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å April 2013


% Claire Niederberger completed

For the Site Intervention project, I began by making two maps. The first was of the first to second floor stairs of the design center, and the second was of my desk, and the mental connections I had made between all of the items. Both of these maps lacked hard data from the actual site; the stair map relied too much on outside research and incidental observation, and the map of my desk did not lend itself to an intervention that would be applicable to others.

Desk Map 

A Map of the Stairs

For the next week, I refined the stair map by sitting in front of the elevators for a few days and recording who rode the elevators and how. I observed that many people would take the elevator up to the second floor, and then take the stairs down. I calculated the ratio of stair-to-elevator takers, and used that hard data (in addition to a bit of relevant research and anecdotes) in my new map. I then put together the below slideshow with interventions based on my findings. Through this project I learned the importance of spending real time with the problem you are going to solve. Speculation, anecdotes, and outside research don’t always complete the picture, and visiting the site was key to further developing ideas. Below please find my modified site map and presentation of proposed interventions. They would not upload as a gallery, so I have included them as PDFS. I am sorry if this causes any inconvenience.

Stair Map 2

Intervention Slideshow


% Emily Law completed

Screen shot 2013-05-21 at 12.11.32 AM



For my mapping project. I decided to map the number of people who opened their mailboxes within a couple of weeks.
I first began by turning all of the knobs to the number 40 and from then on I checked to see if each number 40 had been moved.

Please click on the mailroom PDF to view my presentation.

Your machine projects may be a good fit for this award. There is a student category…


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í Assignment 4: Process Book

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.

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í Assignment 4: Part 2

Sketches of Exhibition Ideas

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.

For week 3

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.

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Clement will be lecturing today at 1:10p in the Auditorium. He’ll be showing
examples critical to shaping your final projects.

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% Jia completed

Here’s the final version of the Access infommercial! It’s shorter and flows much better than the previous version.

Access is both a product and a service that replaces the need for a security pass or a key. Utilizing RFID tagging technology, it allows users to gain access to services and spaces much more efficiently than before.

Early drawings



Late drawings






% Phil completed

This is the presentation I gave in class plus some photos of my notes in my sketchbook. Sorry about the weird rotation.

Click here to see the .pdf


% Phil completed

Here’s the presentation that I gave in class + images of my notes in my sketchbook. For some reason the photos won’t rotate, but they should be if you click on them.












í Assignment 4: Part 1
Mon, Apr 15

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?

Mapping, Diagramming

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).

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í Assignment 4: Design an exhibit


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

Project timeline

Part (1), Due April 22
Choose one object from the 20th Century collection and research that object
More details

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.

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Upload your documentation to the website and categorize under Site Assignment

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