• What is a map? does it represent space, time, ideas
and/or experiences?
• How can design prompt/enable families to explore/discover the Nelson-Atkins sculpture park? is the experience linear? non-linear?
• Can the map/design become or include an interactive art making activity (e.g. draw, write, stamp, fold, pretend, wear, hold, solve, etc.) that occurs either during event/in location (e.g. at art tent or parade) or after event/at home?
• Can all information be presented on a single page (e.g. folded french brochure/poster)? does it necessitate multiple/assembled components or dimension?
• How can you translate the physical world (of sculptures, pathways, & buildings) to printed format (e.g. representational, reductive, symbolic, iconic, typographic, abstract, etc.)?
• What learned/cultural conventions of map reading/using (e.g. north compass) are important to rely on? to break?
• Do you depict relationships between objects or themes with geographic accuracy or without regards to context/scale?
• How much information is crucial to facilitate an experience? how might it be displayed, distilled or edited?
• What design aesthetic might appeal to the audience? the client?
Showing posts with label day 1. Show all posts
Showing posts with label day 1. Show all posts
4/1/12
project 3: navigation experience
“To delight means to present an audience with something that is different in its point of view, but achieves a clarity in communication. It makes others see the world in new and different ways.” F. Chimero
“A design isn’t finished until somebody is using it.” B. Laurel
project brief
Design a “map” that prompts/enables/assists children and their families to explore/discover/celebrate the Nelson-Atkins sculpture park during their annual summer family event.
objectives
• Tailor a communications strategy that is both delightful & informative – for kids ages 6–8
• Represent the event theme — “hand built” – in concept, function
and aesthetic
• Engage in a design process that includes rapid prototyping, user testing and client presentations
• Demonstrate the ability to visualize physical space and temporal information in print
• Propose a solution that is realistic and economical to produce
• Incorporate all necessary/provided content – schedule of events, logo, thank you sponsors. (download assets here)
• Facilitate a wayfinding/navigational experience – through the Nelson sculpture park – that prompts users to visit/interact with specified locations and events (see map):
Extra notes: Your contribution will be one component in a greater system of event planning, promotions, signage, etc. The World's Fair exhibition will be going on a the same time and while the event is not about the World's Fair there are some common threads.
schedule
Note: the dates indicate section 02 first (MW am), section 01 second (WF pm).
1. 4/2, 4/4: kick-off meeting with Nelson (at Nelson), select partners
2. 4/4, 4/6: review concepts (respond to Qs, visual inspiration, written concepts)
3. 4/9, 4/11: review progress
4. 4/11, 4/13: present design proposals to Nelson (at kcai)
5. 4/16, 4/18: review progress
6. 4/18, 4/20: review prototypes
Saturday 4/21, 2–4pm user-testing day (at Nelson)
7. 4/23, 4/25: workday, implement feedback
8. 4/25, 4/27: review progress
9. 4/30, 5/2: review near-final prototype
10. 5/2, 5/4: final class crit, due for grading
11. 5/7: final presentation to Nelson, map selection (at kcal)
required resources
• Designing for Children by Catharine Fishel, pages 11, 45, 101, 129, 157
• City Maps that engage the senses
• example of rapid paper prototyping by adactio
• basic categorization of map signs
• map design checklists: How useful is Tufte? and More principles of map design
“A design isn’t finished until somebody is using it.” B. Laurel
project brief
Design a “map” that prompts/enables/assists children and their families to explore/discover/celebrate the Nelson-Atkins sculpture park during their annual summer family event.
objectives
• Tailor a communications strategy that is both delightful & informative – for kids ages 6–8
• Represent the event theme — “hand built” – in concept, function
and aesthetic
• Engage in a design process that includes rapid prototyping, user testing and client presentations
• Demonstrate the ability to visualize physical space and temporal information in print
• Propose a solution that is realistic and economical to produce
• Incorporate all necessary/provided content – schedule of events, logo, thank you sponsors. (download assets here)
• Facilitate a wayfinding/navigational experience – through the Nelson sculpture park – that prompts users to visit/interact with specified locations and events (see map):
Extra notes: Your contribution will be one component in a greater system of event planning, promotions, signage, etc. The World's Fair exhibition will be going on a the same time and while the event is not about the World's Fair there are some common threads.
schedule
Note: the dates indicate section 02 first (MW am), section 01 second (WF pm).
1. 4/2, 4/4: kick-off meeting with Nelson (at Nelson), select partners
2. 4/4, 4/6: review concepts (respond to Qs, visual inspiration, written concepts)
3. 4/9, 4/11: review progress
4. 4/11, 4/13: present design proposals to Nelson (at kcai)
5. 4/16, 4/18: review progress
6. 4/18, 4/20: review prototypes
Saturday 4/21, 2–4pm user-testing day (at Nelson)
7. 4/23, 4/25: workday, implement feedback
8. 4/25, 4/27: review progress
9. 4/30, 5/2: review near-final prototype
10. 5/2, 5/4: final class crit, due for grading
11. 5/7: final presentation to Nelson, map selection (at kcal)
required resources
• Designing for Children by Catharine Fishel, pages 11, 45, 101, 129, 157
• City Maps that engage the senses
• example of rapid paper prototyping by adactio
• basic categorization of map signs
• map design checklists: How useful is Tufte? and More principles of map design
2/29/12
project 2: tailored communication (synthesis)
“Tailoring strategies are critical... because subjective cultural values hugely impact the appropriateness, resonance and the interpretation of a persuasive message.” K. McCoy
brief
Design a persuasive and tailored advertisement – for a product, service or cause that addresses a relevant and timely behavior, obstacle or characteristic – that is targeted to your sub-culture.
project objectives
• Successfully synthesize research and analysis from project 1.
• Showcase excellent conceptual thinking, visual sensibilities and digital craftsmanship.
• Propose and design an appropriate and engaging communications strategy*
*A strategy defines:
• who is the niche audience (your sub-culture)
• the Product, Service or Cause (PSC) being promoted
• the reason the audience values the PSC?
• the sponsoring organization that also values that PSC
• a tailored message (copy and look&feel) that promotes the PSC
• a tailored channel (aka media selection and location) for that message and audience
matrix
5 columns x 10-12 rows = 10-12 ideas (in words).
The column headers are:
1. why: core behaviors, obstacles and characteristics (10-12)
2. what: existing products, services and causes (these correlate directly to #1)*
3. who: sponsors (private or public sector, can be repeated, these correlate directly to #2)
4. how: message (brainstorm possible ideas, these encapsulate #1 & #2)
5. where: singular channel** (list placement, can be repeated)
**channels may include, but are not limited to:
virtual: email blasts, animated web banner ad, webpage take over, etc.
print: newspaper or magazine ad, t-shirts, direct mail or postcard
outside: street banner or billboard, vehicle wrap, guerilla marketing, etc.
inside: point of purchase display, packaging, hang tags, etc.
required readings
• RESEARCH BOOKS
• Visible Signs by David Crow, pages 108-111, 116
• Maximize the Message by Katherine McCoy
• Local Lingo by Alice Twemlow
• Pop Artist by Linda Tischler
deadlines/deliverables
Note: the dates indicate section 02 first (MW am), section 01 second (WF pm).
1. 2/29, 3/2: in-class charrette
2. 3/5, 3/7: review strategy ideas (matrix), lecture
3. 3/7, 3/9: review concepts (sketches)
3/7 required lunch lecture
spring break
4. 3/19, 3/21 — 6. 3/26, 3/28: review iterations (digital)
7. 3/28, 3/30: final class crit with guest:
present ad at scale and in context on 11x17 landscape page
8. 4/2, 4/4: turn-in for grading
brief
Design a persuasive and tailored advertisement – for a product, service or cause that addresses a relevant and timely behavior, obstacle or characteristic – that is targeted to your sub-culture.
project objectives
• Successfully synthesize research and analysis from project 1.
• Showcase excellent conceptual thinking, visual sensibilities and digital craftsmanship.
• Propose and design an appropriate and engaging communications strategy*
*A strategy defines:• who is the niche audience (your sub-culture)
• the Product, Service or Cause (PSC) being promoted
• the reason the audience values the PSC?
• the sponsoring organization that also values that PSC
• a tailored message (copy and look&feel) that promotes the PSC
• a tailored channel (aka media selection and location) for that message and audience
matrix
5 columns x 10-12 rows = 10-12 ideas (in words).
The column headers are:
1. why: core behaviors, obstacles and characteristics (10-12)
2. what: existing products, services and causes (these correlate directly to #1)*
3. who: sponsors (private or public sector, can be repeated, these correlate directly to #2)
4. how: message (brainstorm possible ideas, these encapsulate #1 & #2)
5. where: singular channel** (list placement, can be repeated)
**channels may include, but are not limited to:
virtual: email blasts, animated web banner ad, webpage take over, etc.
print: newspaper or magazine ad, t-shirts, direct mail or postcard
outside: street banner or billboard, vehicle wrap, guerilla marketing, etc.
inside: point of purchase display, packaging, hang tags, etc.
required readings
• RESEARCH BOOKS
• Visible Signs by David Crow, pages 108-111, 116
• Maximize the Message by Katherine McCoy
• Local Lingo by Alice Twemlow
• Pop Artist by Linda Tischler
deadlines/deliverables
Note: the dates indicate section 02 first (MW am), section 01 second (WF pm).
1. 2/29, 3/2: in-class charrette
2. 3/5, 3/7: review strategy ideas (matrix), lecture
3. 3/7, 3/9: review concepts (sketches)
3/7 required lunch lecture
spring break
4. 3/19, 3/21 — 6. 3/26, 3/28: review iterations (digital)
7. 3/28, 3/30: final class crit with guest:
present ad at scale and in context on 11x17 landscape page
8. 4/2, 4/4: turn-in for grading
1/23/12
project 1: design research
“The tools of design research allow designers “to claim and direct the power of their profession.” B. Laurel
“Research is “the act of extending the boundary of a design situation so as to have large enough, and fruitful enough, search space in which to seek a solution.” C. Jones
brief
Research a sub-culture and document your findings in a book.
project objectives
• Understand and employ various design research methodologies and analysis techniques.
• Gain a comprehensive understanding of user motivation and define unique audience characteristics, values and cues (for use in subsequent class projects in UX and IA).
• Showcase excellent digital craftsmanship, information organization and visualization.
• Work collaboratively.
deadlines/deliverables
Note: the dates indicate section 02 first (MW am), section 01 second (WF pm).
1. 1/23, 1/25: assign sub-cultures
2. 1/25, 1/27: share secondary research
3. 1/30, 2/1: review field research
4. 2/1, 2/3: present research (5-7 min)
secondary research, interview, field reporting data
5. 2/6, 2/8 — 7. 2/13, 2/15: review analysis
2/15 guest critic
8. 2/15, 2/17: present analysis (5-7 min)
personas, audits, diagrams, visual analysis
9. 2/20, 2/22: review book design directions
10. 2/22, 2/24: review progress (half complete)
11. 2/27, 2/29: review near-final book
12. 2/29, 3/2: final crit (7-10 min)
sub-cultures
avid marathoner, pub trivia geek, urban chicken farmer, roller derby girl, yogi, hipster knitter, motorcycle enthusiast, wiccan, bbq competitor, francophile
resources/required readings
• Audience consent form (required signature from all interviewees)
• Designing for Interaction
• Design Research, Ed. Brenda Laurel, p 22-23 (“Section one introduction”)
• Design Research, Ed. Brenda Laurel, p 30-33, 36-37 (“Ethnography and Critical Design Practice”)
• Visual Communication by Jonathan Baldwin, p 74-77, 96-97• GD305-design-research-lecture
“Research is “the act of extending the boundary of a design situation so as to have large enough, and fruitful enough, search space in which to seek a solution.” C. Jones
brief
Research a sub-culture and document your findings in a book.
project objectives
• Understand and employ various design research methodologies and analysis techniques.
• Gain a comprehensive understanding of user motivation and define unique audience characteristics, values and cues (for use in subsequent class projects in UX and IA).
• Showcase excellent digital craftsmanship, information organization and visualization.
• Work collaboratively.
deadlines/deliverables
Note: the dates indicate section 02 first (MW am), section 01 second (WF pm).
1. 1/23, 1/25: assign sub-cultures
2. 1/25, 1/27: share secondary research
3. 1/30, 2/1: review field research
4. 2/1, 2/3: present research (5-7 min)
secondary research, interview, field reporting data
5. 2/6, 2/8 — 7. 2/13, 2/15: review analysis
2/15 guest critic
8. 2/15, 2/17: present analysis (5-7 min)
personas, audits, diagrams, visual analysis
9. 2/20, 2/22: review book design directions
10. 2/22, 2/24: review progress (half complete)
11. 2/27, 2/29: review near-final book
12. 2/29, 3/2: final crit (7-10 min)
sub-cultures
avid marathoner, pub trivia geek, urban chicken farmer, roller derby girl, yogi, hipster knitter, motorcycle enthusiast, wiccan, bbq competitor, francophile
resources/required readings
• Audience consent form (required signature from all interviewees)
• Designing for Interaction
• Design Research, Ed. Brenda Laurel, p 22-23 (“Section one introduction”)
• Design Research, Ed. Brenda Laurel, p 30-33, 36-37 (“Ethnography and Critical Design Practice”)
• Visual Communication by Jonathan Baldwin, p 74-77, 96-97• GD305-design-research-lecture
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