a few of the main points I gathered from the text;
The idea that images mean more than one thing (POLYSEMY) but that text fixes meaning.
Important questions raised –
• How does meaning get in to the image?
• Where does it end?
• And if it ends, where is the beyond?
In Advertising, the signification of the image is intentional therefore, advertisers get straight to the point and they know how to target us.
Messages within an image can be broken down.
Colours are significant - they can suggest meanings and stories.
What we see in a photograph is never the same as what we see in real life.
When we look at a photograph we assume the story within it because of who we are and our backgrounds, therefore everyone may see a different story to others when looking at a photograph.
Text is added so that people don’t ask the obvious through words.
Photography – having been there - which is called the spectational consciousness
Film – being there – fictional consciousness
Anthropological – study of people, society and culture.
Lexical – relating to words of a language
We as people cannot see an image without giving it a meaning
There are many connotations for one image - ‘abstract idea from basic meaning’, this connotation also relates to textiles.
Connotations can be rhetorical – ‘idea of ideology’
Images and their meaning can be altered depending on who, where and when they are looked at and what feelings that person has at that time.
So, how does the text relate to Textiles?
Throughout the text it refers to an image having several meanings. As a Textile student, images always mean more than one thing to me. In my sketchbook for example; I start by collecting first hand information. I then use this information to develop in to designs. So, looking at my first hand information, I see more than one possibility to translate on to fabric. The images in my sketchbook suggest several different translations for using on fabrics.
Also the text mentions a connotation of abstracting an idea from its basic meaning. This relates to Tetxtiles in the sense that we as designers, abstract information from first had sources and develop it in to something new.
Another indication I got from the text that as textile designer, in the future it is possible that I will have a different view on my finished products than my potential clients will. Also, because of my discipline I am prone to interpreting clients views in a different way from them. This therefore addresses me that for future reference I will need to think in the mind of a designer, but also in the mind of a client to be successful.
Tuesday, 2 February 2010
Assignment 1 - The Consumption of Design
Part 1C
For this part of the assignment, every student was asked to find a person that they do not know very well and swap personal photographs with them. I swapped photo's with a girl called Serena who is currently studying Textiles. I do not know this person very well and I have no knowledge of her background or
personal information. She gave me photo's of her bedroom and study area and I gave her photo's of myself growing up. The next part of the experiment was to investigate the photo's and gather as much information as possible about that person.
The first set of photos I looked at are of her bedroom and close ups of objects around the room. At first glance, the main thing that jumped out to me is the colour red. Also the colours pink and purple are evident. These colours show an influence on her personal style, for example, she has a red throw on her bed and a red cushion. She also has a red, pink and purple head board. Pictures on her wall are of shoes, mainly stilettos which suggests she has interest in fashion and high heeled shoes. Also on one of the pictures is the title 'Vogue' which is also an indication of her interest in fashion. I also got the impression that she is interested in the French language as this is present on some of her pictures on the wall. This indicates to me that she is an elegant person who appreciates the beautiful things in life and is able to find something so simple but still be able to find its inner beauty. I noticed that with these elegant possessions, she adds her own style on to them by adding a bit of glamour. An example of this is that, there are two pictures on her wall that are very simple, but on top of them both she has placed a coloured, sparkly flower.
Another thing to strike me about her bedroom is that she still has a single bed. Her bedroom looks big enough to have a double bed so it is interesting that this girl who is no longer a teenager still has a single bed. One scenario of the single bed could be that her parents would not approve of her having a double bed, as this would indicate her growing up and becoming an adult with a developing sexuality. Another scenario could be that she likes to be reminded of her childhood. Every child has more than likely to have started off in a single bed so it is possible she likes to be reminded of a more happier time in her life, being a child with no worries and no stress. Another indication of this scenario is that she has some stuffed teddy bears on a stand. This too could be a reminder of her childhood and of a happier time. The last thing to comment on is that her room is very neat and tidy with little or no clutter, and she also shows good spatial awareness. I do feel though that she may spend more time in her study than in her bedroom due to the lack of clutter and possessions in her bedroom.
The next set of photographs are of her study area. It is clear that this girl likes to read. She has shelves on the wall and they consist mainly of books, with a lot of novels by the author Dean Koontz. She also has books on our planet Earth and of animals and the environment. This suggests to me that she is interested in both fact and fiction, which also suggests that she is well educated and has an interest in learning new information. As she obviously likes to read, I feel that she is the type of person that enjoys her own company and likes her privacy. A photo on her shelf of a camping environment is an indication to her liking nature and the outdoors. This links to the material she reads on animals and the Earth.
On her desk in her study area, the colour red is again very dominant. She has a Red chair, a red lamp, a red flower, red nail varnish, and a red folder. Having red as a favourite colour suggests that she is a very romantic person and very sensual. The book on her desk of what appeared to be of fruit and vegetables gave me the impression that she may like to grow her own and is also maybe garden orientated. A calendar of a polar bear is a clear indication of her being a lover of animals and nature. I also noticed that she has a collection of sun glasses which may be because she either likes them as an accessory or she may be fond of hot weather and being able to go outside. I think that she is a very neat person and she likes to have everything organised. I think this because I noticed that she has everything separated in to jars and containers.
The last thing that caught my attention is that she has a big collection of music. Having such a big collection indicates she likes a variety of music from old 60's music to present day pop music. Her interest in a variety of music is directly linked to her style in her bedroom and her study. She has a mixture of tastes and styles which suggests that she is an open minded person and she is not the sort of person to judge others on their appearance or their interests.
Part 1B
After analysing Serena's photographs and once she had analysed my photographs, we met up to discuss what information we had gathered about each other. Serena talked first about her findings. I gave her photo's from my childhood to the present day and I was completely shocked at how accurate she was. Firstly she noticed that in every photo when I am smiling, I do not ever show my teeth. For some reason I do not like showing my teeth when I smile and Serena was spot on with this. She also described my personality to me, some of which I did not even realise until she had said it. For instance, she noticed that I wear a lot of jewellery which suggested to her that I like to decorate myself and I like to be noticed. This is exactly true and she also guessed that I have piercing and body art. She discovered who my closest friend is, how important she is to me and how much she has influenced me throughout my life. It was a little bit uncomfortable that she described me as confident when I am with others but not so confident on my own. I had never really thought of myself like that before but it is a revelation to me. I do not like being on my own at any time and I definitely prefer the company of friends and family which is exactly what Serena thought. I thought that this part of the experiment was very over whelming. Being a research subject is a little uncomfortable as i did not know what that person would discover about me.
Serena gave me photographs of her bedroom and her study area. When we discussed what my findings were I believe she was a little shocked at how accurate I was on some things. I guessed correctly that her favourite colour is red and that she is a romantic person. I also guessed correctly that she is an animal lover and loves nature and the environment. She is a lover of high heels and fashion which I got right, also that she likes French which she actually studied at higher level in high school. I said to her that I thought her parents were maybe a bit strict with her being an adult as she still has a single bed and she told me that her mum is not very comfortable with her having a boyfriend. So my theory was a little accurate. My theory about her hidden pleasure of her poster in her cupboard, turned out to be a revelation to her. She had not really thought about it in that way before but she believes it to be true. I found this part of the experiment exciting. Researching a persons' life through photographs was a challenge but it was interesting to see what things i got right about that person.
For this part of the assignment, every student was asked to find a person that they do not know very well and swap personal photographs with them. I swapped photo's with a girl called Serena who is currently studying Textiles. I do not know this person very well and I have no knowledge of her background or
personal information. She gave me photo's of her bedroom and study area and I gave her photo's of myself growing up. The next part of the experiment was to investigate the photo's and gather as much information as possible about that person.
The first set of photos I looked at are of her bedroom and close ups of objects around the room. At first glance, the main thing that jumped out to me is the colour red. Also the colours pink and purple are evident. These colours show an influence on her personal style, for example, she has a red throw on her bed and a red cushion. She also has a red, pink and purple head board. Pictures on her wall are of shoes, mainly stilettos which suggests she has interest in fashion and high heeled shoes. Also on one of the pictures is the title 'Vogue' which is also an indication of her interest in fashion. I also got the impression that she is interested in the French language as this is present on some of her pictures on the wall. This indicates to me that she is an elegant person who appreciates the beautiful things in life and is able to find something so simple but still be able to find its inner beauty. I noticed that with these elegant possessions, she adds her own style on to them by adding a bit of glamour. An example of this is that, there are two pictures on her wall that are very simple, but on top of them both she has placed a coloured, sparkly flower.
In her wardrobe, the first thing I noticed are loads of browns, blacks, whites and greys with a few flashes of reds and blues. This suggests that she has an her own individual style that seems to be a safe colour palette. The flashes of reds and blues are telling the story of how the person has begun to develop and take risks with her personality and sense of style. The few flashes suggest that she is not yet confident enough to explore her style to its full potential. I also noticed that she has placed her shoes neatly on the floor of her wardrobe in straight line, which suggests that she is an organized person.
Another thing to strike me about her bedroom is that she still has a single bed. Her bedroom looks big enough to have a double bed so it is interesting that this girl who is no longer a teenager still has a single bed. One scenario of the single bed could be that her parents would not approve of her having a double bed, as this would indicate her growing up and becoming an adult with a developing sexuality. Another scenario could be that she likes to be reminded of her childhood. Every child has more than likely to have started off in a single bed so it is possible she likes to be reminded of a more happier time in her life, being a child with no worries and no stress. Another indication of this scenario is that she has some stuffed teddy bears on a stand. This too could be a reminder of her childhood and of a happier time. The last thing to comment on is that her room is very neat and tidy with little or no clutter, and she also shows good spatial awareness. I do feel though that she may spend more time in her study than in her bedroom due to the lack of clutter and possessions in her bedroom.
The next set of photographs are of her study area. It is clear that this girl likes to read. She has shelves on the wall and they consist mainly of books, with a lot of novels by the author Dean Koontz. She also has books on our planet Earth and of animals and the environment. This suggests to me that she is interested in both fact and fiction, which also suggests that she is well educated and has an interest in learning new information. As she obviously likes to read, I feel that she is the type of person that enjoys her own company and likes her privacy. A photo on her shelf of a camping environment is an indication to her liking nature and the outdoors. This links to the material she reads on animals and the Earth.
In the cupboard in her study, I noticed that it is not tidy like her bedroom. It feels like she uses this as a secret space to hide things that she does not want others to see. Also there is a poster on the inside of the door which says 'The first Kiss'. This suggests to me that she has a hidden secret of how much she enjoys romance and the title suggests that she likes the magic within a first kiss and the start of a romantic relationship. I have not really seen anything to indicate if she has a boyfriend but from my perception of her either she likes the thought of having a boyfriend or if she does have one then I would think that she has been with this person for a long time. I did see a photo of a man playing a trumpet so this tells me that she has a musical family member or close friend.
The last thing that caught my attention is that she has a big collection of music. Having such a big collection indicates she likes a variety of music from old 60's music to present day pop music. Her interest in a variety of music is directly linked to her style in her bedroom and her study. She has a mixture of tastes and styles which suggests that she is an open minded person and she is not the sort of person to judge others on their appearance or their interests.
Part 1B
After analysing Serena's photographs and once she had analysed my photographs, we met up to discuss what information we had gathered about each other. Serena talked first about her findings. I gave her photo's from my childhood to the present day and I was completely shocked at how accurate she was. Firstly she noticed that in every photo when I am smiling, I do not ever show my teeth. For some reason I do not like showing my teeth when I smile and Serena was spot on with this. She also described my personality to me, some of which I did not even realise until she had said it. For instance, she noticed that I wear a lot of jewellery which suggested to her that I like to decorate myself and I like to be noticed. This is exactly true and she also guessed that I have piercing and body art. She discovered who my closest friend is, how important she is to me and how much she has influenced me throughout my life. It was a little bit uncomfortable that she described me as confident when I am with others but not so confident on my own. I had never really thought of myself like that before but it is a revelation to me. I do not like being on my own at any time and I definitely prefer the company of friends and family which is exactly what Serena thought. I thought that this part of the experiment was very over whelming. Being a research subject is a little uncomfortable as i did not know what that person would discover about me.
Serena gave me photographs of her bedroom and her study area. When we discussed what my findings were I believe she was a little shocked at how accurate I was on some things. I guessed correctly that her favourite colour is red and that she is a romantic person. I also guessed correctly that she is an animal lover and loves nature and the environment. She is a lover of high heels and fashion which I got right, also that she likes French which she actually studied at higher level in high school. I said to her that I thought her parents were maybe a bit strict with her being an adult as she still has a single bed and she told me that her mum is not very comfortable with her having a boyfriend. So my theory was a little accurate. My theory about her hidden pleasure of her poster in her cupboard, turned out to be a revelation to her. She had not really thought about it in that way before but she believes it to be true. I found this part of the experiment exciting. Researching a persons' life through photographs was a challenge but it was interesting to see what things i got right about that person.
Friday, 22 January 2010
SEMESTER 2 - Lecture 1 - follow up work.
The lecture this morning ( friday 22nd January) was called 'The Canon'. It was based on what we as individuals believe is good or bad, and where these influences come from. We were asked to do a series of small experiments in small groups. One task was to make a list of our top 5 favourite films, albums, composers and designers. The aim of the experiment was to see how many people wrote down the same things for these catagories and to determine why these choices were made. For example, when asked to say what we wrote down for composers, everyone baisically wrote the same things - Mozart, Beethoven etc. Most people in this case do not even listen to classical music or even know who these 'famous' composers are. We all wrote these names down because we have heard of them before for being famous and there fore we think that these were the right choices to write down, nothing to do with personal preference. So, to summerise, we are being made to think about these things in the sense that we can not have opinions on matters we have no knowledge about i.e saying that Mozart is the top composer. This may be true but we proved today that we can not say this as we all showed that we have no knowledge of his work, only the influence of others ( media, parents, friends etc) saying that this composer is one of the best. 'We have to make our own opinions and think for ourselves' - is the message i got from the lecture this morning. I do feel though that in some cases, influences of others may become helpful at some point. While reading the handbook the next steps suggest answering the following questions;
Consider how you ended up studying design—who influenced you?
I have always had an interest in art, but thinking back to high school and when decisions had to be made, i never actually chose to go to Art School on my own. I remember in 5th or 6th year when everyone was chosing where to go next and what college or university to go to, i had no idea! My three close friends had decided to go to Graham Street College to do a portfolio and i remember thinking,' i may aswell just do what they are doing.' Ofcourse i wanted to do art, but i didn't no how to go about it or what steps to take. My friends were the ones that got me my application and told me what to right etc. After college it was up to me to decide for my self what to do next. Even though it was my friends that influenced me to take the art\design route, without them i would maybe be somewhere else right now. Thankfully their influnce has lead me to Duncan of Jordanstone and it was the best decision that i have ever made. In this case i am greatful for the influences of others to have gotten me to where i am now.
Who inspired you?
In terms of who inspired me to follow art, i would firstly say my 3rd year art teacher at high school. She was a stand in teacher but became permanent and she was always telling me that she thought i was talented. It was a great feeling being told that you are good at something. So i guess because this made me feel good about myself, it inspired me in the long run that art is what i should be doing. Secondly i would have to say my experience at Graham Street College. It was inspiring because i had an amazing time there and the tutors made every class so exciting which made me realise that i should definetley be doing something i enjoy, and this was it! My first experience in a life drawing class really got my adrenalin going! I loved it! The class i had with Anne was my first experience with design methologies. I loved this class and it was this specific class that opened me up to the other possibilities i could chose from; Design.
Why do you like the things you like?
I guess i like somethings because of influences from friends, siblings, media, etc. My best friend has through the years influenced me on most things i like, i.e she changed my taste in music. This was a clear influencial change because the music i use to listen to is the complete opposite to what i listen to now and its the same as what she listens to. I also use to copy my older sister when i was younger in everything she liked. If she liked it, i liked it. In a way, some of the things i like have been from influences of others, but my own taste has developed from this throughout the years. If it wasn't for my friend i would never have discovered my all time favourite film - Labyrinth! The best film in the world. Most of my fashion taste is from a mixture of influences like, magazines, television, friends, random people in the streets that are wearing something i like etc. So i couldn't have aquired the things i like without some influence of others.
Are ‘taste’ and artistic ability genetic?
In my opinion, i would say that taste is not genetic. It is developed throughout a life time with the influences of the world around us and everything that is in it. A person's taste is forever changing and developing. A person's up-bringing i would say is a big part in this. However, i feel that artistic ability may be genetic as my father, brother, younger sister, and a few of my aunty's are all artistic. Infact a few of my relatives have even went to Art College. So yes, i do believe artistic ability is genetic, even if others believe that this is not the case.
Consider how you ended up studying design—who influenced you?
I have always had an interest in art, but thinking back to high school and when decisions had to be made, i never actually chose to go to Art School on my own. I remember in 5th or 6th year when everyone was chosing where to go next and what college or university to go to, i had no idea! My three close friends had decided to go to Graham Street College to do a portfolio and i remember thinking,' i may aswell just do what they are doing.' Ofcourse i wanted to do art, but i didn't no how to go about it or what steps to take. My friends were the ones that got me my application and told me what to right etc. After college it was up to me to decide for my self what to do next. Even though it was my friends that influenced me to take the art\design route, without them i would maybe be somewhere else right now. Thankfully their influnce has lead me to Duncan of Jordanstone and it was the best decision that i have ever made. In this case i am greatful for the influences of others to have gotten me to where i am now.
Who inspired you?
In terms of who inspired me to follow art, i would firstly say my 3rd year art teacher at high school. She was a stand in teacher but became permanent and she was always telling me that she thought i was talented. It was a great feeling being told that you are good at something. So i guess because this made me feel good about myself, it inspired me in the long run that art is what i should be doing. Secondly i would have to say my experience at Graham Street College. It was inspiring because i had an amazing time there and the tutors made every class so exciting which made me realise that i should definetley be doing something i enjoy, and this was it! My first experience in a life drawing class really got my adrenalin going! I loved it! The class i had with Anne was my first experience with design methologies. I loved this class and it was this specific class that opened me up to the other possibilities i could chose from; Design.
Why do you like the things you like?
I guess i like somethings because of influences from friends, siblings, media, etc. My best friend has through the years influenced me on most things i like, i.e she changed my taste in music. This was a clear influencial change because the music i use to listen to is the complete opposite to what i listen to now and its the same as what she listens to. I also use to copy my older sister when i was younger in everything she liked. If she liked it, i liked it. In a way, some of the things i like have been from influences of others, but my own taste has developed from this throughout the years. If it wasn't for my friend i would never have discovered my all time favourite film - Labyrinth! The best film in the world. Most of my fashion taste is from a mixture of influences like, magazines, television, friends, random people in the streets that are wearing something i like etc. So i couldn't have aquired the things i like without some influence of others.
Are ‘taste’ and artistic ability genetic?
In my opinion, i would say that taste is not genetic. It is developed throughout a life time with the influences of the world around us and everything that is in it. A person's taste is forever changing and developing. A person's up-bringing i would say is a big part in this. However, i feel that artistic ability may be genetic as my father, brother, younger sister, and a few of my aunty's are all artistic. Infact a few of my relatives have even went to Art College. So yes, i do believe artistic ability is genetic, even if others believe that this is not the case.
Monday, 14 December 2009
Here is some of the work i did in semester one. i loved semester 1, life drawing is a favourite of mine, just wish we had more time to do it!!
This is some of my sketchbook work, i chose to study Buddhist Symbols. I looked at the Eight Auspicious Symbols and this some of the work i produced relating to this topic.
These are my four final presentation boards. I firstly did an inspiration board showing what things influenced me for my research. The next 2 boards ar edevelopment boards showing samples i created from developing my research in my sketchbook. I chose to show 2 weave samples which are on board 2, and 2 mixed media samples which are on board 3. I felt that these were my most successful pieces. The final board is my final designs translated through fashion design. I chose to contextulise 3 pieces, which are a skirt from mixed media, a dress from mixed media and a jacket from weave.
Wednesday, 2 December 2009
Assignment 4. Reading and Reviewing
Buzan, T & B (2006) The Mind Map Book, Division 1 - Chapter 1, BBC Active
I have chosen to review this book because it is all about the brain and some of the ways it can be used. This is relevant to my research for assignment 2 because the book offers me information on the inner workings of the brain. I think this would be a good start because i need to understand the concept of the brain and things it is used for just now, before i can move on to researching 'new' ways of using the brain. I am reffereing to my chosen topic in assignment 2 which consists of using the brain to control movements/objects without the use of hands.
The part of this book that i am looking at is based upon the discoveries of the human brain. What we know about the brain, reffering to scients etc, is only a tiny percentage of what is still to be discovered according to the author. (Buzan 2006:24) We do know enough however, to make changes and have veiws of ourselves and of others. Questions raised in this division by the author are;
What are the component parts of our brains?
How do we process information?
What are the brain's main functions?
How are the skill centres distributed through the brain?
How do we learn and what do we recall most easily?
Is the human brain fundamentally a pattern-making and pattern-seeking device?
What are the techniques used by those extraordinary yet normal people who have been able to remember so much more than their peers?
Why are so many people in despair over the capacity and function of their brains?
What is the natural and appropriate way to think?
What is the natural and appropriate expression of human thought?
The answers to these questions is the most important information and is the main purpose of the first division in the book. After reviewing the division, i believe that the first few questions are the most relevant and the answers are found within chapters one and two of the divsion. Chapter one is called 'The Amazing Brain',which gives detailed information concerning the foundations of the brain. An interesting fact that the author states is that, in each human brain there are an estimated one million, million (1 000 000 000 000) brain cells.(Buzan 2006:27)
Although the author has alot of interesting facts and information, the author does not state if the information is from his own research or from other sources. There is a bibliography that lists all the places that the author gathered information from, but it does not state what information is from these sources and its obviously at the back of the book. I think that it would have been more helpfull if the author stated what information he has used from other sources at the time he uses this information. Chapter 2 is called 'The Great Brains'. This chapter looks into the brains throughout history that are considered to be 'great'. The author conducted an experiment to see who people assume have 'great brains', and names such as Leonardo da Vinci, Picasso and Einstein were mentioned. The author has supporting evidence to show that these names have infact achieved their greatness by using more of their brain with a wider range of mental skills.(Buzan 2006:39)
Reading through this book has given me a better understanding of some of the mysterious ways in which the brain works. This information is a starting point into my research into the more complicated ways of using the brain. Information supporting this is a link that i have found demonstrating the brain being used more intensely with new technology. http://www.engadget.com/Toyato-mindcontrolledwheelchair
Chib, VS (2009) The Separate Neural Control of Hand Movements and Contact Forces,Journal of Neuroscience 29,
This jounal is based on the investigation of manipulating an object aroused by Two views that are up for disscusion; one view is that motions and contact forces are controlled by seperate neural processes and the second view is that motions and contact forces are controlled together with a single neural proccess.(Chib 2009:3939) The author, then designed a series of tasks to evaluate the investigation. Chib suggests that Studies of the motor system focus on the production of movements. Also, Chib suggests that motor contol and object manipulation are important to the exacution of movements and well regulated contact forces. This is demonstraited by the task of writing on a blackboard with a piece of chalk. While using the chalk to produce words, the right amount of contact force must be applied. This means that if the chalk is pressed to lightly then no trace of the chalk will be visable, and if too much preasure is released then the chalk will break.(Chib 2009:3939) So, Chib is pointing out that the correct motion control and contact force is used together to manipulate an object. The author used information about this theory from another source (Raibert and Craig, 1981; Mason, 1986; Spong et al., 1989). With that explanation of motions and contact forces, i understand the concept in which the author is investigating.
Chib explains that motions and forces are coupled together like muscles, but the author raises the key point that it is yet to be determinedwhether the brain controls these two subjects separately or together in a single neural control module. This is a crucial statistic as it is the basis of the experiments conducted by the author. Chib conducted an experiment using eight, right handed, adults of ages between 24-34 years old. The experiment consisted of three blocks; force block, motion block,and combined block. The subjects practiced each block for 60 trials. Experimental blocks consisted of training trials in which visual feedback was presented throughout movement and evaluation trials in which visual feedback was suppressed during movement. Trials with no visual feedback were used to evaluate performance before training, with no stimulation, to test the effect of (the delivery of transcranialmagnetic stimulation) TMS of left (posterior parietal cortex) PPC (to disrupt the control of hand motions), and to test control stimulation of right PPC.(Chib 2009:3940)
In a disscussion about the results of the experiments, The author implies that the results lead him to conclude that (1) the posterior parietalcortex (PPS) is critical for the neural control of hand motions but not for the regulation of interaction forces; (2) the nervous system uses a hybrid motion/force control strategy in tasks that involve mechanical contacts with the environment; and (3) practice of tasks involving contact forces and motions enhances the mutual independence of force and motion control.(Chib 2009:3945) Subjects learned to control the desired performance by using a correct combination of motion and force policies. This journal in my opinion gives a good investigation of object manipulation using the brain. It is not purely based on evidence as it is a process through experiments and tasks to achieve evidence. Each experiment was analysed and the author mentions various places he and the other authors of this journal retrieved information on helping them conduct thier experiments. (Talairach and Tournoux, 1998), (Chouinard et al., 2003; MacDonald and Paus, 2003), (Rushworth et al., 2001; Andersen and Buneo, 2002). They are a few of the resourses mentioned by the aurhor of where he gathered his information from. The evidence that was produced however, is new evidence and it shows that individual cortical circuits are important to the control of force and motion, both individually and in tasks that use concurrent control. (Chib 2009:3946)
CONNECTING INFORMATION
The article and the book that i reviewed,i found both sets of information helpful for my research. The article has experiments to investigate matters of the brain, showing full bodied diagrams, results, disscussions and conclusions. Evidence is clear which is helpfull in showing me that this information is reliable. The book, also shows experiments and detailed information regarding the human brain. A full bibliography is presented, however i would have found it more useful if the author stated which information is from which source. The article shows how reseach of the brain is on going and is developing which is a key concept within the book. The book describes how the brain is no where near completely understood and research will continue to try to understand the mechanism that has not yet been solved. The article and the book are perfectly supporting eachother because both texts are trying to understand the human brain and how the different areas can be used. They are also both trying to show an understanding of how only a small fraction of the brain is used today and carring out experiments to prove how these parts function. They are also using experiments to try and tap into other parts.
The artical focuses on how motions and forces work together within the brain. The division i viewed in the book focuses on how the brain works as a whole and what parts we use for different things. These texts emphasise eachothers points made and evidence that is retrieved. A clear link between these texts is that the author of the artical would firstly need to know the basic information about the brain to go on to further investigation of the brain. The book offers this information, so the book acts as a starting point in learning about the brain where as the artical is a further investigation and development. The artical is taking a small task that the brain carries out and then opening up this task to explore and investigate the details of how this task is carried out. This is a clear development of the book.
NEXT STEP
If i were to futher investigate this topic, i would need to search for more articals and books relating to brain metholodgy. I would need to go in to further depth of exploring the little details of the brain that i would need to understand more fully before moving on to the new technology of the brain being investigated today. Perhaps it would be helpfull to speak to a specialist in this area i.e a brain surgeon or scientist. With someone explaining these important facts to me rather than just reading about it, i think this would help me to understand the complexity.
BIBLIOGRAPHY
Buzan, T & B (2006) The Mind Map Book, Division 1 - Chapter 1, BBC Active
Chib, VS (2009) The Separate Neural Control of Hand Movements and Contact Forces,Journal of Neuroscience 29
Chouinard et al., 2003; MacDonald and Paus, 2003
Raibert and Craig, 1981; Mason, 1986; Spong et al., 1989
Rushworth et al., 2001; Andersen and Buneo, 2002
Talairach and Tournoux, 1998.
http://www.engadget.com/Toyato-mindcontrolledwheelchair
I have chosen to review this book because it is all about the brain and some of the ways it can be used. This is relevant to my research for assignment 2 because the book offers me information on the inner workings of the brain. I think this would be a good start because i need to understand the concept of the brain and things it is used for just now, before i can move on to researching 'new' ways of using the brain. I am reffereing to my chosen topic in assignment 2 which consists of using the brain to control movements/objects without the use of hands.
The part of this book that i am looking at is based upon the discoveries of the human brain. What we know about the brain, reffering to scients etc, is only a tiny percentage of what is still to be discovered according to the author. (Buzan 2006:24) We do know enough however, to make changes and have veiws of ourselves and of others. Questions raised in this division by the author are;
What are the component parts of our brains?
How do we process information?
What are the brain's main functions?
How are the skill centres distributed through the brain?
How do we learn and what do we recall most easily?
Is the human brain fundamentally a pattern-making and pattern-seeking device?
What are the techniques used by those extraordinary yet normal people who have been able to remember so much more than their peers?
Why are so many people in despair over the capacity and function of their brains?
What is the natural and appropriate way to think?
What is the natural and appropriate expression of human thought?
The answers to these questions is the most important information and is the main purpose of the first division in the book. After reviewing the division, i believe that the first few questions are the most relevant and the answers are found within chapters one and two of the divsion. Chapter one is called 'The Amazing Brain',which gives detailed information concerning the foundations of the brain. An interesting fact that the author states is that, in each human brain there are an estimated one million, million (1 000 000 000 000) brain cells.(Buzan 2006:27)
Although the author has alot of interesting facts and information, the author does not state if the information is from his own research or from other sources. There is a bibliography that lists all the places that the author gathered information from, but it does not state what information is from these sources and its obviously at the back of the book. I think that it would have been more helpfull if the author stated what information he has used from other sources at the time he uses this information. Chapter 2 is called 'The Great Brains'. This chapter looks into the brains throughout history that are considered to be 'great'. The author conducted an experiment to see who people assume have 'great brains', and names such as Leonardo da Vinci, Picasso and Einstein were mentioned. The author has supporting evidence to show that these names have infact achieved their greatness by using more of their brain with a wider range of mental skills.(Buzan 2006:39)
Reading through this book has given me a better understanding of some of the mysterious ways in which the brain works. This information is a starting point into my research into the more complicated ways of using the brain. Information supporting this is a link that i have found demonstrating the brain being used more intensely with new technology. http://www.engadget.com/Toyato-mindcontrolledwheelchair
Chib, VS (2009) The Separate Neural Control of Hand Movements and Contact Forces,Journal of Neuroscience 29,
This jounal is based on the investigation of manipulating an object aroused by Two views that are up for disscusion; one view is that motions and contact forces are controlled by seperate neural processes and the second view is that motions and contact forces are controlled together with a single neural proccess.(Chib 2009:3939) The author, then designed a series of tasks to evaluate the investigation. Chib suggests that Studies of the motor system focus on the production of movements. Also, Chib suggests that motor contol and object manipulation are important to the exacution of movements and well regulated contact forces. This is demonstraited by the task of writing on a blackboard with a piece of chalk. While using the chalk to produce words, the right amount of contact force must be applied. This means that if the chalk is pressed to lightly then no trace of the chalk will be visable, and if too much preasure is released then the chalk will break.(Chib 2009:3939) So, Chib is pointing out that the correct motion control and contact force is used together to manipulate an object. The author used information about this theory from another source (Raibert and Craig, 1981; Mason, 1986; Spong et al., 1989). With that explanation of motions and contact forces, i understand the concept in which the author is investigating.
Chib explains that motions and forces are coupled together like muscles, but the author raises the key point that it is yet to be determinedwhether the brain controls these two subjects separately or together in a single neural control module. This is a crucial statistic as it is the basis of the experiments conducted by the author. Chib conducted an experiment using eight, right handed, adults of ages between 24-34 years old. The experiment consisted of three blocks; force block, motion block,and combined block. The subjects practiced each block for 60 trials. Experimental blocks consisted of training trials in which visual feedback was presented throughout movement and evaluation trials in which visual feedback was suppressed during movement. Trials with no visual feedback were used to evaluate performance before training, with no stimulation, to test the effect of (the delivery of transcranialmagnetic stimulation) TMS of left (posterior parietal cortex) PPC (to disrupt the control of hand motions), and to test control stimulation of right PPC.(Chib 2009:3940)
In a disscussion about the results of the experiments, The author implies that the results lead him to conclude that (1) the posterior parietalcortex (PPS) is critical for the neural control of hand motions but not for the regulation of interaction forces; (2) the nervous system uses a hybrid motion/force control strategy in tasks that involve mechanical contacts with the environment; and (3) practice of tasks involving contact forces and motions enhances the mutual independence of force and motion control.(Chib 2009:3945) Subjects learned to control the desired performance by using a correct combination of motion and force policies. This journal in my opinion gives a good investigation of object manipulation using the brain. It is not purely based on evidence as it is a process through experiments and tasks to achieve evidence. Each experiment was analysed and the author mentions various places he and the other authors of this journal retrieved information on helping them conduct thier experiments. (Talairach and Tournoux, 1998), (Chouinard et al., 2003; MacDonald and Paus, 2003), (Rushworth et al., 2001; Andersen and Buneo, 2002). They are a few of the resourses mentioned by the aurhor of where he gathered his information from. The evidence that was produced however, is new evidence and it shows that individual cortical circuits are important to the control of force and motion, both individually and in tasks that use concurrent control. (Chib 2009:3946)
CONNECTING INFORMATION
The article and the book that i reviewed,i found both sets of information helpful for my research. The article has experiments to investigate matters of the brain, showing full bodied diagrams, results, disscussions and conclusions. Evidence is clear which is helpfull in showing me that this information is reliable. The book, also shows experiments and detailed information regarding the human brain. A full bibliography is presented, however i would have found it more useful if the author stated which information is from which source. The article shows how reseach of the brain is on going and is developing which is a key concept within the book. The book describes how the brain is no where near completely understood and research will continue to try to understand the mechanism that has not yet been solved. The article and the book are perfectly supporting eachother because both texts are trying to understand the human brain and how the different areas can be used. They are also both trying to show an understanding of how only a small fraction of the brain is used today and carring out experiments to prove how these parts function. They are also using experiments to try and tap into other parts.
The artical focuses on how motions and forces work together within the brain. The division i viewed in the book focuses on how the brain works as a whole and what parts we use for different things. These texts emphasise eachothers points made and evidence that is retrieved. A clear link between these texts is that the author of the artical would firstly need to know the basic information about the brain to go on to further investigation of the brain. The book offers this information, so the book acts as a starting point in learning about the brain where as the artical is a further investigation and development. The artical is taking a small task that the brain carries out and then opening up this task to explore and investigate the details of how this task is carried out. This is a clear development of the book.
NEXT STEP
If i were to futher investigate this topic, i would need to search for more articals and books relating to brain metholodgy. I would need to go in to further depth of exploring the little details of the brain that i would need to understand more fully before moving on to the new technology of the brain being investigated today. Perhaps it would be helpfull to speak to a specialist in this area i.e a brain surgeon or scientist. With someone explaining these important facts to me rather than just reading about it, i think this would help me to understand the complexity.
BIBLIOGRAPHY
Buzan, T & B (2006) The Mind Map Book, Division 1 - Chapter 1, BBC Active
Chib, VS (2009) The Separate Neural Control of Hand Movements and Contact Forces,Journal of Neuroscience 29
Chouinard et al., 2003; MacDonald and Paus, 2003
Raibert and Craig, 1981; Mason, 1986; Spong et al., 1989
Rushworth et al., 2001; Andersen and Buneo, 2002
Talairach and Tournoux, 1998.
http://www.engadget.com/Toyato-mindcontrolledwheelchair
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