Sketch 4- Entanglement

 This weeks key rhythm was entanglement. My understanding of entanglement is that the concept the close relationships formed between different living objects. The author‘s understanding of entanglement is ‘Textures, surfaces, bodies are woven’. I take that for symbiosis or the butterfly effect, meaning everything we see now is what creatures have become after continuous entanglement or the outcome resulted from continuous contact between things. No matter it’s dependence or utilization, everything we see now is the result created by the entanglement of all these elements.

In response to this rhythm of entanglement, my artefact explores the connection between different objects, like flowers and bees. The nectar plants provide pollen and nectar to the bees, and the bees pollinate the nectar plants to produce offspring, They are entangled and affect each other to survive. The light and shadow also works in the same way, so I took some videos of the sun and the shadow. The presence of the shadow must be accompanied by light, and the two complement each other to form what we see.

There is also a connection that groups of birds are warning that it’s going to rain. Although birds can not distinguish between rain and sunshine, when the weather is about to rain, the water vapor content in the air increases sharply, which wet the wings of most insects and makes them unable to expand and fly freely, they can only crawl along the ground. Therefore, birds often fly low to catch food. So it’s not just a predation relationship between birds and insects, it’s also a prediction of the weather. I took those videos trying to prove that there is an infinite relationship between an object and other objects in its environment

Besides, I realized that a split screen would make people more concentrate on observing the connection between things, which is what I learned from other students in class when I wrote reflection for them last week. However, after adjustment, I found that playing the video in separate screens all the time would make the scene incomplete, so I chose to show the picture in separate screens before the video began, trying to make the audience interested in the following video.

 

Reference:

Ingold, T. (2011) ‘Rethinking the Animate, Reanimating Thought’, in Being Alive: Essays on Movement, Knowledge and Description. London: Routledge, pp. 67–75.

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