This weekend I went back to the museum on both Saturday (2/27) and Sunday (2/29) to make additional observations of the space and finalize my 5 concepts/experience for the presentation on Monday.
On Saturday, I was one of the first people at the Museum, just before it opened at 10am. There was some type of event going on for RISD Precollege in the Chace Center Auditorium, and I observed a lot more activity throughout the museum on a Saturday as opposed to during the week. There were classes for children and adults held by the Museum, and docent tours. There also appeared to be a field trip of high school students who were sketching about the museum. It was nice being able to work alongside other students and sketch in the space as less of an oddity.
Sunday, I got to the museum around 11am. The woman at the reception recognized me. Today was a free day at the museum and there were flocks more of people: families, couples, children. The staff seemed a bit more on edge, today.
Kick off of Unit XVI. Engaging all of our senses and designing an experience or (for lack of better word at the moment) object that can communicate that experience to an audience.
Given two hours in the RISD Museum, we were prompted to experience the experience that is the RISD Museum. Not strictly at face value, as a museum, but rather to experience the space and environments from “a beginner’s” perspective. I think that’s how they had phrased it.
This reflection will make more sense when I accompany the images of sketches I made during my venture into the museum. (I am attempting to refrain from abusing the word experience too many times in this entry.)
I observed pieces of artwork that were missing (marked with a dispatch form); a sterile hallway where the offices of the museum staff are (reminds me of my grandparent’s house/a doctor’s waiting room), a mystery of the unidentified sculpture (that many of the guards could not identify for me), locked doors and misleading entry-ways, reflections and refractions and moments of overlap through windows.
I was particularly interested in: the idea of public vs. private, spaces that are accessible and not in the museum; the feeling of being watched and as I traversed through the galleries the unity of the museum that established an atmosphere of prestige and restriction (a bit of uncomfortable-ness, as some of my peers mentioned); looking through the glass of a window or a piece as a means of mediation impeding access to and direct interpretation of the piece: and, more specifically, looking through a window, into a window of another room through a window on the opposite wall of that room.
02/22/2016: DS 14 Unit 15: What are my design values?
The first day of Design Studio 4 we were introduced to the new structure of this semester’s design studio. The first day, we had an intensive one day unit focused on questioning. Questioning what our own interests are in graphic design; and what questions we have at this point in our career as designers. What themes are we interested in exploring in our work.
The group discussion brought up a lot of questions I wouldn’t have thought up of one my own. And it’s interesting to hear what other questions come up to mind for my peers. Topics included: moral design (design ethics), language and design, personal identity and design responsibility, and data security.
Personally, I was interested in moral design: design with a social, moral conscious. And how design can be used to promote social good, design for people (*see Open’s Design for People). The question I came up with and chose to pursue was:
How can design serve as an impetus for creating community and sustaining direct human interaction?
Prompted to give form to our question displayed in the GD commons and given a one-hour time span, we all got to work to visualize our ideas about our questions. I chose to make a tape installation on one of the benches in the GD commons. The tape outlines seat and feet markings for two individuals. When two participants assume the positions, they are put in a physical situation that encourages direction conversation and interaction.