Flat steps, rectangular slabs, cubes, some circles - all together gaining mass as I add elements to shape the sculptural piece.
The steps represent hierarchy; this specific element I feel represents the different steps children take in their own walk through ambient/white noise - the further up they travel, the more noise, hence the gaining of mass in elements.
The upright slabs represent the different spaces they transition through (imagine doorways leading to a different type of exposure of noise).
The open physical form, and the black perimeters and some rectangles altogether represents how noise infiltrates regardless of the when, where, why, and how the ambient noise is created or our goal to stop the noise; my specific goal here is to show that it does not matter how you want to address the noise, but that noise captures your attention - creating distractions everywhere you go. And the white interiors and white steps are representative of safety, even though noise is infiltrating.
The geometric shapes will represent the detail in my sequence that in essence are the tools instructors provide students a guided-forwardness in dealing with the ambience. As the tools (small shapes climbing up the sculpture) become a greater mass, that is representative in the complexity and preparedness in which kids are equipped with to deal with ambient noise. The location of the shapes are either touching or defensively shielding the black.
