Wednesday 28 January 2015

Take 5: Experimentation Sound 2

So the second sound was a LOT more difficult than the first sound to visualise as anything other than bubbles popping and a dripping tap and for a very long time that's all I could think of; bubbles and broken taps.

Not only was this sound more difficult for those reason above, but also because this sound was a lot more complex than the first sound I listened to. For a start there are at least 3 different sounds that change pitch and merge together within the first section of the sound, which made it extremely difficult to distinguish each separate sound as its own. Another reason it was so hard was because within all of the merged sounds there was a rhythm to the sound, as cycle, which I also had to try figure out in order to visualise this sound. Because I was struggling so much with this sound I decided to sit there and draw the sound as I listened to it very quickly into my sketchbook several times. This then gave me the idea to focus upon drawing one sound at a time that I heard whilst listening to the sound, this way I was able to separate the sounds and get a better understanding of how that sound was made up and the shapes and lines I could use to represent that sound visually.

This helped a lot to break the sound down and I was then able to move on and create some experimental drawings that combined all the sounds together once again.

In terms of line making and colour use I really wanted to create more creative pieces of work and I wanted to push myself out of thinking sequentially. I feel that thinking this way for this part of the project is making me limit myself and preventing me from exploring different ways of line making.


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I feel that I have successfully managed to create more abstract pieces for this sound and I am really pleased with my outcomes. In particular I really like the first two coloured drawings I created. I really like the colours and the shape of these two drawings and I feel that they explain my views of the sound well.

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