| Start Time |
Transcript |
Speaker |
| 00:00:00.0 |
The first thing I want you to do on this sheet is think about your graphic education and remembering that the sheet’s for, it can be graphic education and afterwards, what shape, symbol or image represents your graphic education? What size would you draw that on the sheet? |
IJS |
| 00:00:26.7 |
[laughing] I would say kind of not, not too small but not too… medium-sized. |
102 |
| 00:00:47.6 |
Uh-huh. |
IJS |
| 00:00:47.9 |
That’s because I’ve been in education. I’ve been focussing on education, graphic education and design in general since secondary school. |
102 |
| 00:00:59.7 |
Uh-huh. |
IJS |
| 00:01:00.0 |
I think that’s quite a long time. But then at the same time I feel like there’s, like the potential for more learning is infinity. |
102 |
| 00:01:09.0 |
Uh-huh. |
IJS |
| 00:01:09.9 |
So… [rustling of sheet] |
102 |
| 00:01:10.8 |
Okay. What’s that represent, then? |
IJS |
| 00:01:30.1 |
Um, so…so like the spikes represent, like, the kind of direction I can go into ’cause the options are infinity, like I said then. Uh, um…and uh…like it’s just start off in the centre because it’s…like it would represent where I started it and, you know, it goes outwards. I’ve had, like, I’ve been to different schools, like. I took short courses between my summer holidays, interns during my… |
102 |
| 00:02:05.5 |
Uh-huh. |
IJS |
| 00:02:06.3 |
…my…my time off as well, so I’ve had…I’ve had graphic education from different institutions. |
102 |
| 00:02:16.5 |
Mm. |
IJS |
| 00:02:17.1 |
So, um…so I think the spikes represent that and then it would go off in different directions. Just my thought of, like, ‘There’s so much things I can go off to.’ |
102 |
| 00:02:29.2 |
Okay. Hopeful. I want you to now, if I said to you, ‘Graphic education, what are the main divisions of it?’ That could be about time, it could be about place, it could be about concept or…um…techniques or… If I ask you what are the main divisions of your graphic education, what are they and how would you represent them on here? |
IJS |
| 00:03:00.2 |
You mean two main divisions? |
102 |
| 00:03:03.3 |
No, as many divisions… |
IJS |
| 00:03:05.0 |
Okay. |
102 |
| 00:03:05.3 |
…as occur to you throughout your graphic education. |
IJS |
| 00:03:13.7 |
Um. [rustling of sheet] So I definitely think that the two main divisions would be, like, the ability to come up with creative ideas. And, like, the ability to kind of visualise that. So I’d have, like, a very stereotypical idea. I mean, light bulb – as boring as it sounds as a creative idea… |
102 |
| 00:04:30.6 |
Uh-huh. |
IJS |
| 00:04:30.7 |
…and I would say, I just drew a pencil. |
102 |
| 00:04:32.8 |
Yeah. Okay. So it’s…it’s idea, concept…and the ability to carry that out, in a sense. Okay. Good. But we all go through ups and downs. |
IJS |
| 00:04:48.4 |
Uh-huh. |
102 |
| 00:04:49.2 |
And I’m wondering what your challenge is of being… |
IJS |
| 00:05:00.0 |
Um, just like… um, when you go through, like, a process it’s just like you always…you’re always…like you start from, like, collecting and researching and everything and you’re always in this stage where you’re not sure about how your solution’s going to be. And then that kind of long period of time where you just have to come up with a solution but you don’t know what it is, and then you have this kind of confusion in your head. |
102 |
| 00:05:22.5 |
Uh-huh. |
IJS |
| 00:05:24.7 |
And I think… Which is, like, a very important design process but which makes it…which makes the whole thing interesting, but at the same time certain challenges that we have, so… |
102 |
| 00:05:34.8 |
Yeah. |
IJS |
| 00:05:35.2 |
…that stuff. |
102 |
| 00:05:37.5 |
So is that one of your specific challenges, would you say? |
IJS |
| 00:05:41.0 |
Yeah, I’d say that because, you know, I had a workshop with a guy, a very, um, prestigious person… |
102 |
| 00:05:50.0 |
Uh-huh. |
IJS |
| 00:05:50.1 |
Um, uh, and he…who was also in design but he was more like a creative thinking kind of presenter. And he…his point was that, ‘Don’t be afraid to… not to have a solution… |
102 |
| 00:06:02.5 |
Mm. |
IJS |
| 00:06:03.0 |
…when you’re doing a design process’. And that’s…that’s, you know, his words kind of… I thought it was quite important and interesting, so… |
102 |
| 00:06:12.4 |
Mm. |
IJS |
| 00:06:12.7 |
It’s been stuck with me for while. |
102 |
| 00:06:13.0 |
Uh-huh. Good. That’s the challenge, then. What’s the highlight in your graphics education for you? What highlights are there? How would you represent those on here? |
IJS |
| 00:06:26.7 |
Highlights as in, like, positive highlights or like negative highlights? |
102 |
| 00:06:31.9 |
Uh, positive. You can put the…you can put negatives on as well. |
IJS |
| 00:06:37.6 |
Um. [long pause] Um, I spent my internship this summer in Japan. |
102 |
| 00:06:50.5 |
Uh-huh. |
IJS |
| 00:06:51.5 |
And, um…I did a two-month internship in a packaging design company in Tokyo and, like, it was my first time being part of, like, a design team and then I actually got to feel first-hand, like, how is it to be working with, like, real designers. And it was very…very good learning experience. |
102 |
| 00:07:15.9 |
Mm. |
IJS |
| 00:07:16.6 |
You get to learn so much that you don’t learn in university and, like, um…sometimes it’s always…it’s also questioning, like, what’s the point of university when it’s, like, so independent and the irony is that you go out in industry, you work with people, uh, you know, how university is meant to be, a place where you explore and meet people and, like, collaborate. But then that actually really… That’s more active when you’re out in the industry, so I think that’s…my intern is where, it was a point where I could have realised that and, um… |
102 |
| 00:07:53.1 |
Uh-huh. |
IJS |
| 00:07:54.4 |
[unclear] |
IJS |
| 00:07:55.8 |
…I see it as a positive highlight. |
102 |
| 00:07:56.0 |
[extended rustling of sheet]. So I kind of made… made it in like the shape of a crown. |
102 |
| 00:09:16.2 |
Oh yeah? |
IJS |
| 00:09:17.5 |
So where I’m seeing it from this side, so… |
102 |
| 00:09:19.2 |
Uh-huh. |
IJS |
| 00:09:19.4 |
…this is the perspective. |
102 |
| 00:09:19.9 |
Yeah. |
IJS |
| 00:09:20.3 |
And this is because it’s like I feel that was like, uh, one… one accomplishment, like one big accomplishment because obviously getting intern is a very difficult thing to do and in the thing…and the place that I got in was quite prestigious and then you, you know, uh, the…and it felt like a big accomplishment, like a step forward from… |
102 |
| 00:09:42.2 |
Uh-huh. |
IJS |
| 00:09:42.7 |
… education. |
102 |
| 00:09:42.9 |
Uh-huh. |
IJS |
| 00:09:43.7 |
So I think I would represent that with a crown. |
102 |
| 00:09:45.1 |
Yeah? Okay. So maybe, uh, prestigious internship, you might write that… |
IJS |
| 00:09:56.4 |
Uh-huh. |
102 |
| 00:09:57.8 |
Like it feels very, very significant to you. What would you close on…any… Yep. Okay. [unclear – 0:10:24.8] education, then, with its…um, with its lows and its highs…um…but now I want you to think about, when you think about life beyond this, let’s put professional aside for a moment – we’ll come back to that. But putting that aside, so this is about personal and spiritual, cultural, creative, family. When you look ahead from here, is there an image that sums up what you see in that arena? Personal, creative, spiritual, family, anything that’s not professional. Do you see anything? |
IJS |
| 00:11:03.6 |
Sorry, can you elaborate? |
102 |
| 00:11:06.1 |
So life ahead. I guess thinking about hopes and aspirations that aren’t to do with your job. |
IJS |
| 00:11:13.5 |
Okay. |
102 |
| 00:11:14.6 |
Do you see any? |
IJS |
| 00:11:17.2 |
Not really ’cause I am so focused on education. |
102 |
| 00:11:21.6 |
Uh-huh. |
IJS |
| 00:11:22.2 |
And actually getting into work. So I think that side of my…life is kind of… |
102 |
| 00:11:29.4 |
It’s kind of…? |
IJS |
| 00:11:30.7 |
Not there. |
102 |
| 00:11:31.4 |
Right. |
IJS |
| 00:11:32.5 |
It’s not visible…it’s not something I’ve… |
102 |
| 00:11:34.7 |
How do you represent that ‘no thinking’ there? On here? What’s the quality of that not being there? [long pause, rustling of sheet] It looks very nebulous. |
IJS |
| 00:12:42.6 |
Um, yeah, a cloud. But I’m not covering the whole thing, like there is… It is nebulous because it’s uncertain. |
102 |
| 00:12:56.7 |
Uh-huh. |
IJS |
| 00:12:57.2 |
But then at the same time there would be, like, there will be a solution, there will be a way out… |
102 |
| 00:13:01.1 |
Yeah. |
IJS |
| 00:13:01.6 |
…so there’s a space between the clouds. |
102 |
| 00:13:02.7 |
Okay. So they’re not dark clouds but they’re simply…obscuring clouds. Yeah? Okay. Within all that, and you’ve…so you’ve implied this, there’s going to be a professional life… |
IJS |
| 00:13:24.0 |
Mm. |
102 |
| 00:13:24.7 |
…as well. So how would you represent that professional life? Where does it go on this sheet, your professional life? What are the boundaries of your professional life on this sheet? What does it look like? |
IJS |
| 00:13:41.2 |
[long pause, rustling of sheet] Recently I’m starting to realise that, like, professional life is not just one thing because… |
102 |
| 00:14:19.1 |
Uh-huh. |
IJS |
| 00:14:19.2 |
…like, what you see in this, in this generation of… There is…people who, like, their career shift is really quite often compared to the past and then, like, people were professional life can literally be anywhere. |
102 |
| 00:14:41.2 |
Uh-huh. |
IJS |
| 00:14:43.4 |
So…in any kind of direction. |
102 |
| 00:14:47.2 |
Yeah. |
IJS |
| 00:14:49.0 |
So because for me, like, I’m still a student and I’m not sure about how…my career is going to be… |
102 |
| 00:15:00.2 |
Uh-huh. |
IJS |
| 00:15:01.1 |
…I would kind of represent that in like stars in all different places. |
102 |
| 00:15:05.0 |
Yeah? And these stars, stars are a very…um…wishful symbol. Quite, um…I would say quite distant but bright. Does that represent for you…has any of that got the…a meaning in relation to it, um, your professional life? |
IJS |
| 00:15:29.7 |
I guess it’s another…it’s quite similar with what I do with the intern, like it’s…it’s…no, I think it represents, like, accomplishment. But then at the same time it’s something I should be chasing, one after another. |
102 |
| 00:15:46.2 |
Uh-huh. |
IJS |
| 00:15:47.3 |
So I have drawn only one. They’d be multiple and then… |
102 |
| 00:15:50.4 |
Yeah. Would one lead to another? Or lead…going on at the same time? |
IJS |
| 00:15:59.2 |
Mm. |
102 |
| 00:16:03.7 |
Or both? |
IJS |
| 00:16:06.2 |
It could be. I just thought of drawing a line between them but then I just thought, ‘Not necessarily all the career.’ |
102 |
| 00:16:11.8 |
Mm. |
IJS |
| 00:16:12.5 |
Like that they maybe going to have any relation with each other. |
102 |
| 00:16:15.8 |
Uh-huh. |
IJS |
| 00:16:16.5 |
But [pause] I’d say I can because, you know, eventually it’s…something that would shape me in the future. |
102 |
| 00:16:36.6 |
Uh-huh. |
IJS |
| 00:16:37.3 |
Every experience in here… |
102 |
| 00:16:41.5 |
It reminds me what you’re doing now of the star signs, the constellations. The sun, grouped together… |
IJS |
| 00:16:49.5 |
Uh-huh. |
102 |
| 00:16:49.6 |
…and maybe there’s some that aren’t so connected. [pause] Okay. Yeah. So there’s lots of experiences to be had in that, then? Mm. |
IJS |
| 00:17:12.6 |
I am looking forward to that, definitely. |
102 |
| 00:17:14.2 |
Uh-huh. That’s professional life. And it does seem to kind of infiltrate your whole life. And it’s also built around this education, isn’t it? And education seems to be so…um, reaching towards your profession. So what, I wonder, we talk so much in graphics and you’ve mentioned it, the industry, industry out there, I want to examine the nature of the industry a little bit. So if you think of the industry, what has the industry got? What kind of boundaries and borders has this industry got? Where does the industry belong on this sheet, in relation to all this? And what name is this industry? |
IJS |
| 00:18:20.7 |
What name? |
102 |
| 00:18:21.9 |
What name has it got? Yeah. And remember you’ve got a whole load more sheet there. |
IJS |
| 00:18:28.2 |
Oh, okay. [laughing] |
102 |
| 00:18:30.3 |
[laughing] |
IJS |
| 00:18:31.9 |
Um. |
102 |
| 00:18:33.6 |
That might not be the appropriate place. |
IJS |
| 00:18:38.8 |
I guess the word ‘industry’ quite often will intimidate students and so to me as well, it’s because it’s such…it’s…because the word itself is too big, like, and then it seems really unaccessible, like when you’re a student. I mean, you constantly hear about, like, all ‘this industry’ and, ‘You…’, we have to get into, kind of thing. That’s something really intimidating, so…so it’s definitely…I would visualise it in a way that’s kind of…disturbed space [unclear] in a way. |
102 |
| 00:19:28.2 |
[rustling of sheet] [unclear – 0:19:28.5] the environment? |
IJS |
| 00:19:30.4 |
[long pause] I’m a bit struggling, to be honest. |
102 |
| 00:20:18.1 |
Uh-huh, uh-huh. It’s difficult. Have a think about…um…are you going to be inside this industry or outside or somehow both? Where does the industry belong in relation to your stars, your profession, in relation to education? Where does this industry belong? |
IJS |
| 00:20:50.8 |
Um, because I feel that industry not…is not…design industry not necessarily is a group of all design companies. There could be designers in companies outside completely relative to design, like in-house department, for example. |
102 |
| 00:21:13.0 |
Uh-huh. |
IJS |
| 00:21:13.5 |
So I’d say…like they would be…you know, sometimes I’m like, be doing job that has nothing to do with the design industry. |
102 |
| 00:21:30.2 |
Uh-huh. |
IJS |
| 00:21:31.0 |
And sometimes I might be. So like… |
102 |
| 00:21:32.6 |
Uh-huh. |
IJS |
| 00:21:32.7 |
…so like it would be something similarly scattered in this space. I would kind of draw… |
102 |
| 00:21:39.1 |
Okay. [pause] Is…is it to travel through these spaces? As industries? [long pause] Mm. [long pause, rustling of sheet] Uh-huh. |
IJS |
| 00:22:54.8 |
Okay, so it sometimes comes together with my career, sometimes it wouldn’t. |
102 |
| 00:22:59.0 |
Mm. |
IJS |
| 00:23:00.3 |
These… |
102 |
| 00:23:01.8 |
You know, the…are these particular industries or are they collections of industries? What are these shapes? [long pause] Or is it the same thing but just in different places at different times? |
IJS |
| 00:23:33.9 |
Yeah. Same…they’re essentially the same thing but it’s like I’m…sometimes I might cross this… sometimes I won’t. |
102 |
| 00:23:42.3 |
Uh-huh. |
IJS |
| 00:23:42.9 |
Um. And it’s how…I think that’s how we kind of learn. |
102 |
| 00:23:48.8 |
Uh-huh. |
IJS |
| 00:23:48.9 |
How to get better in your industry is like you go in and out. |
102 |
| 00:23:53.0 |
Okay. And is that easy? These…you see where you cross here? Um, and there? And there? Are these easy conditions across? |
IJS |
| 00:24:11.3 |
So I say that…well, it’s like it’s…it’s together but at the same time it’s also kind of…it’s crossing. It is kind of…it’s like a wall disturbs…sometimes it’s not…it’s most…sometimes it’s not going to be easy to get inside. |
102 |
| 00:24:28.6 |
Uh-huh. |
IJS |
| 00:24:28.7 |
So I think it could be, you know, a disturbance setting onto another… |
102 |
| 00:24:35.0 |
Uh-huh. |
IJS |
| 00:24:35.6 |
…career that’s more into the industry. |
102 |
| 00:24:37.9 |
Uh-huh. So it’s the name, then. Can we get the name? [pause] |
IJS |
| 00:24:49.2 |
I wouldn’t say ‘disturbance’ because that just sounds too negative. |
102 |
| 00:24:55.3 |
Uh-huh. |
IJS |
| 00:24:55.8 |
But ‘challenge’. ‘Challenge’ sounds too…optimistic because I’m not that optimistic at the moment. [laughing] |
102 |
| 00:25:08.1 |
Right. |
IJS |
| 00:25:08.3 |
So…um…I think it’s each of them could happen differently and can. Or does it have to be…? |
102 |
| 00:25:16.7 |
No. |
IJS |
| 00:25:17.3 |
Disturbing. [rustling of sheet] So I just wrote ‘dreams’… |
102 |
| 00:26:08.1 |
Okay. |
IJS |
| 00:26:09.0 |
…because sometimes it may not be… |
102 |
| 00:26:09.7 |
Uh-huh. Yeah. |
IJS |
| 00:26:10.9 |
…attainable, so… |
102 |
| 00:26:12.3 |
Uh-huh. |
IJS |
| 00:26:12.7 |
…uh. [long pause] On this one I wrote gate. |
102 |
| 00:26:38.8 |
Okay. |
IJS |
| 00:26:38.9 |
And it can be an entrance into something more interesting. |
102 |
| 00:26:44.1 |
Uh-huh. Yeah. Good. Okay. We’ve got to forge the names now, though. We’ve put your grad education, your wider life that’s mainly embedded in [unclear 0:26:58.2], um, your professional life, these constellations and stars. And industry passed through, by the past sometimes. Um. So there is a…the domains of this and I want to focus back on this education one at the moment. I’d like to know that the moment that you went from whatever was before graphic education into graphic education, what was that transition like? Is there an image that would represent that transition from… |
IJS |
| 00:27:33.4 |
From like general education to specific education? |
102 |
| 00:27:37.8 |
Yeah. |
IJS |
| 00:27:38.4 |
Mine was quite natural because…’cause I in the first place started off with, like, secondary school at A-Level. |
102 |
| 00:27:49.1 |
Uh-huh. |
IJS |
| 00:27:50.1 |
So I’d say it was very smooth. |
102 |
| 00:27:52.4 |
Yeah. |
IJS |
| 00:27:52.9 |
So, you know, I would represent that with something that’s…connects all these elements… |
102 |
| 00:28:01.1 |
Okay. |
IJS |
| 00:28:01.7 |
…in the centre, in a way. [rustling of sheet] |
102 |
| 00:28:06.7 |
So you grew up from, the art side of it, connected these? |
IJS |
| 00:28:11.2 |
Say it again, sorry. |
102 |
| 00:28:13.0 |
What you brought from the outside connected these. |
IJS |
| 00:28:16.2 |
Mm. |
102 |
| 00:28:16.4 |
You said that…that it was…it was about, um, the naturalness of this to you. The connections. |
IJS |
| 00:28:25.3 |
Uh-huh. So… [long pause, rustling of sheet] |
102 |
| 00:29:01.8 |
Mm. |
IJS |
| 00:29:04.8 |
[rustling of sheet] |
102 |
| 00:29:10.9 |
Right, so what’s that? |
IJS |
| 00:29:12.1 |
[rustling of sheet, pause] So it’s kind of my education into graphics…graphics was kind of very…wireless. |
102 |
| 00:29:35.6 |
Mm. |
IJS |
| 00:29:37.3 |
It’s…it’s expanding. There was not, like, one place to another. |
102 |
| 00:29:41.6 |
Yeah. |
IJS |
| 00:29:41.8 |
It was like a flow. |
102 |
| 00:29:43.8 |
Right. It was you expanding into it. |
IJS |
| 00:29:47.4 |
Uh-huh. |
102 |
| 00:29:47.4 |
Yeah? Lovely. That’s the memory of coming in. Now the projection [chuckling] of leaving this education into outside, there. What do you imagine that transition to be…is going to be like? From this. |
IJS |
| 00:30:13.6 |
From education into…my…work? |
102 |
| 00:30:17.6 |
To all… |
IJS |
| 00:30:19.5 |
That’s kind of done already, like… |
102 |
| 00:30:21.1 |
Uh-huh. |
IJS |
| 00:30:21.4 |
…with the spikes. |
102 |
| 00:30:23.3 |
Yeah. |
IJS |
| 00:30:24.0 |
Like how…you know, it’s like…let’s say this is like a galaxy and then, like, this main… um, spiky thing in the middle is where my planet, where my education is, and then within that there is the main image, you know, main accomplishment… |
102 |
| 00:30:40.4 |
Uh-huh. |
IJS |
| 00:30:40.5 |
…which is the intern I had. |
102 |
| 00:30:41.5 |
Yeah. |
IJS |
| 00:30:42.2 |
And, you know, the planets start off from education in the middle which can be developed and widened into specifically graphic education. And now, like the triangle is reaching and the planet’s trying to expand more and… |
102 |
| 00:31:01.3 |
Yeah. |
IJS |
| 00:31:02.4 |
…separate into different stars, which is… |
102 |
| 00:31:05.8 |
Okay. |
IJS |
| 00:31:06.4 |
…representing different careers. |
102 |
| 00:31:07.7 |
Uh-huh. |
IJS |
| 00:31:08.2 |
So… |
102 |
| 00:31:08.7 |
So is that easy? The next stage. When you…there, perhaps to there. |
IJS |
| 00:31:18.0 |
I guess because it’s not easy and there’s also definitely uncertainty, there is that space between the spike and the star and the lines. And…I think, you know, how it kind of gets narrow in the end kind of represents how severe it may be. |
102 |
| 00:31:39.0 |
Okay. Yeah. So that’s about the intensity of the experience, I guess. |
IJS |
| 00:31:45.0 |
And then there is intensity but it’s not the end of the world because there are other choices. |
102 |
| 00:31:48.8 |
Mm. |
IJS |
| 00:31:49.3 |
That’s why there are multiple spikes. |
102 |
| 00:31:50.9 |
Uh-huh. |
IJS |
| 00:31:51.6 |
At the end of each. |
102 |
| 00:31:52.7 |
So you might go right to the end of, say, that one, and decide it’s not this one, decide there’s not…there’s nothing there for you. But that’s fine because… |
IJS |
| 00:32:02.3 |
Because there are always other ways and you, you kind of find your way through that… |
102 |
| 00:32:08.0 |
Uh-huh. |
IJS |
| 00:32:08.2 |
…by looking back on your education and then…and then you find… you kind of, going back to your memory, what you were good at and then you, you know, go into different… |
102 |
| 00:32:18.2 |
Yeah. |
IJS |
| 00:32:18.8 |
…stages and then it gets a bit more difficult again. But maybe I would make it into a specific career. |
102 |
| 00:32:28.0 |
Uh-huh. Yeah. Okay. That makes a lot of sense, yeah. So given all this [rustling of sheet] here and all these domains, and what you’re doing now, the best use you’ve got a few months now until the end of this education, what’s the very best use of that time? |
IJS |
| 00:32:54.7 |
Mm. I guess it’d be a bit more in… [pause] you know, even though it’s third year it’s still university so I should be doing more exploration. |
102 |
| 00:33:18.8 |
Okay. |
IJS |
| 00:33:18.8 |
So let’s say these spikes were on different paths and then, you know, we were meant to be exploring different pathways. |
102 |
| 00:33:26.6 |
Uh-huh. |
IJS |
| 00:33:27.2 |
So I would make like a station. |
102 |
| 00:33:29.4 |
Uh-huh. |
IJS |
| 00:33:32.6 |
Mainly ’cause I need to be exploring. |
102 |
| 00:33:34.8 |
Uh-huh. [pause] |
IJS |
| 00:33:42.9 |
I think that’s what I’m doing. I’m…I’m focusing every project or every… |
102 |
| 00:33:48.9 |
Uh-huh. |
IJS |
| 00:33:49.6 |
…everything I do I will look into and experience different…way I could take my career into. Or one of my future plans. |
102 |
| 00:34:01.5 |
Uh-huh. |
IJS |
| 00:34:01.9 |
And then I would be…I would explore it in a different…in…from all the different, um, area. |
102 |
| 00:34:09.6 |
Uh-huh. |
IJS |
| 00:34:10.3 |
So that, I think, that’s where I’ll be coming. |
102 |
| 00:34:13.6 |
Yeah? Yeah. Good. Good luck with it. I hope you find which pathways you want to go down. Um. Thank you for doing this. |
IJS |
| 00:34:27.2 |
[laughing] |
102 |
| 00:34:27.4 |
How did you find it? |
IJS |
| 00:34:29.0 |
Um. You know, I was really nervous in the beginning but then I just thought, ‘You know what? Like in drawings you can always develop on what you do in the beginning.’ |
102 |
| 00:34:37.3 |
Mm. |
IJS |
| 00:34:37.8 |
So I think…you know, I think I did quite…I think I was able to communicate well… |
102 |
| 00:34:44.1 |
Uh-huh. |
IJS |
| 00:34:44.6 |
…in my own way. |
102 |
| 00:34:45.6 |
Yeah? Yeah? |
IJS |
| 00:34:48.6 |
Obviously like the clouds are like the life outside your professional career. It’s like a cloud because I don’t spend thinking about it so much. |
102 |
| 00:34:56.2 |
Uh-huh. |
IJS |
| 00:34:56.2 |
‘Cause it’s not like who… I… I don’t have, like, other specific goals at the moment so… |
102 |
| 00:35:03.2 |
Uh-huh. |
IJS |
| 00:35:03.8 |
…beside…beside from, like, stepping into a career-wise. I want to get through this stage, then it’s kind of like… |
102 |
| 00:35:09.1 |
Uh-huh. |
IJS |
| 00:35:10.9 |
…I might start looking into… |
102 |
| 00:35:12.3 |
Yeah. More when you’re closer… |
IJS |
| 00:35:13.9 |
Yeah. |
102 |
| 00:35:14.0 |
…to that. Yep. Good. Excellent. Thank you very much. And thanks for your time. |
IJS |
