Living with your own ideas
Last updated
Last updated
In this course, we will explore practical design methodologies by immersing ourselves in our own ideas. Through texts and interventions from various contributors, we will be encouraged to develop and embody our own iterations of prostheses, relying on our own vision and reasoning.
On our first day, we had a class focused on prosthetics, especially those that help us feel better and become a better version of ourselves.
We then had to create prototypes to address this question.
I created a dental mold that detects if someone consumes food they are allergic to. This device is designed to be placed where I have a missing tooth.
I made this prototype to improve food safety for allergic individuals. It aims to help users identify and avoid allergenic foods, thereby promoting their well-being.
This project is relevant because food allergies are affecting an increasing number of people. Having a tool that helps prevent allergic reactions can contribute to the quality of life and health of those affected.
I would use this device to protect myself from food allergies. It would provide me with instant alerts if I consume something potentially dangerous.
The strategy of creating a device that fits in the missing space of my tooth allowed me to design a functional prototype that is both discreet and useful, while employing a simple and effective design.
The materials, such as the silicone from boxing mouthguards and hot glue, facilitated the creation of a sturdy and flexible prototype, essential for a device that needs to fit comfortably and function effectively in the mouth.
I created a sock with an integrated orthopedic insole, designed to make it easier to switch shoes during triathlon transitions. It also provides the benefits of an orthopedic insole even when not wearing shoes or for those with foot-related issues.
I developed this prototype to improve support and accessibility for athletes and people with foot problems. It ensures continuous orthopedic support, whether during sports or in everyday life, helping with posture and general health.
This is relevant because proper foot support can significantly impact overall posture and health. Integrated insoles offer people more comfort and convenience.
I would use it to maintain orthopedic support without needing to switch insoles between shoes, and to provide comfort and stability during intense activities like triathlons.
The strategy of integrating the insole directly into a wearable sock allowed me to create a solution that offers continuous support, freeing users from the inconvenience of changing insoles.
Using soft, flexible materials like those found in traditional insoles and durable fabric for the sock helped me design a comfortable yet supportive prototype that can withstand everyday wear as well as sports use.
For the second day, we had a presentation by the artist Thomas Thwaites on his work about transforming into a goat. For the activity, we had to create a prosthesis that allows us to transform into something else not necessarily an animal.
On the second day, we studied Thomas Thwaites' work, where he explores transformation into a goat using prosthetics. Inspired by his concept of "transfiguration through prosthesis," I chose to create a prosthetic that allows a person to embody a flip-flop sandal, like a Havaianas, to trace its journey when lost or discarded in the ocean.
This project aims to explore the path taken by a flip-flop, carried by ocean currents, until it joins massive clusters of plastic waste at sea. Flip-flops are frequently found in these “plastic continents,” symbolizing the scale of marine pollution. Standing on a giant, floating flip-flop would allow someone to experience this drift, observing how everyday objects contribute to global waste.
The project also highlights traceability at an object’s end-of-life stage, showing how something as ordinary as a flip-flop impacts ecosystems when abandoned. By embodying this drift, the goal is to raise awareness of plastic waste's environmental impact and encourage mindful consumption.
On the third day, we studied various artists’ projects addressing the theme of surveillance by security cameras and law enforcement. These works raise important questions about our freedom and rights to privacy. Finally, we examined the work of artist Sophie Calle and her project Double Game.
This activity was inspired by Sophie Calle’s project, where she acts as the subject of a detective who is unaware that she knows she’s being followed. In this project, each participant writes a report on everything that happens. Calle played a role to see if the detective would notice. Similarly, each of us created a ‘prosthetic’ to take on a role and spent an hour outside. The objective was also to be observed and judged by a ‘detective,’ one of our classmates, though we didn’t know who it was.
For this activity, I drew inspiration from the myth of Little Thumb, who leaves small stones behind to ensure he can find his way back. I created a prosthetic worn on the arm to hold these ‘stones,’ represented here by small pieces of paper. The character I aimed to embody is someone who fears getting lost and, by leaving these paper markers, is compelled to retrace their exact steps on the way back. It symbolizes a person reluctant to break from their habits. During this exercise, Kevin was assigned as my ‘detective’ and had to follow me. Later, when it was my turn as the detective, I followed Flavio, observing to understand the purpose of his prosthetic.
