13 - Team Progress - PIT

UCL Institute of Archaeology

2012

Who Stole my Milk? 3.4 Public Information Team

Kathryn Townsend & Javier Caro

UCL Student Homes Project 2012 Page 441

TABLE OF CONTENT

3.4 Public Information Team 440 Appendix 3.4.1 Meeting Minutes – 10 April 2012 442 Appendix 3.4.2 Postcard Evolution 444 Appendix 3.4.3 Case Study Evolution 445 Appendix 3.4.4 Private View Initial Guest List 454 Appendix 3.4.5 Private View Invitation Design Brief 465 Appendix 3.4.6 Private View Invitation Evolution 468


APPENDIX 3.4.1 MEETING MINUTES – 10 APRIL 2012

Meeting Title Private View Event Planning Meeting

Date 10/04/12

Facilitator Geffrye Time 15:00:00

Location Geffrye Note Taker Kate

Attendees Vanessa, Rachael, Javi, Kate

KEY POINTS DISCUSSED

No. Topic

1. List of private view invitees due to the Geffrye on April 16th

2. Pick up invitations from the Geffrye for distribution on April 20th

3. Event numbers, refreshment's brief, event memo, and powerpoint layout of event due May 1st

4. Start contact individuals regarding speeches now. There will be three speeches which should be 3-4 minutes in length. Two individuals representing UCL will give a speech. One person from the Geffrye will give a speech. One person will be needed to introduce the speakers with a 1-1.5 minute introduction. One person will also be needed to conclude the speeches with a 1-1.5 minute closing.

5 Start contacting team members about RSVPing for the private view and confirm whether or not they will be bringing a guest.

6 Contact the learning and interpretation team about designing a workshop for the private view event.

7 Contact team members to volunteer to man areas for the private view event. Two volunteers will be needed to staff the bar and replenish food. One volunteer will be needed in the multimedia room to show off the web resources. Someone from the exhibition team will need to be near the exhibition to discuss it. Another volunteer will be needed to sign people into the event. A volunteer will be needed to run the learning and interpretation team workshop at the private view.

8 A detailed plan for the opening event will also be necessary.

UCL Student Homes Project 2012 43

ACTIONS PLAN

No Action Item(s) Assigned Project

Member/s

1. Contact individuals about speeches Kate

2 Make guest invitee list Kate and Javi

3. Contact learning and interpretation team about workshop Kate

4. Contact volunteers Kate

5. Contact UCL team about whether they are coming to the private view or not

Kate

6 Refreshment brief, event memo, map of event Kate and Javi


APPENDIX 3.4.2 POSTCARD EVOLUTION

PIT met with their GM counterpart on January 27th to discuss the museum’s expectations in

terms of the design of the postcard. The GM, in keeping with the nature of the project,

asked PIT to come up with at least three different alternatives appealing to the target

audience of the exhibition. On January 27th, three different alternatives where presented to

PIT’s GM counterpart:

1) A group of students building a house with objects taken from an open suitcase 2) A student seated at a desk facing the viewer trying to read a book while

simultaneously looking visibly annoyed or distracted by other students posing in attitudes denoting a noisy activity

3) The image of a messy student’s room

All designs received positive feedback: however, option two was unsuitable for a postcard-

sized leaflet; option one was too difficult to interpret. GM staff selected option three after

making slight adjustments; the image of a student’s messy room was juxtaposed to a

photograph of a period room at the GM. After receiving LOCOG approval, the 1,500

postcard were printed and distributed among the museum’s visitors.


APPENDIX 3.4.3 CASE STUDY EVOLUTION

PIT and their GM counterpart first met on the March 2nd to discuss the writing of the case-

study where the GM provided a number of examples of other case studies submitted by the

museum to the Arts Council of England (ACE). PIT chose last year’s case study, which had

been submitted to the Museums, Libraries & Archives (MLA), as a template to structure

their work. Since the guidelines of the ACE and the MLA differed in terms of structure and

word limit, the first draft of the case study did not fulfil the requirements for submission,

however, the GM did not remark this during the first revision. It was not until March 26th,

when PIT received a second round of feedback from the GM that many errors were

revealed, obliging PIT to rewrite the case study, thus delaying the final date of submission.

The third draft was adjusted several times following suggestions made by the GM and the

project’s Content Manager/Editor, and the final version was submitted to the museum on

April 20th, twelve days after the final deadline initially proposed.

FIRST DRAFT

Who Stole my Milk? Exploring Student Homes in London

As a component of their Museum and Site Interpretation coursework, students pursuing

a Master's degree from the Institute of Archaeology, University College London, are

working collaboratively with the Geffrye Museum developing a project that explores

London's students homes in 2012. The students have engaged in audience research and

documentation of student homes in London to create a small exhibition, learning

programmes, promotional materials, and web resources targeted towards 16-25 year

olds. These outcomes will help visitors better understand the international impact that

living in a student home in London has on student identity formation. This deep

exploration into the complexities of the student home will have the visitors re-evaluate

their own preconceived notions of student home life. It will also serve as means for

visitor reflection on their own experiences of home.

The students are working with Geffrye Museum to assist in the development of project

outcomes:

A small exhibition running from Tuesday 15th May to Sunday 9th September 2012.

Students have documented four different households totalling fourteen participants

using a number of research methods such as film, photography, sound recordings and

floor plan drawings which will be used as material for the exhibition. The exhibition is

aimed at the project's primary target audience by examining the relationships, personal

objects, and international influences that build student homes.


Family Days at the Geffrye Museum on the Tuesday 3rd and Wednesday 4th of April

2012. Students have developed an event programme that includes crafts, cooking,

games, and music workshops highlighting cultures from around the world in

conjunction with The World At Home project at the Geffrye Museum.

An Open Evening Event aimed at the primary target audience in order to encourage

engagement with the project. Activities will include workshops, music, and informal

discussions where visitors are invited to speak with curators and socialise with other

participants.

Developing a marketing strategy to reach out to a potential audience through the use of

a press release, radio advertisements, web resources, and an e-newsletter.

The distribution of promotional postcards designed to compel the primary target

audience to participate in the project outcomes.

Research into the project's primary target audience and the Geffrye's core audience's

knowledge and impressions of Stories of the World, Cultural Olympiad, and the Geffrye

Museum.

Market research into ways to engage and attract the primary target audience to the

Geffrye Museum.

Research into the target audience's attitudes and impressions of the student home for

use in a set of communication messages which aid and guide project development.

Development of web resources promoting the project, using the permanent online

resources available on the Geffrye Museum website: it will include the creation of an

interactive floor plan highlighting objects found within a student home as well as a

digital story. Social media also serve as a means to engage potential visitors as these

outlets will be a location to acquire information regarding project news and upcoming

project events as well as a forum to share experiences of living in student homes.

Target Audience

Following audience research into the Geffrye Museum's core audience, a primary target

audience of 16-25 year olds was chosen with particular emphasis placed on attracting

pre-university teenagers, undergraduate students and postgraduate students to the

museum. The core Geffrye Museum audience of 26-60+ was selected as a secondary

target audience with individuals ages 15 and younger selected as a tertiary target

audience.

Aim


The aim of the project had two important outcomes for both the UCL Master's students

and their audience:

Institute of Archaeology students developed their skills, knowledge, and understanding

of the museum sector while forming a relationship with the Geffrye Museum and its

staff. Through the project students gain practical experience while learning important

project management skills like participating in a team, good communication, working to

deadlines, and creating work appealing to both a client and their audiences.

The product of the students' work on “Who Stole my Milk? Exploring Student Homes in

London” aims to provide a better understanding and awareness of London's student

homes in 2012 as a shared space serving as a unique arena for conflict, compromise,

friendship, and international fusion. To underpin this message, the project will approach

this by taking into account the visitor's previous experiences, attitudes, and interests

concerning the student home. The project is part of the ongoing Stories of the World:

London programme at the Geffrye and part of the London 2012 Cultural Olympiad.

Process

The project management software 'Basecamp' serves as the main communication link

between project members. It facilitated file sharing, messaging, group discussion, deadline

management, scheduling, and planning for the project through group collaboration.

'Basecamp' provided an interactive management system and forum for members of the

entire project to contribute their ideas, difficulties, questions, and outcomes throughout

the process making the entire project a collaborative endeavour.

Group discussions served as precursor for the development of project aims,

communication messages, themes, learning theory, and outcomes. Bi-weekly panel

meetings promoted collaboration between the students, Geffrye staff involved in the

project, as well as the UCL Site Interpretation Course Coordinator and Project Supervisor.

Panel meetings included presentations from each team illustrating progress, ideas, and

outcomes for the benefit of project communication and overall management. Additional

meetings occurred between student teams and Geffrye Museum staff members to provide

support, cultivation of ideas, exploration of themes, and evaluation of project outcomes

throughout the entire project process. Weekly meetings of the entire student group were a

means to establish that the communication goals, learning theory, and project themes

were continuously evaluated with group collaboration and input.

Initial evaluations began in December 2011 to aid project development through testing of

public awareness and interest in the cultural backdrop against which the project would be

set, namely the Cultural Olympiad, Stories of the World, and student homes. Subsequently,

the Audience Advocates carried out a front end evaluation in January 2012 to investigate


the primary target audience's interest in the project. Simultaneously with the development

of other project components the Audience Advocates have been and will continue to use

surveys to conduct audience research to better the project outcomes.

Web resources have been used to publicise the project, communicate information,

create learning opportunities, and encourage audience engagement with the project.

The Web Resources Team have created a blog, update the Geffrye Museum's Young

Persons Twitter and Facebook accounts, will develop an interactive floor plan and

create a digital story as part of the existing Geffrye website for the project.

There will be two Geffrye Museum Family Days: Tuesday 3rd and Wednesday 4th April

2012. Each day will consist of four one-hour drop-in activities. Based upon “The World

At Home” themes and objects, the Family Days aim to improve family ties, shape

knowledge using hands-on and multi-sensory games, and highlight the culturally

eclectic nature of homes in England

The small exhibition in the museum's concourse cases, which will delve into the world

of London’s modern student homes. The exhibition “Who Stole my Milk? Exploring

Student Homes in London” will be open to the public from Tuesday 15th May 2012 to

Sunday 9th September 2012.

Number of Participants

* 23 students were involved in the project.

* (waiting for Vanessa to confirm this number) visitors are expected to visit the

exhibition.

* 200 visitors are expected to come along to each of the coming Family Days in April.

* 10,000 web site viewers are expected to visit the online resources.

* Almost 200 people have been involved in the audience research so far.

* 1500 postcards have been produced and printed to be distributed at the Geffrye

Museum and student organizations.

Impact and Outcome

The collaboration between the Geffrye Museum staff and UCL Master's students has

given them the opportunity to apply theoretical knowledge of museum practice into a

practical museum context through hands-on experience. UCL Master's students have

been able to cultivate their communication, team building, project management, and

risk assessment skills which will prove invaluable as they pursue their own careers in

the sector.


“Who Stole my Milk? Exploring Student Homes in London” contests stereotypical

perceptions of the student home by communicating a unique perspective into the

identity formation, international fusion and cultural exchange that occurs and is

reflected in student homes in London. A new target audience of 16-25 years old will be

encouraged to engage with the museum as a result of the close consideration of

audience research in the project's development process.

The project focuses on the lives of young people with particular attention placed upon

the international aspects of the student home. This fits in accordance with the aims of

Stories of the World celebrating the cultural diversity and influences of young people

within the United Kingdom.

Using audience research as the basis for development the project will attract a new

demographic of 16-25 year olds to the Geffrye Museum for both the “Who Stole my

Milk? Exploring Student Homes in London” project and future Geffrye Museum projects.

Evaluation

Communication problems occurred as non-native English speaking team members faced

issues in terms of effectively delivering ideas. This was mediated by asking for

assistance from native English speaking team members. As the project was collaborative

in nature, issues arose when teams relied on other teams for pieces of information or

project outcomes. These issues were dealt with through adaptation of timetables and

plans. The audience research should impact on attracting the primary target audience to

the museum for the “Who Stole my Milk? Exploring Student Homes in London” project

and eventually as part of the core group of regular visitors to the Geffrye Museum. The

Family Days will hopefully encourage visitors to participate in The World at Home

project and persuade them to become involved in the student home project.

The students have found the collaboration with the Geffrye Museum beneficial as they

have honed and developed important skills such as communication, time management

and team building.

“I believe that both on a personal and professional level I am learning the value of good

communication”-Elisabetta Pietrostefani Student Project Coordinator

“I am learning a lot about how to manage change and risk. I've made schedules and

plans in the past, but I've never strategically considered how to put things in place that

minimize risk and how to plan for potential different outcomes.”Elizabeth Wells-Thulin

Student Project Manager

Tips


Encouragement of communication between project members, thorough risk assessment

to anticipate and prevent potential problems, effective project and time management.

Future development

“Who Stole my Milk? Exploring Student Homes in London" is part of London 2012

Cultural Olympiad programme Stories of the World which cultivates new museum

exhibitions across the United Kingdom with direct involvement by young people. The

project is led by the Museum, Libraries and Archives Council (MLA) in partnership with

the London Organising Committee of the Olympic and Paralympic Games (LOCOG).

At the Geffrye Museum the Stories of the World: London programme culminates in the

At Home with the World exhibition opening in March 2012, which features films and

research by young people. Throughout 2012 there will be additional displays, projects

and workshops inspired by this theme for young people and communities to get

involved in.

“Who Stole my Milk? Exploring Student Homes in London” will ideally attract a new

target audience of 16-25 year olds to the Geffrye Museum with the lasting effect of

making them part of the Geffrye Museum's core audience. Attracting and engaging

young people to participate in museum exhibitions aligns with the overall goals of the

Stories of the World.

Project Website

The Geffrye Museum Stories of the World website pages (insert link)

Blog http://whostolemymilk.blogspot.com

Facebook https://www.facebook.com/thegeffryeyoungpeoplespage

Twitter http://twitter.com/#!/geffryeyouth

SECOND DRAFT

The case study for the Arts Council England chronicles the outputs, results, and student experiences of working on the Who Stole my Milk?: Exploring Student Homes in London project. The case study provides an outlet for more information to be disseminated to the wider museum sector audience about the project. It also fulfills a requirement of participation in the Stories of the World programme.

http://whostolemymilk.blogspot.com/

http://twitter.com/#!/geffryeyouth


Introduction The Stories of the World programme is led by Arts Council England and is part of the Cultural Olympiad. It works with 60 museums across the country. Stories of the World gets young people working with curators, film makers, artists, writers and musicians to explore and reinterpret museum collections, giving us a new perspective on the stories that tell us about our place in the world. The programme supports museums to change the way they work with young people and their wider communities, driving a process of organisational change to develop participatory approaches to decision making and strategic planning. Main challenges/opportunities and how they were tackled As students pursuing a Masters degree at UCL Institute of Archaeology, we worked collaboratively with the Geffrye Museum developing a project Who Stole my Milk: Exploring Student Homes in London. We engaged in audience research and documentation of student homes in London to create an exhibition, learning programmes, promotional materials, and web resources. We aimed to provide a better understanding and awareness of London's student homes in 2012 as a shared space serving as an arena for conflict, compromise, friendship, and international fusion.

We worked with Geffrye Museum to assist in the development of project outputs:

The Who Stole my Milk: Exploring Student Homes in London exhibition runs from Tuesday 15th May to Sunday 9th September 2012 and examines the relationships, personal objects, and international influences that build student homes. We documented four different households, totalling fourteen participants, using a number of research methods such as film, photography, sound recordings and floor plan drawings which are used as material for the exhibition.

Family Days at the Geffrye Museum on Tuesday 3rd and Wednesday 4th April 2012. We developed an event programme that includes crafts, cooking, games, and music workshops all highlighting cultures from around the world. An Open Evening on Wednesday 16th May 2012 with activities including workshops and musics to engage visitors with the exhibition.

We developed a marketing strategy to reach out to potential audiences through the use of a press release, radio advertisements, and an e-newsletter.

We developed web resources promoting the project, using the permanent online resources available on the Geffrye Museum website: these included the creation of an interactive floor plan highlighting objects found within a student home as well as a digital story. We also used social media as a means to engage potential visitors by providing information regarding project news and upcoming events.


Results Our project contested stereotypical perceptions of the student home by communicating a unique perspective into the identity formation, international fusion and cultural exchange that occurs in student homes in London.

Project outputs helped visitors better understand the international impact that living in a student home in London has on the formation of student identity and re-evaluate their own preconceived notions of student home life. To underpin this message, we approached this by taking into account visitor's previous experiences, attitudes, and interests concerning the student home.

Using audience research as the basis for development we attracted a new demographic of 16-25 year olds to the Geffrye Museum for both the Who Stole my Milk?: Exploring Student Homes in London project and future Geffrye Museum projects.

* 23 students were involved in the project with the Geffrye Museum * visitors visited the exhibition at the Geffrye Museum. * 200 visitors came along to each of the Geffrye Museum Family Days in April * 10,000 web site viewers visited the online resources. * 300 people were involved in the audience research * 1500 postcards were produced and printed for distribution at the Geffrye Museum and student organizations

Lessons Learned

The collaboration between the Geffrye Museum staff and UCL students gave us the opportunity to apply theoretical knowledge of museum practice into a practical museum context through hands-on experience. This served as an arena for us to develop new skills, knowledge, and an understanding of the museum sector while forming a relationship with the museum and its staff.

Through the project we gained practical experience while learning important project management skills like participating in a team, good communication, working to deadlines, and creating work appealing to both a client and their audiences. These skills will prove invaluable as we pursue our own careers in the sector.

We found the collaboration with the Geffrye Museum beneficial as we honed and

developed important skills:

“I believe that both on a personal and professional level I am learning the value of good communication.”

Elisabetta Pietrostefani, Student Project Coordinator

“I am learning a lot about how to manage change and risk.”

Elisabeth Wells-Thulin, Student Project Manager

Admittedly we did face some challenges which we overcame. Communication problems occurred as non-native English speaker team members encountered difficulties in terms


of effectively delivering their ideas. This was mediated by asking for assistance from native English speaker team members. As the project was collaborative in nature, issues arose when teams relied on other teams for pieces of information or project output. We dealt with this issues through adaptation of timetables and plans.

For Further Information To view the interactive floor plan and digital story created in this project please view the Geffrye's Stories of the World website pages: http://www.geffrye-museum.org.uk/whatson/stories-world-london

To view the blog produced from this project please visit: http://whostolemymilk.blogspot.com

To view the social media outlets used in this project please visit the Geffrye Young People's

Facebook page: https://www.facebook.com/thegeffryeyoungpeoplespage; or the Geffrye Young

People's Twitter page: http://twitter.com/#!/geffryeyouth

http://whostolemymilk.blogspot.com/

https://www.facebook.com/thegeffryeyoungpeoplespage




APPENDIX 3.4.4 PRIVATE VIEW INITIAL GUEST LIST

PIT met with their GM counterpart to discuss plans for the private view event on April 10th. They were asked to compile a guest list for April 16th as their first assignment. For May 1st they needed to produce a layout plan for the event, memo, detailed plan, preliminary guest numbers, and a refreshment brief. Between the April 11th and 16th, PIT contacted the UCL student team to ask members to volunteer for the private view event. They produced a Google document for volunteers to sign-up for specific shifts via Basecamp. During this time individuals were also contacted to see if they would be willing to give a speech at the event. This information was given to the GM on May 1st. On 16th April PIT submitted a preliminary guest list of individuals that should be invited to the private view and received feedback on April 23rd. Minor changes were made such as the addition of a member of GM staff, a Freelancer, and some updates to the contact information for GM stakeholders. The GM also agreed to invite some of the youth ambassadors that worked closely with PIT over the course of the project after this suggestion was made by PMT and PIT. PIT posted the invitations to individuals on the guest list and delivered some of these invitations directly to individuals at UCL on April 30th. They also sent everyone on the guest list an electronic invitation. RSVP's were received by May 14th at [email protected]. PIT produced a refreshment brief, sent to the GM April 30th, using the new budget of £250-£300 for the private view. Ordering wine, soft drinks, sparkling water, juice, and platters of food including fruit, vegetable platters, and wraps for the event for a total of £283. PIT created a memo for the private view, outlining what Front of the House staff needed to complete and at what time in order to prepare the museum for the private view. A detailed plan of the private view was also created outlining where volunteers would be placed throughout the event and at what times. These documents were submitted April 30th.

Name Guest Contact Details

Geffrye Museum Staff David Dewing [email protected]

Christine Lalumia [email protected]

Amina Arab [email protected]

Alison Lightbown [email protected]

mailto:[email protected]






Hannah Lake [email protected]

Rachael Crofts [email protected]

Jayne Lloyd [email protected]

Mandy Williams [email protected]

Nancy Loader [email protected]

Laura Bedford [email protected]

Phoebe Kallin [email protected]

Eleanor John [email protected]

Alex Goddard [email protected]

Hannah Flemming [email protected]

Lynsey McNab [email protected]

Megan Mitchell [email protected]

Vanessa Weibel [email protected]

Rachael Croft [email protected]

Ananda Rutherford [email protected]

Louisa Need email address

Freelancers Elizabeth Warry [email protected]

Family Day Freelancer



















Family Day Assistant






IOA Lecturers Theano Moussouri [email protected]

Ian Carroll [email protected]

Beverley Butler [email protected]

Kathy Tubb [email protected]

Mike Rowlands [email protected]

Tim Schadla-Hall [email protected]

Gabriel Moshenska [email protected]

Tim Williams [email protected]

Elizabeth Pye [email protected]

Dean Sully [email protected]

Renata Peters [email protected]

Mike Corbishley [email protected]

Sarah Dhanjal [email protected]

Kirsty Norman [email protected]

IOA Teaching Colin Sterling [email protected]




Assistants

Jamie Larkin [email protected]

Johanna Zetterstrom [email protected]

IOA General Judy Medrington [email protected]

Fiona McLean [email protected]

Jo Dullaghan [email protected]

Stuart Laidlaw [email protected]

IOA Director Stephen Shennan [email protected]

MSI Guest Lecturers Sandra Bicknell

Richard Grassborrow

David Francis

Stephen Foulger

Dr. Steve Cross

Dr. Joe Cain

Other UCL Individuals

Provost Malcolm Grant [email protected]

UCL Vice Provost Michael Worton [email protected]

Head of Public Engagement

Steve Cross [email protected]

UCL Digital Communications

John Burnett [email protected]




UCL Digital Communications

Rob Eagle [email protected]

Student Team Members

Riccardo Fazzallari (DSHT)

[email protected]

Hannah Brown Bruno Oliveira

[email protected]

Chao-Chieh Wu (DSHT) Candy Kong [email protected]

Li Wang (DSHT/Photographer)

[email protected]

Elizabeth Wells-Thulin (PMT)

Harry Peirse [email protected]

Elisabetta Pietrostefani (PMT)

Elizabeth Kutesko

[email protected]

Julie Patenaude (PMT) [email protected]

Jeni Turner (AAT) [email protected]

Binlu Wang (AAT) [email protected]

Katy Daniels (ART) Jemma Chapman

[email protected]

Leslie Lai (ART) [email protected]

Javier Caro (PIT) [email protected]














Kathryn Townsend (PIT) Marc Halewood

[email protected]

Jennifer Brown (ET) Rob Rowland [email protected]

Semiha Bicer (ET) [email protected]

Minyoung Cho (LIT) Yeonju Hahn [email protected]

Nam Young Kwon (LIT) Jinok Lee [email protected]

Charmaine Wong (WRT) [email protected]

Urska Bohinec (WRT) [email protected]

Participants 1

2

3

4

5

6

7









8

9

10

11

12

13

Contributors Suguru Koshikawa [email protected]

Occupant of postcard student room

Kenny Cairney [email protected]

Postcard photographer Lisa Preville [email protected]

UCL Communications Video

Alexis Valticos [email protected]

Assisted at Family Days Kyengmi Lee [email protected].

MLA Roy Clare [email protected] Wellcome Wolfson Building. 165 Queens Gate, London, SW7 5HD

Sir Andrew Motion C/o [email protected] Wellcome Wolfson Building. 165 Queens Gate, London, SW7 5HD

Heddley Swain [email protected] Wellcome Wolfson Building. 165 Queens Gate, London,




SW7 5HD

Isobel Siddons [email protected] Wellcome Wolfson Building. 165 Queens Gate, London, SW7 5HD

Andrew Holden [email protected] Wellcome Wolfson Building. 165 Queens Gate, London, SW7 5HD

Richard Sved [email protected] Wellcome Wolfson Building. 165 Queens Gate, London, SW7 5HD

John McMahon [email protected] Wellcome Wolfson Building. 165 Queens Gate, London, SW7 5HD

Batool Khan [email protected] Wellcome Wolfson Building. 165 Queens Gate, London, SW7 5HD

LOCOG Ruth Mackenzie [email protected] 1 Churchill Place, Canary Wharf. London, E14 5LN

Tony Hall 1 Churchill Place, Canary Wharf. London, E14 5LN

Fran Hegyi [email protected] 1 Churchill Place, Canary Wharf. London, E14 5LN

Chenine Bhathena [email protected] City Hall, The Queen's Walk, More London, SE1 2AA

Munira Mirza [email protected] City Hall, The Queen's Walk, More London, SE1 2AA

Arts Council England Leonie Sakey Arts Council England, 14 Great Peter Street, London SW1P 3NQ


Dame Liz Forrgan Arts Council England, 14 Great Peter Street, London SW1P 3NQ

Alan Davey Arts Council England, 14 Great Peter Street, London SW1P 3NQ

Moira Sinclair Arts Council England, 14 Great Peter Street, London SW1P 3NQ

British Council Jane Weeks [email protected] British Council, 10 Spring Gardens, London, SW1A 2BN

Geffrye Stateholders Fiona Davison [email protected] Museum of London, 150 London Wall, London EC2Y 5HN

Hannah Phung [email protected] Museum of London, 150 London Wall, London EC2Y 5HN

Shabana Pathan [email protected] Museum of London, 150 London Wall, London EC2Y 5HN

Kate Bowgett [email protected] Museum of London, 150 London Wall, London EC2Y 5HN

Bridget Khalifa [email protected] Museum of London, 150 London Wall, London EC2Y 5HN

Louise Coles [email protected] Museum of London, 150 London Wall, London EC2Y 5HN

Sara Wajid [email protected] Museum of London, 150 London Wall, London EC2Y 5HN

Ben Travers [email protected] Museum of London, Docklands, No1 Warehouse, West India Quay, London, E14 4AL

Nigel Sadler [email protected]





Museum of London, Docklands, No1 Warehouse, West India Quay, London, E14 4AL

Yvette Shepherd [email protected] Museum of London, Docklands, No1 Warehouse, West India Quay, London, E14 4AL

Kate Hebditch [email protected] Museum of London, Docklands, No1 Warehouse, West India Quay, London, E14 4AL

Melissa Bentley [email protected] Museum of London, Docklands, No1 Warehouse, West India Quay, London, E14 4AL

Frank Hargrave [email protected] Museum of London, Docklands, No1 Warehouse, West India Quay, London, E14 4AL

Christopher Claxton Stevens

(via Amina Arab)

Geffrye Trustees Patricia Brown (via Amina Arab)

Tanvir Hasan (via Amina Arab)

Philippa Glanville (via Amina Arab)

Jeremy Edge (via Amina Arab)

David Millar (via Amina Arab)






Philip Robinson (via Amina Arab)

John Tomlins (via Amina Arab)

Penny Egan (via Amina Arab)


APPENDIX 3.4.5 PRIVATE VIEW INVITATION DESIGN BRIEF

The following are guidelines for our designs. If you have any suggestions or feel that what we want to do is not realistic, please let us know. As always if you see something design wise that might look better please feel free to incorporate this into the design. Most of the design work will mimic last year's design for both continuity and practicality. We appreciate all of your hard work and assistance in this matter. We would like the back of the invitation to be done in the same style as the invitation last year. We would also like to use the same GM house font. The colour scheme will be pink and black for the text. The dimensions for the invitation are 21 cm by 10 cm. Back of the Invitation We would like the title of the exhibition to appear in pink text in this manner centred at the top of the invitation. Who Stole My Milk? Exploring Student Homes in London The rest of the text will be on the right side of the postcard as follows.... “When we have text appear italicize it is to indicate that we would like this text to appear in pink. The Geffrye Museum in collaboration with UCL Institute of Archaeology students invite you and two guests to attend a private view of their work. On (day of the week) May, (time tba) Join us to celebrate the completion of the project which is part of the Stories of the World: London programme.* Who Stole My Milk? Exploring Student Homes in London on the night includes: exhibition, publicity, speeches, and refreshments. RSVP: [email protected] by (day of the week) May *This celebration is part of the London 2012 Cultural Olympiad programme Stories of the World.”



We would like this set of text to appear on the right side of the invitation like it did last year. On the left side of the invitation we would like to use picture (IMG_4656) of an open refrigerator. We think it might look better if it is cropped out of the original background. Please let us know if you think this would be visually best. In another design we would like to use the image of the messy student room that was on the final postcard for variety. If you need a copy of this photo please let us know. The bottom of the postcard should include the Geffrye's address, telephone, and website like it did last year with a pink background and white text. Front of the Invitation Design 1 The photograph of the students sitting in the sofa (Finchley Central 2) is in the centre, taking up something like one third of the postcard: we would like you to crop the sofa out of its original background and, if possible, to blur the glass of wine that appears in the bottom, right in front of one of the students' leg. We would like the scene to be set against a background of a light colour (could you make a few alternatives with different colours, including white just in case the Geffrye wants to go for that option?). On the top right side could you please place the SOTW shard in pink and the Geffrye's logo on the bottom (the same logo that was used on last year's invitation). On the left, the title and subtitle of the exhibition, in black using the Geffrye's house font. We would like the title to be in a bigger size than the subtitle. Also, the text “You are invited to a private view” should appear on the top, sized the same as subtitle (this will be the same for the other two designs) Something like this would be good expect we would like the line to be solid and pink. You are invited to a private view of ------------------------------------------ Who Stole My Milk? Exploring Student Homes in London ------------------------------------------- Front of the invitation: Design 2 This will probably be easy for you as we want the photograph of the students dining (Finchley Central 1) but keeping the background (so you don't have to crop out a specific part of the background). The photograph will take something like two thirds of the length of the postcard, with a blank space on the left for the title of the exhibition (looking the same as in the first design). Feel free to adjust the size of the photo or crop as necessary to fit what would look appropriate on the postcard. Again, both the pink SOTW shard will be on the top right-hand the Geffrye's logo will be on the bottom right, looking the same as in the first design.


Front of the invitation: Design 3: Simple: take the first design as a template in terms of the logos, title, shard..etc. But instead of the photograph of the students sitting in the sofa we would like you to put the picture of the closed fridge (IMG_4629.), taking as much space as possible, although we are aware that since it is a horizontal image it will be difficult to use it to fill in the sides of the postcard: if you want, you can maybe enlarge the size of the title bit and shift the fridge slightly to the right to avoid having too much space blank. As we want to play with the idea of a closed fridge in the front that opens when you flip over the postcard, we want you to add a text saying “to see what's inside, flip the postcard...”. This text will be situated on the left, in the middle (in between the SOTW shard and the Geffrye's logo). We would like for this text to be pink in the Geffrye House style.


APPENDIX 3.4.6 PRIVATE VIEW INVITATION EVOLUTION

Using photographs gathered by DSHT as a basis for designs PIT submitted a brief to the Graphic Designer on March 6th outlining possible designs for the private view invitation. Two of the designs showed student participants together in their homes. The third design used a photograph of a closed refrigerator appealing to the project’s title. All the designs had the same back which provided basic information about the project with a picture of an open refrigerator. All the designs followed STOW guidelines. PIT received feedback from the GM on the designs on March 20th. The museum overwhelmingly preferred the design with the refrigerator. The GM also suggested that the back of the postcard have the exhibition name on one line instead of two. They also suggested that more colour be added to the back of the design. PIT sent the Graphic Designer an updated brief with the changes suggested by the GM on March 22nd. The Graphic Designer produced these changes for March 26th. On March 26th the GM gave the Graphic Designer feedback that they would prefer to the design for the front and back of the invitation to be in a portrait style. On March 28th PIT received a new design from the Graphic Designer that had the back and front of the invitation design in a portrait layout. Between March 28th and April 4th last minute changes were made to the designs involving the text on the back of the invitation and converting the files to jpeg and PDF versions. In early April the designs were sent to LOCOG for approval and were approved without any further suggestions.

FIRST DRAFT

Who Stole My Milk?

Exploring Student Homes in London

The Geffrye Museum in collaboration with UCL Institute of Archaeology students invite you

and two guests to attend a private view of their work.

On 24th May, (time tba)

Join us to celebrate the completion of the project which is part of the Stories of the World:

London programme.*

Who Stole My Milk? Exploring Student Homes in London on the night includes: exhibition,

publicity, speeches, and refreshments.

RSVP:

[email protected]

by (day of the week) May



*This celebration is part of the London 2012 Cultural Olympiad programme

Stories of the World.”

13 - Team Progress - PIT

Documents

Transcript of 13 - Team Progress - PIT