Bridge 5

My name is Jocelyne Cabada and I am a Strategic Design and Management major at Parsons. I minor in fashion communications and when I was admitted, fashion is where most of my interest laid. Now that I have attended studio and seminar I have experienced growth within concepts that are used in design, different use of mediums, and inspiration within my work. Each and every visit to the different museums and spaces was very inspiring for me. Having the opportunity to think and work outside of just a classroom space was a great experience for me.

Conceptually I mainly resonate with the lecture that was taught on liminal space. I was not aware that this concept existed until that day in class and now that I am conscious of what it is it allows me to think differently when I am approaching projects. I have found that most of my work begins conceptually and though some of the prompts were challenging, the ideas that came out of them were more fruitful because I experienced extreme challenge.

When it comes to designing, I had never done more than fashion design when coming to Parsons. Studio was incredible because it allowed me to challenge myself when exploring the use of different mediums. I promised myself that I would try to use a different medium every time I was faced with a new project within the school, so I can leave well-rounded. I became very inspired by Alex’s team project in bridge 4, with the video they created. I initially wanted to use a video but did not know how to approach it in my process, and it was almost like seeing something I had imagined come to life when they presented. I have been inspired to create my own montage and video now and have started working on that.

I am still trying to find a specific medium and voice within my work, but I don’t ever want to be limited to what I can do. I am so inspired by my teachers and piers and I am constantly learning. My goal is to never compare my work to others or become discouraged by any of my short comings. I am at parsons to find myself within the world of design and I hope to carry as many skills out that I am capable of.

Evolution of Identity

Evolution of Identity

The exhibition aims to focus on the transformation through one’s identity over time. The experience of this is particularly formative, for one is searching for ways to identify themself and who they are. The teen year act as a liminal space, in which one is neither a child nor an adult. It is a time of transition where one is constantly evolving themself, doing so by assuming many masks and by putting on different faces to impress their peers, in a “monkey see, monkey do” fashion. This proposal applies itself to the idea of “fake” because teens are often performing in a way that shows others that they are confident in themselves, while more often than not, the opposite is true.

Yet the concept is not limited to only teenage years, for all of humanity goes through periods of transition in life. The idea of fake is not in the way of being disingenuous, but rather because they are cycling through different ways to present and express themselves in an effort to find their true identity. This show plans to focus on your inward and outward self and the different layers to humankind.

My personal piece consists of a digital self portrait of myself, Mylar, and a black sheet of cardboard. From the front perspective of the piece you see a clear sheet over an image of myself that is flat. It is displaying the way we as humans choose to show ourselves the universe. There is use of color and fine lines. Contrasting, from the back view, is a sheet of black cardboard which hides what is behind that last layer. Hidden is three self portraits that are displaying different emotions we go through as humans. It is meant to contrast the idea of our identity when traveling through our daily lives and our inward and outward selves. 

The exhibition will be held at the Cooper Hewitt Smithsonian Design Museum. The architecture of the museum, built in the late 1800’s, contrasts heavily against the modern art showcased inside. This idea as well fit in well with the idea of “fake”, as the design of the building can be described as “old-fashioned” while the art inside is anything but that

The Highline

The Highline is in Chelsea and for the last year has been one of my favorite places in New York City to visit. It is filled with thoughtful and conceptual art pieces and has many different views. Throughout the highland there are places to sit, lounge, tan, and even get a snack. There is an instillation in the middle that involves different rows of seating and a giant glass piece that outlooks the street and another beautiful view. It is lovely to see what man has done with an old railroad track, it has come to life.   

Bridge 2

For my bridge two project a partner was chosen for me within my class and I was to put myself in her shoes and create an object that would have helped her through a transition she faced in life; using the idea of camouflage. She decided she wanted her transition to be her life after her father’s death. She is Jewish and celebrated Shiva; 7 days where friends and family come to your home to celebrate the life of your father. I made her a garment for shiva, and necklaces with a locket attached that would be camouflaged within her dress, and were built to serve her comfort through this period. The locket is all matte black so when it says on her clothing it will not be seen. Camouflage also plays a role because within the locket is a photo of her and her father when she was younger, and a phrase he always used to say to her.

Cooper Hewitt

I always enjoy the Cooper Hewitt Museum. The design of the building is absolutely stunning. I am fond of midivil architecture and love learning about the seventeenth century and the beauty of this building resembles this in a way. The wood work and attention to detail within the wood is beautiful. You can tell that this building has a lot of character from not only its age, but the amount of little detail that was put within it, while it was being made. 

I was not amazed by the Immersion room. I think the concept is great because it allows the people viewing the room to be hands on and use self expression by designing what goes on the wall; but it is not something I would want to do more than once. 

I was a big fan of the Allure and Science of Color exhibit. The way they included fabrics, textiles, objects that are used in everyday life, architecture, sneakers, and fine art all to fit the category of “color” was awesome to me. I did not expect a lot of the different art that was chosen to be placed together, and I felt like it was very well thought out. I was intrigued by everything that I walked past but the two things that stuck out to me most were the flyknit sneakers incorporated with “fluorescence,” and the use of the chair and vacuum in “Consumer Choice.” 

The “Consumer Choice” was interesting because it allows a relationship for any type of person. They are using such practical everyday things like a vacuum, chair, iPod nano’s, telephones, and other objects on a platform to explain the art of color. It was designed really well.




Bridge 1 Project

My transitional period that I chose to speak upon has to do with my first heartbreak. I got through it in the middle of last winter while I was living in New York City and the three objects above influenced or could have influenced my transition. My real object is the church. Through this season I found myself more involved in church than I had ever been. I volunteered and would go to every event, it is something huge that got me through. The two fake objects are warm weather, and a NYC building. If I would have had warm weather through my heart break I probably would have healed quicker, just because the winter added to my sadness and I am used to a very hot climate. Next, if he lived in NYC it would have made all the difference in the world through this season. I am happy that I got to be alone in the city of my dreams and get over the situation as quickly as I did, which my amazing new home helped a lot with.

The Importance of Categories and Tags

By the end of your first semester, you will have posted a lot of content to your learning portfolio. One of the challenges for you, your instructors, potential employers, family and friends will be sorting through it all. The Courses and Topics menus based on categories and tags, the tag list, your post titles and the search box are all ways of finding things in your portfolio, but Categories and Tags are the two most important. Both help you reflect back on the work, but they also give visitors a way to understand the relationship that exists across the images, text, videos, and other content that you’ve created in the various projects, classes, or years at Parsons.

As mentioned elsewhere, Categories and Tags are two means of aggregating and presenting related content in your portfolio. Your learning portfolio comes pre-populated with categories for each of the courses you will be taking in your first year at Parsons. It also come pre-populated with over 60 tags for you to use, but you can create new ones at any time. Log into the Dashboard of your learning portfolio to see the full list of categories and tags. You will find both under the Posts tab.

Categories and Tags in the Dashboard

Categories and Tags in the Dashboard

So whenever you make a post, be sure to assign a category for the relevant course and year and add relevant tags that might be thematic or as specific as the name of the course project the post relates to. For example, your final project in Space & Materiality might require you to develop a proposal, preliminary sketches, some historical or technical research, a prototype and a final product. These might be uploaded in separate posts, each of which could be tagged as Space Final Project. To find them all, one would simply click on the tag in the tag list or at the bottom of one of the posts to pull them all together under the heading of Posts Tagged “Space Final Project”.

This post has been assigned the tag of LP Instructions. You’ll see the tag at the bottom of the post, in the sidebar and in the footer. Click on it in any of the three locations to see what happens. On the first day of the semester, the result will look a lot like the homepage—four posts about the learning portfolio—but over time, these posts will get buried amongst all of the other content you’ll be posting to your portfolio. To find any of them, all you’ll need to do is click on the LP Instructions tag.

Posts Aggregated by Tag

Posts Aggregated by Tag

Wouldn’t it be nice to be able to do that for each of your projects or themes you’ll be exploring?

Though less selective, the search box is another way to find things in your portfolio. You will get much better search results if you put some thought into giving each post a concise but descriptive title.

  • More information about categories and tags can be found here.
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Read Before You Start!

By uploading files to a learning portfolio site to share with others, students are declaring that they created the content or that they have the right/permission to distribute this material within a class (in the case of Canvas) or on the Internet (in the case of uploading to a learning portfolio site). Should you have any questions about how to acquire this permission or your use of the materials, please see the Copyright & Citation tab on the Library’s Images for Designers and Art Researchers page or email

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