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Independent project experiment

The glue sculptures above have created the original idea for the project “Ai-colour of Okinawa”. By using this miniature I almost have created another photographic series. But since I already have made abstract photographic series for studio 1, I thought I need to demonstrate different skills. This is why there phots didn’t make it to the final project but will consider making installation with there photos in the future

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Independent project experiment

Sugar photography

At first I wanted to make sculptures by using ice and sugar but this project failed because of lack of space and the Queensland weather. I still like the phots I took so used some images for the sticker for the project “Now, I wonder where you are”

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Independent project 2 experiment

Unfortunately this project didn’t make it to the final but I still this they are beautiful.\

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Independent project experiment

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2D work series “Ai - color of Okinawa island”

This work is a combination of digital print and mono print

I firstly made a jelly fish like object with hot glue. This little object contributed to make interesting textures to both of the work. Whe I firstly display the digital print in the studio, I received a comment saying it’s relaxing to watch. Since most of my works represent sad part of my life, I thought I’d make art from fun part of my life.

When I was 11, I joined a camping group where individual kids spend time together without knowing each other throughout the camping program. That time, I was suffering from oppression from school and pressure from my parents and domestic violence. I asked my parents to join this camp to join and unexpectedly they said yes to it. The distanation was Iriomote island in Okinawa prefecturewhich is south wheat of Japan. The island was surrounded with deep quite ocean which was inspiration of the digital image. Okinawa has special traditional dye called Ai-zome and as part of the program we got to experience the tradition. From that memory, I tired to imitate the colour on jelly prints. It required subtle adjustments to create the colour. The island felt like completely different world from where I lived even though they both located in Japan. The island was an utopia where each imperfect individual are corporate together and live in nature. While I was making the origami, I was thinking about the seven days I spent in Okinawa and people I met there, the temperature of the water, sound of the wave, pink sunset we watched together. It was just a temporary escape from suffering at home for 11 years old me. But every time I closed my eyes, this memories comes back and cheered me up. Since then, Okinawa and Ai-zome are special to me. They symbolize imperfect utopia.

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Task 2.5 social experiment project “Now I wonder where you are”

The project “Now, I wonder where you are” is a project where I print out the sticker size of A8 with texts I have written in 2018 for my ex sexual partner who suddenly left the town. The text is highly personal however, it is anonymous. This will be effective for some participants to feel related or invite the some participants to use their imaginations. The content of the text will be considered to be explicit. This was influenced by Trancey Emin who displays her personal, especially sexual experiences to the public through installations. Participants will be some of my friends and classmates and everyone who goes passes the sticker and witnesses them. Participants are expected to place the sticker where it’s noticeable however, there is a possibility that the stickers will never get out from their pockets. This symbolizes the lack of the empathy the mass media society has to the mere personal story, even if it had a large impact in the individual’s life. The digital image behind the texts are created by layering the picture of melted sugar on mirror acrylics. The abstracted image highlights the uncertainty of the presence. This project, “Now, I wonder where you are” represents the contemporary relationships that is fragile and more casual than the previous generations with social experiment aspects.

Two weeks after I handed the stickers to my classmates and some visual art students from different years, I asked them what did they do with the stickers. Most of them have forgotten about the stickers. But some student from second year new about my project but didn’t know who I was. I thought it’s interesting since it’s dry similar to how the rumor spread. We see gossips about celebrities everyday on news. The reporter talks the rumor or assumptions about them as if they really know about them. The story comes before who they are, that’s how we know about the celebrities or ‘that’ girl in school in this information era. This project reflects how the emotions are ignored in this contemporary society

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Task 1.3

Acting up week 3 in class activity

Students were required to create a performance with the words randomly chosen. We had ‘avoid’ and ‘inspire’

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Task 2.4 Redux

Students were asked to display their previous work in different ways or develop the work into different form.

With Help of Wayne, I got to learn how the color printings work in different format in this task. I printed the work called SUgar from the photogragic series Flow I created last semester. This series represents different emotions I experienced within abstract images. Sugar represents the feeling of being tired with someone’s persistency, too much of sweetness. By display the work in front of the entrance enhance the meaning of the work since the students including myself will have to see the work every time they enter the room. I experienced power of the scale in the artwork in this task. The supprise I had when I saw my photography in A2 for the first time was unforgettable. It is very powerful.

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Task 1.6 Instellation week 10 in class activity in groups

Students were required to be in groups and display a artwork in a collaborative way.

In contrast to the Three view; task 1.5, I was in group of three with Harrison and Hannah.

Hannah had her miniature clay works and Harrison had papers with Japanese characters. I had pins that I used for other work. We were struggling to come up with a good idea. But I suddenly find a connection with all of our works that is something to do with children. Harrison’s writing looked really familiar to me since I used to practice Kanji (Japanese writing) in same way, as well as Hannah’s miniature work reminded me my childhood.

The artwork I was making with pins also represented my childhood too. This coincides made me come up with a idea. I asked Harrison if its ok to cut the papers in pieces. He was very kind to agree with my idea to cute the paper into small square and make cups. And we put Hannah’s little toys into the cup. We decided to use the pins to fix the cups on the wall to represent how children’s thoughts are fixed at schools. We also put bigger cups and toys at the front line and smaller cups at the behind to show how childrens are compared onto the older just like products in school. We received very positive feed back from the tutor and the other students for this collaborative work.

I think I was reciting myself for avoiding groups at the task 1.5. In this activity, I learned how collaboration can lead into unexpected positive result that I will never achieve by myself.

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Task 1.5 Three views

Week 8

Medium:digital images, inks and acrylics

Students were required to create three images from miniature sculptures they made in group.

Since I was late, I decided to do this task by myself. My aim was to create repetition with acrylics. By using mirror as the background and HDR function in my camera I successfully represented fluidity and repetition with 3D objects.

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2.2 backgrounding 4hrs task

Poetry written before making this video for the concept

Japanese and translation of English

この帝国は夢を見る

This empire have dreams

眠れない

Without any sleep

今夜も夢を見る

And tonight as well, will have a nightmare

冷たい黒に抗い、

Still, it will resist to the cold pitch black

色を塗りたくり

By painting colors

めちゃくちゃにする

And making mess

来ない人を待ち

And I will wait for you

宛名を失った手紙

Holding a letter without mailing address

それを飲み込む

By the time you are here, the paper will be swallowed

カタンコトン

The clacked sound

終点のない電車を

Of the train without a terminal station

ただただ眺めてる

Is being watched

叫び声

I hear a screaming

膿んだ傷跡

And see a festered scars

擦れた靴底

And worn out shoes of someone I don’t know

乱れた髪

She has a messy hair

安物のマスカラ

wearing a cheap mascara

鳥肌のたった脚

And running with legs with goose bumps

乾いた肌

He has skin like a desert

割れたメガネ

Wearing a broken glasses

硬い足音

And playing concrete like footsteps

この帝国は夢を見ている

This empire will never stop dreaming

眠れない

Without any sleep

今夜も明日も

Even tonight, and tomorrow

The video art “unnatural” I created in 2020 have captured cityscape in Brisbane CBD. The video is made by a collection of vivid coloured photographs of abstracted architectural futures. Since I grew up in the central part of Tokyo and moved here five years ago, I have been watching Brisbane being developed. When I was walking around the city, and saw the skyscrapers gathering together, I felt nostalgic and disappointed that Brisbane is getting close to being a dystopian town without any plants like Tokyo where I ran away once. The over saturated colour represents the celebration of consumer society and pop culture.The flatteness created by the low contrast and the high saturation which is inspired by pop art symbolize the fakeness in the city. I have used animated GIF fanction in photoshop to represent the overwhelmness in city life. This artwork shows my memories in Tokyo and Brisbane.in other words, highlighting the similarity in both cities.

Edited from assessment one

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Plan for week 3 homework and week 4 BODY work

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Task 2.1 homework task Verb “combine”

Medium; digital images

Title “Guernica” Homage to Pablo Picasso

In 2020, the world was in caos. The great human beings were locked up inside because of the tiny virus. The world economy were failing and even in Brisbane, where I believed one of the safest city of the world was slowing failing down. More homeless people, empty shops, businesses closing and you would here people screaming and yelling to each other more than ever. The biggest difference between 1937 and 2020 is that if the enemy is visible or not. It is so ironic that this happened in 2020 where everything is controlled my amazing technology made by human but they cant even deal with the smallest of smallest. Now, they are scared. Because they had to releases that they are not the strongest.

The digital image “Guernica” has captured the fear of the public against the invisible enemy. The black and white fluid-like patterns captures the anxiety and virus flowing in the air and spreading. I have used the app, Procreated to combine the photos of the running water in the creek.

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Task 1.2 Week 2 Class activity

Partner ;Conner

For this task students are ask to pair up and teach each other none- art skills. My partner was Conner who was an expert of magic card tric,while I had no experience with it except for playing card games when I was in school. Firstly, Conner tried to teach me how to shuffle cards like a pro, but we had to give up on that. Instead he taught me a easy magic tric.

After I struggled enough, I taught Conner how to write Japanese, including the basic writing rules of the Japanese, the three alphabets. He was a quick learner, after a few time of practice, he could already write his name in Japanese.

We struggle to come up with the idea of the artwork, but eventually we came up with an idea.

The game Conner taught me had to get rid of the all the picture cards such as queen and king. So we decided to write a character of king with the card. And at the end, when all the cards are flipped, the card of the king with Japanese writing shows.

It was very challenging to line the card in the straight line but we succeeded eventually.

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Task 1 in class activity

Task 1.1 Add/substract

Students were asked to be in a pair or group of three and given a timber.

Me and other two group members were in ADD group first and substruct. It was very experimental task and students were playing with various media and created compositions.