1 In-class Feedback
The advice I received in tutorial was that analysis is important, yet I needed to add more supporting evidence. For example, I talked about many interesting interactions between animals in class, but I did not use any medium or method to show them.
Meanwhile, I could focus on the surroundings around the feeders, instead of only depicting the feeders themselves. So at the weekend, I drew some sketches of this area to capture those interactions between animals.
2 sketching
While sketching, I tried to use arrows to show how the animals move.
The sparrows always visit this feeding station when no other animals are present.
This records the movement paths of pigeons around the feeder.
I also noticed that many grains get stuck in the cracks of the tree bark. As a result, lots of pigeons search for food inside these bark crevices.
This drawing shows a squirrel drinking water. During this moment, it gets startled by the shaking tree branch. The branch shakes because another small squirrel jumps onto it.
Within this feeder‑centred environment, pigeons and squirrels can co‑exist peacefully. The arrival of pigeons does not scare the squirrels, and the squirrels’ behaviour does not disturb the pigeons either.
This drawing depicts a sparrow whose feeding is interrupted by a pigeon.
When a dog appears, it is enough to scare the pigeons even if it makes no sound. Please note the arrows in my drawing; they show the animals’ movement paths.
This drawing records my observation of how a bird feeds.
At the same time, I tried to capture and draw the key moments like making a comic.
Occasionally, people other than staff come to feed the pigeons.
Suddenly all the birds fly away. It turned out that a dog had appeared out of nowhere.
3 Review
I discovered that the design of the feeding device determined:
Who belongs to this system?
Who can access the resource?
Who can only obtain the remaining resources?
Where do different animals meet with each other?
Who changes whose behaviour?
When I draw sketches, I add some emotional symbols to the animals. But these symbols come from my own subjective feelings, not the feelings of the animals. Perhaps I should not project my subjective emotions onto the animals. Instead, I should make objective records.
While sketching, I keep getting caught up in drawing fine details. However, what I need to observe is the interactions between the animals. So I wonder if I should try another drawing method. For example, using colour blocks for on‑site recording could be faster. It may also help me better observe how the animals interact with one another.