Referencing the Map: CTS Class Four

 

In CTS Week Six, a week after visiting the Horniman Museum, we looked at the maps we made in smaller groups, reviewed one chapter of How To See The World per group and wrote keywords about it, looked at examples of the ‘Why Reference’ essay, and had a presentation about what we have done and what we will do in these next few weeks


The Map

CTS Map Final.jpg

This is the map for group ABCD 7, which focuses on the world map and ties into the floor plan of the world gallery. We received a few points of critique on this:

  • Maybe make the gray outlines clearer so it is more obvious that it is the world map
  • On the top of the map, make the coloured bars sit below the gray blocks for more consistency and a more underground-like feel

20181109_123327.jpg

An incredible map made by Violet, which recreates the exhibition through anime.


Chapter Two

Individually and in groups, we came up with keywords and chapter-defining words for Chapter Two of How To See The World, and came up with the following words:

  • Empathy
  • Feedback loops
  • Vision
  • Seeing
  • Proprioception
  • Perception
  • Inattentional Blindness

Referencing Essays

We read three sample essays and discussed them in a group. Overall, we found that they all had wildly different formats, though they focused on similar topics and all cited correctly. There were also some instances of the first person, which I was always explicitly told not to do, but which now works in uni, something I found very interesting.


The Presentation: Introduction to BA (Hons) Graphic and Media Design

What we have done and why, and where are we going?


Week One

  • What did we do?
    • We introduced ourselves via our name and object in an icebreaker activity
    • We briefed you and gave you a book ‘How to see the World’ by Nicholas Mirzoeff.
    • We didn’t ask you where you were from because that can be problematic: ‘don’t ask me where I’m from, ask where I’m a local’.
    • Why?
      • We need to build a GMD community and get to know each other
      • We asked you to do this through an object that has significance to you because it speaks of its provenance.
      • We want you to respond to a recent text, love it or hate it, it offers up a view which you can respond to.
      • We are building the unit around you as an individual and within a community of practice that is situated in visual culture. We have asked you to read it and respond on your blog.

Week Two

  • What did we do?
    • We watched the movie Objectified by Gary Hustwit
    • We asked you to complete a worksheet in your groups
    • We asked you to work in groups as design demands collaboration, you very rarely work on your own, as the film demonstrates.
  • Why?
    • It deals with ideas of production, consumption, materiality and sustainability.
  • Additional
    • Who has read the resource on Moodle about teamwork? The cover has this light-hearted by poignant story: Whose Job Is It, Anyway? This is a story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that, because it was Everybody’s job. Everybody thought Anybody could do it, but Nobody realized that Everybody wouldn’t do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have.

Week Three

  • What did we do?
    • Your group selected a piece of graphic design and you used primary and secondary research methods to find out about the object. You then wrote a story as if the object could speak for itself.
    • We briefed you on a formative assessment task – Why Reference?
  • Why?
    • Research is fundamental to your work as a designer and academic, we need you to analyse your research findings and be able to feel confident with research.
    • We required you to evidence to your tutors your ability to correctly use referencing.
    • When you present in January, you should reference all your images and texts in your slides using the Harvard System.

Week Four

  • What did we do?
    • The Course Librarians delivered a workshop called No Google.
  • Why?
    • We wanted to introduce you to the deep web and the resources available to you in the library, namely Articles Plus.

Week Five

  • What did we do?
    • You visited the World Gallery at the Horniman Museum.
    • While you visited the museum, your tutors have given feedback on your Why Reference? essays.
    • Remember there is no grade for this work, only qualitative feedback.
  • Why?
    • We wanted you to work as a group to map the journey, the museum, the gallery, its objects and use primary and secondary research.

Week Six

  • What did we do?
    • Used ‘How to See The World’ to generate ‘portaterms’ for the session in week seven.
    • Presented your mapping of the Horniman Museum in group pairs.
    • Show you example(s) of best practice concerning the essays, and what you can do to develop this skill further.
  • Why?
    • Reading and Research generates new terms, we want to you to be aware of the significance of terms so we can feel authoritative and confident when using them. How does Mirzoeff use them?
    • Compare and contrast approaches to mapmaking. What similarities and differences can you find in the content of the other groups maps?

Week Seven

  • What are we doing?
    • An Academic Support Lecturer will deliver a session called ‘Portaterms’ using the material that you generated.
  • Why?
    • We will make images of the terms, so we can visualise them, and make sense of this new ‘glossary’
    • We will start preparing for a Gab-Fest presentation in week eight, putting your skills from Thursdays into use.

Week Eight

  • What are we doing?
    • In your groups, you will each take a chapter of ‘How to See The World’ and present your findings to whole class.
  • Why?
    • We need you to identify the key ideas, through analysis of the material, images, ideas, references to other authors.
    • We want you to become more knowledgeable with the text and more confident with presenting to your peers.

Week Nine

  • What are we doing?
    • You will design your own dust jacket for ‘How To See The World’ and then consider how to photograph it (individually and as a group shot) to include in your summative presentation in January.
  • Why?
    • We want to know how you see the world, and how your group can demonstrate its collaboration on the jacket spines.

Week Ten

  • What are we doing?
    • How you see the world exhibition in D 1 12.
    • We want you to display your books in your groups and each of you will select a jacket that speaks to you or relates to how you see the world.
    • You will also bring your objects to display in the room.
    • You will photograph the books and write a critical summary of the exhibition for your presentation in January
  • Important Information
    • You will need to ensure all your learning is evidenced in your presentation in January. Your Studio tutors are going to help you design your presentations.
    • The unit was designed to help you on the path to becoming: collaborators; critics; presenters; readers; researchers; speakers; writers – a community of students in your discipline. How you see the world is as important as how Mirzoeff sees it, because you are not an ‘empty vessel’ to be filled with knowledge, you bring it with you, how you communicate this, is your group’s task in January
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