Mis-Guide to Loyola – Kid on Campus

We were inspired by a book written by Julio Cortazar in which he encourages the reader to read the book either in order or in a completely different order than that given in order to obtain a different experience.

The goal of our map is to give its user’s the chance to experience the campus a freely and as playfully as a child would. By encouraging them to think about their needs in the moment, to make funny sounds and to draw in the snow we are creating a new type of experience in a space that is used daily. Children do not remember the names of building, streets and neighbourhoods; instead, they remember the experiences that they have had in certain places and go o to identify those spaces thanks to the recollection of that moment.

Our hope is that once the users will have completed our mis-guide, that the locations indicated will then hold these emotional memories; that the users will then pass by these locations, some of which they will have hopefully discovered thanks to our map, and that they can smile and reminisce on the uncanny good time that they once had there.

Our map includes 7 locations, some outdoors, some indoors. In each locations the user is encouraged to do something fun and silly and the instructions are given out in the form of a riddle/short rhyme. Lastly, there are two ways that the users can follow this map: either by chronologically following the order of the numbers or by tossing a coin onto the box, to allude to the game of hopscotch, and visit the places according to where the coin landed.

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One comment

  1. The structure of the mis-guide is clear and understandable. Even a child who reads it would be intrigued by the game. There was no special reference to concepts learned in class, but we found that the child perspective was new to our way of thinking the space.

    The first step was to pretend to be a crazy animal in front of people walking by at the bus stop. Our first thought concerning bodies that are excluded from different spaces or activities are people that are handicapped. However, someone with social anxieties and who’s very shy wouldn’t want to put himself in that situation. It is hard to forget about normativity when you’re a grown up and you have to act like a child. We thought that experiencing the campus, as a child was very hard to do without having extra tools to put us in the mind set. A suggestion of improvement would be to add a tool kit with pencils, dice, etc. in order to start a game or a competition between the partners doing the mis-guide.

    We were intrigued by the 6th step, which was the black corridor. The space was very narrow, dark and mysterious. As part of the description, they said there would be a surprise and we were intrigued to find out. We discovered the Feminist Media Room that we didn’t know about. The room was locked so our bodies were excluded from that space and it was a little bit anti-climatic. At the 7th step, we had a great experience, the corridor was very bright and leading the chapel. Two students came into it and one started to play the piano. In the big room, the sound was enveloping. Finally, we discovered that the drawings in the snow were not that exciting as it would have been for a child. Instead of having fun, we were just thinking about the cold weather and were not able to commit to the childish activity.

    Anne-Mette and Noémie

    Liked by 1 person

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