Starting our focus with sound experience with drawing, Mita created a survey, in which we asked what the LCC UAL students listened to when they draw, and why they decide to listen to this specific sound. After collecting the results, the group and I created an affinity map and grouped similar elements to find the main findings. We found that students mostly listened to podcasts, music, and white noise. The main reasons for their sound choices are well-being, focus, inspiration and entertainment.
We also conducted Wizard of Oz, in which Pranjal had a 1-2-1 interaction with an automatic drawing guide (Malavika). During this situation, Malavika catered for Pranjal’s needs by guiding him during his drawing process and giving instructions on what he draws. She also emphasised focus and creativity during the process. This ultimately gave us the idea of incorporating a masterclass, in which the user can interact directly with the system.
We then took a trip to Central Saint Martin, and brought a large, rolled paper to draw on. We first began experimenting by sketching on this paper, whilst listening to music. From there, we conducted a quick workshop by inviting children to draw with us. We included playing calming music in the background, which unfortunately was ignored by the children. One aspect I would have changed in this situation is drawing inside instead out and about to avoid distraction and play sounds that can help spark the children’s interests, such as children’s music and even familiar sounds.
I had the opportunity to interview a BA and MA Graphic Communications professor, in which we discussed his drawing process and topics regarding BBC Sounds. One of the main insights I found is how drawing can be produced in different ways, from traditional pen and paper to digital drawing, and writing on different surfaces, using various types of materials. He also found himself enjoying listening to white noises or nature sounds when drawing. Looking back, I would have specifically asked him questions about the relationship between drawing and sound, and how sound can influence drawing.
From there, we conducted our second workshop, in which we involved UAL art students in the process. We curated a playlist based on the survey, in which the participants listened to “silent disco style” while drawing. At this time, we instructed them to draw based on their mood and to also be influenced by the sounds they listen to. After the debrief, many participants mentioned how they were focused and tuned in with the sounds, and how some even danced depending on the music. We also observed how they used different instruments to draw, from their fingers, pencil, and the end of paintbrushes. As I look back, the team should have also looked at non-musical sounds, besides music to see how this will affect their moods and their drawings.
During our feedback, one of the main problems we encountered is how our scroll did not provide enough information, and how our team should have diversified the sounds instead of just focusing on music. Our tutors also advised us to look at different elements of drawing, from bodily movements, to pressure, and materials. At this point of the process, we were unsure on which direction we wanted to focus on, but we ultimately decided narrowing our ideas to two concepts: one physical and digital outcome.
