<aside> <img src="https://s3-us-west-2.amazonaws.com/secure.notion-static.com/50875762-0c9e-4901-82bd-eb74a687f036/Group_725.png" alt="https://s3-us-west-2.amazonaws.com/secure.notion-static.com/50875762-0c9e-4901-82bd-eb74a687f036/Group_725.png" width="40px" /> —— Creating an interaction that uses play to promote senses of place, unity, and belonging amongst two or more participants.
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https://www.figma.com/embed?embed_host=notion&url=https%3A%2F%2Fwww.figma.com%2Ffile%2FmREcIYaaT8L8nEqplkHRYm%2FSenior-C-studio-%257C-Project-I%3Fnode-id%3D0%253A1
Francis and I started separately, so we have novel contents to share when we meet later. I jot down definitions, antonyms, sub-categories, etc., for each. I noticed play and place have huge variety within themselves, and I can quickly go on and add new bullets to my list. Yet there was a slight struggle when trying to differentiate between unity and belonging. Francis took a different approach. He attempted to make a statement with the four keywords to see the relationships between concepts.
When exchanging thoughts, we started a mindmap with more concepts and relationships. As we were talking, some core findings started to emerge. Those are shown in the concept sketch below. One core concept we discussed is the difference between 'kids play and 'adult play' ——One acts as the universal language and contributes to unity among kids. At the same time, the other appears to help us reduce stress and boost productivity, which doesn't have much to do with unity. Another insight I find novel is that location and one’s mindset can change the definition of play. For example, kids may consider talking as play or walking in the park as play.
During studio, we shared our milestones with other groups and then the whole class. Here are a few things I found insightful: