#AOAWHODUNNIT

Group 01

Implicating Shephard

Group 02

Implicating Old Blind Priest

Group 03

Implicating Archaeologist

Group 04

Implicating Industrialist

Group 05

Implicating Jill

Group 06

Implicating Jack

The team worked on the orientation project for a spectacular and hectic journey of ten days. It started with some ice-breaking interactive games that helped the students to open themselves to this new World. Initially, we discussed a nursery rhyme all were well-versed with: Jack and Jill.
 
"Jack and Jill went up the hill,
 To fetch a pail of water,
 Jack fell and broke his crown,
 And Jill came tumbling after."
 
Suspiciously, there is no solid conclusion to what happened with Jack. We can call this nursery rhyme the tip of an iceberg for this project. 

"So when Jack and Jill went up the hill,
And Jill came tumbling down,
who knows what happened up there,
That Jack was never found."

To start solving this mystery, a set of criteria was introduced, scripted by the TA's. These were -
1) suspect statements 
2) newspapers of the village 
3) illustration of the village and
4) witness statements 

The students built factually supported stories and framed the characters assigned to them. They were on a path with an unknown destination with various conflicting ideas and mindsets. Watching movies like Wreck-It Ralph, Sherlock, Rashomon, and Vantage Point helped the students broaden their vision and streamline their thought processes through interesting in-depth discussions with their faculty. They also learned about subjective narrations and factual elements and how to break away from popular notions and stereotypes.

It was an atypical style of learning which was hard to grasp at first, but in retrospect, all the dots joined to reveal a deep meaning.

After finishing suspect allocations and building up narratives, the students created an entire world around them through observation and putting up the pieces of facts together. 
Large chunks of information were boiled down to the rhyme's essence through Identification and Elimination and converted to a story. The story was translated into a rhyme again to preserve the poetic spirit.

The students identified Actions, Reactions, and Interactions between characters in the rhyme, conveying it in the form of visuals. Each group created five abstract representations of their verse, which resulted in exciting outcomes.

During Abstractions, the students learned how to think out-of-the-box, using a limited set of mediums. All of these abstractions were in charcoal.
The visual representations of Actions, Reactions, and Interactions were converted into performative pieces using a PLANE as the interface.
Through brainstorming and improvisation processes that seemed endless, the groups concluded in high spirits. WOW! It has been a long journey. It taught to detach one from their artworks and be capable of incinerating them to start from scratch.
To summarise the project's process, it was "building narratives through three-fold abstractions", i.e., a story, visual representation through drawing, and performative pieces.

The team worked on the orientation project for a spectacular and hectic journey of ten days. It started with some ice-breaking interactive games that helped the students to open themselves to this new World. Initially, we discussed a nursery rhyme all were well-versed with: Jack and Jill.
 
"Jack and Jill went up the hill,
 To fetch a pail of water,
 Jack fell and broke his crown,
 And Jill came tumbling after."
 
Suspiciously, there is no solid conclusion to what happened with Jack. We can call this nursery rhyme the tip of an iceberg for this project. 

"So when Jack and Jill went up the hill,
And Jill came tumbling down,
who knows what happened up there,
That Jack was never found."

To start solving this mystery, a set of criteria was introduced, scripted by the TA's. These were -
1) suspect statements 
2) newspapers of the village 
3) illustration of the village and
4) witness statements 

The students built factually supported stories and framed the characters assigned to them. They were on a path with an unknown destination with various conflicting ideas and mindsets. Watching movies like Wreck-It Ralph, Sherlock, Rashomon, and Vantage Point helped the students broaden their vision and streamline their thought processes through interesting in-depth discussions with their faculty. They also learned about subjective narrations and factual elements and how to break away from popular notions and stereotypes.

It was an atypical style of learning which was hard to grasp at first, but in retrospect, all the dots joined to reveal a deep meaning.

After finishing suspect allocations and building up narratives, the students created an entire world around them through observation and putting up the pieces of facts together. 
Large chunks of information were boiled down to the rhyme's essence through Identification and Elimination and converted to a story. The story was translated into a rhyme again to preserve the poetic spirit.

The students identified Actions, Reactions, and Interactions between characters in the rhyme, conveying it in the form of visuals. Each group created five abstract representations of their verse, which resulted in exciting outcomes.

During Abstractions, the students learned how to think out-of-the-box, using a limited set of mediums. All of these abstractions were in charcoal.
The visual representations of Actions, Reactions, and Interactions were converted into performative pieces using a PLANE as the interface.
Through brainstorming and improvisation processes that seemed endless, the groups concluded in high spirits. WOW! It has been a long journey. It taught to detach one from their artworks and be capable of incinerating them to start from scratch.
To summarise the project's process, it was "building narratives through three-fold abstractions", i.e., a story, visual representation through drawing, and performative pieces.

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