Present your completed proposal to the class on the last day: May 13. Your proposal should be addressed to stakeholders at the Museum: curators, directors, exhibit designers and the installation crew. How does your intervention activate and engage existing or new audiences of the Museum? How does your intervention better the passive role of wall text and the solo consumption of inert objects? What is the role of technology and group dynamics in how art is consumed in the 21st Century?
Your final presentation may incorporate the following:
• Basic information and history about the object(s) you were working with
• The core audience you were addressing
• Physical model of a reimagined space
• Digital re-enactment of how your core audience would experience the space
• Graphic matter that might be placed in the space
Your goal is to convince the “stakeholders” that what you aim to do in the space will help visitors better understand and experience the original artwork itself. Experiment, play, innovate. Turn this assignment into a work that you are interested in making.
You will need to create a process book for either the last assignment or for the whole semester.
The process book is meant to be an easily digestible way for critics, potential employers and classmates to understand how you arrived at your end forms. You may design the book as loosely or as orderly as you see fit. Although the form of the book is always important, we will not focus on the form on the last day of class. The objective and emphasis of the critique will be on how you make what you have done outside the class visible and understandable.
You may use Hans’ section assignment as a guideline:
• Summarize the assignment; what was the challenge?
• Briefly explain your process.
• Discuss your work based on the challenges:
• How successful was it?
• Which insights did you gain?
• What worked and what did not?
• Where and how can you improve it?
• Which tools and techniques were useful?
• What else would you have liked to explore?
• If you worked in groups, how well did the group work together. Describe and discuss your contributions to the group. How could the group interaction be improved.
• Finish with a summary of what you learned.
Due in digital form on the last day of class: May 13 and documented in physical form by May 21 and posted in pdf form on the website.
Based on your research and mapping, identify opportunities to create a more dynamic exhibition for your selected object(s). Pay close attention to the environment and the display. Based on the class lecture, what are some of the elements you could rethink? How could you change the context? How could you encourage participation?
Try to identify multiple design opportunities (at least 2) to present to the class.
Your sketch ideas will be presented in a formal digital presentation (pdf or keynote), with a minimum of 10 slides. The following elements must be included in the presentation:
• At least 1 slide to introduce the object you selected in the collection
• At least 1 slide to present your research
• At least 1 slide to present existing context
• At least 1 slide that identifies your specific audience
• At least 4 slides to present your project ideas
Your slides should contain audio and visual (videos, diagrams, maps, typography) that best represent your research and ideas. Don’t forget titles, and any text necessary to convey your thoughts. Any hand drawings you choose to include must be detailed.
Update your presentation to focus on one direction and show progress on your project for next week. “Messy”/in-progress work is expected at this stage.
Due April 22
Choose one or more objects from the RISD Museum’s 20th Century collection. Thoroughly research the object(s) considering the following questions:
• Who made the object? When was it made? Where was it made? Why was it made? How was it made?
• What is the historical and cultural significance of the object? Why does the RISD museum have it?
• What are the formal characteristics of the object?
• What is the function of the object?
Once you have done thorough research on the object(s), create a mapping or diagram of the object(s) as they are currently displayed in the museum that addresses the following questions:
• Where are the objects in the museum? Why? What is the context for them?
• How has the RISD Museum presented it to its viewers? Is it always on view? Is it behind glass?
• What information is available to the viewer, on-site, and on their website?
• How does a viewer currently interact with the object(s)? Can the viewer see, touch, smell, taste the object(s)?
• What can the viewer learn from the interaction? What can’t the viewer learn from this interaction?
• What information is missing or hidden about the object?
• What is the audience for the objects? Are they on-site or remote? Are they on-site frequently? Do they visit exhibitions more than once?
• What is the audience you will focus on for your design in the next parts of the assignment? Your mapping and presentation should observe this audience in detail.
You will design a presentation that includes your research and your mapping / diagramming. This presentation will serve as the basis for the second part of the assignment, in which you will redesign the display of your object(s).
Technology and relational design theories are radically reconfiguring the museum. How can a museum engage the typical visitor with interaction and information, and make the museum a center of knowledge-building? This assignment asks you to consider new ways to design the traditional museum experience. How are relationships between people and objects structured in the museum? How can these relationships be rethought to provide new meanings and new ways of navigating the museum, new ways of learning about objects, their history, their context, and their cultural significance.
In particular, this project will ask you:
• To think analytically about the experience of museum-going and exhibiting
• To analyse the ways a collection is presented to an audience
• To consider the different ways in which different participants (on-site or remote visitors, museum staff, curators, historians, archivists) can explore an object, and contribute to the history and analysis of an object.
• To consider how technology is changing the museum experience
• To consider how design can shape dynamic exhibitions
• To think how to engage an on-site and remote audience in a particular theme; what kinds of activities and experiences contribute to the theme?
• To use print design, exhibition design and multimedia design to create a rich, site specific exhibition proposal
• To consider how an exhibit can stimulate co-authorship and co-creation.
At top: Diorama series, from Hiroshi Sugimoto. Dioramas were an invention of exhibit designers, thinking of ways to engage visitors in the context surrounding natural history objects
Part (1), Due April 22
Choose one object from the 20th Century collection and research that object
Part (2) Week 2, Due April 29
Sketch of the exhibition ideas, including visual, spatial, acoustic and interactive elements
Part (2) Week 3, Due May 6
Developed exhibition ideas, and draft design proposal. How will you express your ideas? Video? Slides? What visual elements do you need to produce?
Develop one direction for how the RISD Museum can update the concept of “wall text” to a specific or a general audience. What will help communicate what’s interesting about an art object in this era of omnicommunication and technology? What form should your proposal take in order to communicate your idea?
Part (3) Week 4, Due May 13
Final exhibition proposal due.
Present your proposal to the class. PDF of process book due. Actual book due on junior review.
Create a spatial mapping diagram about a space of your choosing within the general boundaries of the Design Center. Your diagram can consider the following questions:
Who has access to the space?
How do people interact with it?
What are the particular characteristics of the space?
When is the space used?
Does a user interact with any objects in the space?
How many people does the space serve?
For how much time do people use the space?
How do times of day change the space’s function?
Focus on one element of the space to map. Some examples of focus are (and not limited to) wifi networks, lighting, sound, usage at times of day, demographics. Investigate what actually happens in a space and then translate that into a visual language.The diagram must convey concrete information about the space. Remember that this is a ground-up, not top-down project.
Your mapping cannot be verbal or a list of words on a page. It is a focused visual analysis of the space and must be a drawing, photo collage, video, visual diagram or typographic layout. The maps themselves are a design product— they visualize an analysis of an observation about your space and about how it is used. Like any good map, they take a point of view about of a space and represent that point of view visually.
You cannot proceed to part 2 of the project without a convincing mapping diagram and understanding of your space.
• To design based on observation of how people use and interact in space;
• To think analytically about a space and represent that space in a visual format;
• To design based on analysis and observation of space;
• To design with site-specificity;
• To create a visual tool (the map/diagram) that serves as a basis for a design.
Professional Context: Exhibition Design, Storefront Design, Window Display, Hoarding Design (construction fences when buildings go up/get renovated), Signage, Wayfinding, Stage Set, Kiosk design, Interactive Displays, Geo-locative Designs (like Foursquare or GrindR)…Essentially, design that exists in a specific space with a set of viewers that encounter it in that space.
Now that you are thoroughly familiar with your space, propose an alteration to the space that modifies the space, or the behaviors of the users that you have observed, based on your mapping. Choose a format that fits with your idea of how and what you want to modify—it may be 2-d graphics, a 3-d installation, a video, or interactive using gps, for example.
For this part of the project you can choose one of three ways of representing your ideas:
1) Install your alteration at your site in the Design Center on class days only, (April 8 & 15). The class will critique it in-place.
2) Install your alteration at your site in the Design Center at any time, and document users in the space interacting (or not) with the design. Present this documentation.
3) Create a proposal for an alteration that could exist in a space in the design center.
For any of these it is important to note that your alteration must respect building codes and standard access. This assignment is not about disrupting everyone’s experience to the point of endangerment, but rather considering how a well-placed design can affect change. Your alteration cannot obstruct the regular functioning of the space.
Revise your mapping diagram and alteration (either in-place or as documentation) for final crit of both designs.