What are studio leftovers? What do they do?
In order to explore the above questions, I conducted a collection of objects and an reflective analysis of them. The analysis primarily comes from previous experiences of those items.
Definitions:
Leftover: 1. something, especially food, remaining after the rest has been used.
(synonyms: legacy, residue, trace, leavings
2. remaining; surplus. (synonyms: remaining, unconsumed, excess)
The word leftover started being used more from 1950 onwards, with these of the word peaking in the late 2010s/ early 2020s (now), correlating with industrial (over-production) and our world of ‘waste’.
**Thinking of the word leftovers and its relationship to production / labour. What does it mean for leftovers to exist?
Hot-desking: derives from a similar-sounding idiom originating from the US Navy, called hot racking. As sailors slept in separate shifts, to save space onboard, the rack-mounted bunks would always remain ‘hot’ from the person last using it.
****Is the heat in the room a left over?
What is a studio leftover:
Studio leftovers are things that are left behind after a session that are not taken away and are not put in the bin. They are objects that no one claims–The ones that linger in the learning space.
The range of items is tremendous. To give some examples: pens, water bottles, unfinished drawings, sculptures hidden in the corner, stickers, student ids, jumpers, teaching resources, usb sticks, scissors, cardboard.
* I wonder if there are permanent left overs and temporal leftovers. Or are left overs ephemeral in nature by principle
Why does a thing become a studio leftover:
(examples from previous experience)
-it is not useful anymore / it does not apply (ex. outcomes from an icebreaker)
-the owner is not interested (a drawing they do not like)
-it is not assessed (ex. outcomes from an icebreaker exercise)
-no value is assigned to this from the owner / maker (ex. drawing from a task)
-the ownership is not clear (ex. collective drawing)
– it is too big or fragile to travel ( ex. maquette)
– there were too many of them (ex. copies of a teaching resource)
– it is of excess (ex. too many pens)
– it is not enough ( ex. not enough plasticine to be used again)
– it is similar to someone else’s (ex. usb adaptor)
– it does not have a place to live (lack of storage / organisational system)
What have I seen leftovers do within a hot-desking space?
(These notes are from my own observation and personal accounts within the studio)
-They take up space:
They have the ability within themselves to be visible, use their voice and create a sense of belonging.
-be used in the next session.
Ex: I used some left over year 1 resource which was a planner / calendar with 2nd year students that were finding it challenging to plan their time.
>>>>> Doesn’t that mean there is an excess of resources? That resources are transferable and that year groups should maybe share sometimes? Is better communication between year groups needed? Would that link to more sustainable practices in terms of staff workload and wellbeing?
-Become collective
This applies to materials, but also to artefacts (such as drawings left on the wall) who someone decides to add to, manipulate or redact in some way
>>>>>>>>> Asynchronous physical communication
-Communication mechanism
Without being present in the session that took place before, someone can gage the activity that took place.
Ex. today I found a piece of paper on digital hygiene and a piece of paper about library inductions from yesterday’s y2 session
>>>>>>>>Cross year communication for staff and students
-They act as examples:
Ex. like the colour of that cup, or like the form of this object blabla that was left behind, or look at the drawing on the wall.
>>>>learning artefacts, belonging
-Change the feeling / atmosphere of the room:
unused / used, busy / quiet, active / inactive, untouched / Messed up, messy / tidy, crowded, overwhelming / underwhelming, inspiring / uninspiring, exciting, stuffy, etc.
-They inspire / intrigue.
Ex. year 3 students coming in and finding year 1 work on the walls. I overheard students praise the work of their younger peers.
>>>>>>> Cross year communication / respect / awareness, belonging
-Sustain presence
No one wants to throw someone else’s work by accident in the bin. Hence, someone the things remain present for the whole year, which is an incredible success in a space that changes hands every 4 hours.
>>>>>> respect of labour?
-Break / get damaged / change form?
This is usually the case for most objects left in the studio. Of any kind.
-They confuse
Ex. a first year signer her name on the 2nd year register today
>>>>>>>
-They allow?
Ex. When someone sees a coffee cup, they then feel allowed to have a coffee cup in the studio
>>>>>>> they create a code of conduct, unspoken, communication method
-They are present in times of emergency:
Ex. found pen! forgotten charger and USB adapter (these are all golden objects)
-They get taken
>>>>>>> waste management, sharing of wealth?
-Make someone feel uncomfortable:
Today there was some food left on one of the desks. No student in the session sat at that table.
Who is a stake holder? Who is involves in this process?
Students of the course
Students that use the studio on the sly
Tutors / Teaching Staff
Cleaners / Estates Management
Staff and students that come to promote events
How can I research studio left overs:
-collect them / document them
-photograph / map their location in the studio (make studio map D305)
-examine them / interview them: how long have they been there, when did they arrive, how come, what were they doing here? who brought them, what have they seen while they have been here, what is their relationships with other objects in the room, what are they hoping for.
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