The Sound of Flavor

Our Sound Walk, with the theme of "From Quiet to Noisy, from Private to public", passes through dormitories, paths, student centers and teaching buildings, presenting a multi-layered experience of campus mobility through the sounds of card swiping, footsteps, wind and conversations with the crowd.

Welcome to our residence soundwalk. Step into the experience of what it’s like to live on campus while discovering the history of McMaster’s residences. Each sound offers a unique perspective, capturing the everyday moments and atmosphere that bring residence to life!

This walk will explore the difference in energy, activity, and how people interact between very high traffic, urban areas on McMaster campus compared to the lower traffic, more natural trails.

For this sound walk, I will lead the audience to experience several of the most representative places on campus, including the student center, the library, the gymnasium, and so on.

Walk from the McMaster Student Center (MUSC) to the Health Sciences Center (HSC) and feel the changes on campus by listening.

These recordings are about a fiction story of the only survivor in the world; she back to her university for recalling the memories. (For MMEDIA 3C03)

Discover the walk between two massive student networks, where services, learning, and socializing intersect to create community for all.

This location-aware audio project tells the story of a failed relationship. The listener is taken to various sites that recall the events of the story. Listeners combine their visual and auditory senses to experience this immersive experience. One sound taken from: https://freesound.org/people/kwahmah_02/sounds/268805/ -no changes made

This soundwalk will explore the intersection of race, migration and mobility through the analysis of the South African Apartheid and its effects on the McMaster student community. This soundwalk highlights the ways in which institutions similar to McMaster that are rooted in the creation of inclusive, supportive communities fail to recognize intersectional differences between students and their individualistic needs.