|| workshops || w1 | Designing our Table | Table Storm |
07|09|2011 § Leave a comment
w 1.1 | 25.09 |
| Table Storm | 1:1 drawing of [Table for 100’s] made by the children participating in the workshop
with the participation of … | eishun (konya2023), yukako (konya2023) |
and …| toru . yuuta . noro . tetsu . taisei . mitsuki . koyta . hirata . haruki . moe |
|| Programme : description ||
intro > Introducing each other. Self-portray drawings of each child and description of name, age and favourite food.
1> Introduction to the project. ‘Show and tell’ with visual examples of different ways people eat in Portugal and in Japan (i.e. seating together, as a family, at a table; standing at a counter in a cafe; seating on a cloth in a park…etc)
2> Choosing a scenario-card (i.e. dining at school; dining in the park…) that will be used as a guideline for the individual drawings.
2.1> choice of cardboard pieces according to the type of table to be drawn. Using colour pencils, felt pens and crayons each child will draw the scenario (i.e. a type of table) in real scale on the cardboard piece.
2.2> each drawn scenario will be cut out and joined together on the floor, creating an approximately 1:1 table in elevation/section*
* similar to the 1:10 example shown at the beginning of the exercise
3> once the table is joined together we will unroll a long sheet of white paper where the children will draw different arrangements of their table layed out at different times of the day (i.e. during different meals eaten in the company of different people). They should consider the dish itself as well as the decoration of the table (flowers, lighting…)
4> at the end, what will be assembled, will form the basis of the design of our table and its components in the form of a 1:1 drawing made by the children participating in the workshop.
Ten children attended the first workshop. With ages varying between 5 and 12 each child interpreted the activities in their own way. Not speaking the language made it harder for me to keep them excited and enthusiastic about the different stages of the workshop. However, the results we obtained at the end do give us an idea of how children, these days, perceive the importance of eating together, the different spaces and most impressively, the dishes they chose to represent (pizza, hamburgers, beer…). The sizes of their tables, in comparison to real tables, were inevitably rather small, specially in height. Square, rectangular and circular tables were all drawn and laid out with different dishes, suggesting that a combination of those different shapes must be considered in the design of [Table for 100’s].
i** introducing each other
i*** show & tell [Table for 100’s]
i**** choosing different dining scenarios
i***** scales of tables : sizes of cardboard pieces
i****** how big should my table be?
i******* getting started
i******** plotting the menu
i********* chop, chop…
i********** cooking up the drawings
i************ post scriptum: dinner at the table, haruki and yōsuke’s house
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